Unschooling and the Radical Theory of Freedom in Education

Education critics are sparking a debate on the virtues and sins of modern market capitalism, but they seem to be united in their belief in a theory of freedom that harkens back to Rousseau’s radical ideas. The concept of unschooling, which suggests that humans become free by breaking away from societal norms and immediately embracing their freedom, is gaining traction among some parents and educators.

Rousseau, in his 1762 treatise on education, “Emile,” argued that children should be allowed to freely express themselves and follow their passions without the constraints of society. This stands in stark contrast to the traditional belief that discipline and mastery of complex skills are necessary for nurturing passion and freedom.

Amanda Enclade, a mother of three who has embraced unschooling for her two younger children, likened the philosophy to a religion, requiring determination and faith. In unschooling, a child’s motivation to learn is seen as an innate instinct to be unleashed, rather than a virtue that needs to be cultivated through coercion and rewards.

John Holt, a pioneer of unschooling, believed that children have a natural desire to make sense of the world and should be allowed to explore and learn freely. However, critics of unschooling question how children will learn to persevere through challenges and boring tasks without the structure and guidance provided by traditional education.

As the debate over unschooling continues, some see it as an extreme form of the consumerist mindset that has infiltrated education, where students are seen as customers who should always have the freedom to choose. The question remains: can unschooling truly foster a love of learning and independence, or does it risk leaving children adrift without the necessary skills to navigate the complexities of the world?