Liberating children from the tyranny of institutional ideology and classroom indoctrination should begin early. The “forest school movement” and the “forest kindergarten movement” are experiencing growth in Europe, the Anglosphere, and in free East Asia.
In a “forest kindergarten,” like the one in the short video above, children spend most of the day in the wilderness, regardless of weather. Toys are replaced by the imaginative use of sticks, rocks and leaves. There are more than 1,500 of these in Germany. __ NYT
Kindergartens, “child gardens,” began to sprout up in Germany and Scandinavia around the turn of the 20th century, near 1900. The two world wars of the first half of the 20th century stalled the European development of this healthy phenomenon.
The concept of “forest schools” was further developed in Wisconsin in the 1920s, in Scandinavia and Germany in the 1950s, in the UK in the 1990s, and in Canada, Japan, and Hong Kong in the early 2000s.
Young and very young children appreciate the wild elements of play that are incorporated into the forest school. Boys are more suited for the wild than for the classroom, at least in their first dozen or so years of life.
Improved confidence, social skills, communication, motivation, an concentration
Improved physical stamina, fine and gross motor skills 
Positive identity formation for individuals and communities 
Environmentally sustainable behaviours and ecological literacy 
Increased knowledge of environment, increased frequency of visiting nature within families 
Healthy and safe risk-taking 
Improved creativity and resilience;
Improved academic achievement and self-regulation;
Reduced stress and increased patience, self-discipline, capacity for attention, and recovery from mental fatigue 
Improved higher level cognitive skills 
In forest schools, play is largely self-initiated and self-regulated. Most rules of play are negotiated on the fly between children and their playmates, and adult supervision is limited.
Forest Schools and the Dangerous Child
Anything that can be taught in a classroom can be better taught in a forest, given adequate preparation. But the immediacy of the outdoors provides resilience-breeding learning experiences that stay with the child far longer than the didactic pedagogy of the classroom.
The Dangerous Child curricula is best taught in the out of doors. Most of the early training should take place in the rural setting — whether in a forest, on a mountain, in a desert, on a farm, or on a waterway, is a matter of choice, discretion, need, and opportunity.
As the child grows and develops competence-based confidence and resilience in the outdoors, he will be better able to develop expertise in more technological and urban settings. But no child ever outgrows the out of doors. By growing up in the wild, a more realistic concept of nature evolves within the child than what most children receive in a classroom indoctrination.
Forest School vs. Montessori and Waldorf
For parents who are unable to lead their own children through the lessons of the outdoors during the formative years, the expanded choices provided by forest schools, Montessori, and Waldorf etc., allow for a somewhat less guilty “farming out” of the young child to third parties than would otherwise be possible.
Each local kindertarten and school facility should be thoroughly vetted before trusting one’s child to their tender mercies.
Life is inherently unpredictable. We must constantly act in the face of imperfect information, which means that we are always at risk of betting wrong — and failing. This is simply the nature of the universe, and the human condition. It is a reality that courageous humans learn to face head-on — but which cowardly rent-seekers attempt to evade by using the coercion of governments, gangs, and mobs.
Entrepreneurs are Universal Risk Takers
All Dangerous Children are trained in the entrepreneurial skills. Entrepreneurship is best considered as a behaviour: “judgmental decision making under uncertainty.” (Source Peter Klein Chapt 9)
Since virtually all decision-making is necessarily done under conditions of some uncertainty, virtually the whole of meaningful life involves entrepreneurial risk, with some emotional overtones. And thus the importance of training Dangerous Children in the experience of the wide range of emotions at a very young age — to insert a core of emotional stability within the Child’s heart, well before it would generally be considered necessary by conventional child psychologists or early childhood educators.
Normal risk-taking ranges from the financial to the existential, and can be quite stressful unless a child is raised to carry a core of stability within himself. The development of such inner competencies are an essential part of Dangerous Child training.
Emotional Balance and the Sentic Cycles
Normal human emotions range across a broad and deep spectrum, and are experienced automatically in response to both internal and external events. These emotions can be pleasant, neutral, or unpleasant. In the Dangerous Child Method for training risk-takers, none of these normal emotions are denied or blocked. Instead, they are recognised and incorporated into everyday experience.
One of the most useful methods for utilising the broad range of emotions is called “Sentic Cycles,” developed by Dr. Manfred Clynes — a musician and neuroscientist. The Sentic Cycles are integrated into emotional exercises which persons regularly perform on their own, in order to better integrate and calibrate their emotions into their daily lives. More:
Sentic Cycles lets you generate and express your emotions in a series, as a spectrum, your emotion ‘symphony’, so you tend to become free from emotional rut – being stuck in one emotion
– and be in touch with your real self – not overwhelmed by single emotion (yet able to savour them all as in music).
It takes only 10 minutes to learn to do it – and then you may benefit from doing it anytime the rest of your life – as long as human nature does not change! Anyone can do it.
… We all tend to be prisoners of emotion more than we may wish to be. Emotions make life enjoyable and meaningful, but not if you are in an emotional rut, where a particular, most often negative, emotion takes over, and makes it hard to get out of, even temporarily. Often such negative emotions are suppressed, but still interfere with function and freedom of experience.
Sentic Cycles allow you to experience and express all such emotions more constructively, without being overwhelmed by them. Like music, like an artistic experience, the emotion becomes an example of your own humanity: it allows you to savour that emotion as one that is shared by humanity. At the end of the Sentic Cycle you may feel a sense of belonging, a sense of being glad to be alive.
It takes about 25 minutes to go through the entire cycle, if done according to the standard procedure developed by Dr. Clynes. As described on the website above, the Sentic Cycles are immensely useful for virtually everyone.
What is not always readily apprehended however, is that the cycles can be adapted for specific uses that are customised for each individual. This adaptibility to the individual is immensely useful for Dangerous Child training, since no two children are exactly alike, and no two trainings are precisely the same.
Here is an intriguing comment from Don O’Brien, a former trainer of Sentic Cycles, referring to the use of Sentic Cycles to treat addictions:
What causes any psychological addiction is unimportant. Perform Sentic Cycles at least five times. During the Hate phase hate every aspect about whatever addiction you want to stop. You will soon no longer have the urges, and will actually notice the absence of urges. As you continue to do cycles regularly, your mixed up emotions, often caused by lying to yourself, will sort themselves out very soon, too.
I worked for Manfred Clynes in Sydney in the eighties, and over the decades have taught dozens how to cure their own addiction quickly…without a relapse. While performing sentic cycles, you become your own best therapist, because you cannot lie to yourself comfortably while doing one.
Each phase is experienced on its own, in its own particular way. The phases are placed in their specific order for a purpose, which is better understood after one has practised the cycles over a period of weeks or longer.
By calibrating and integrating these human emotions into a Dangerous Child’s everyday experience, he learns how to utilise them in the course of performing essential tasks — including risk-taking activities which might otherwise prove overwhelming for most untrained children.
The Dangerous Child Method integrates a few more emotions than the basic list above — depending upon the child — but maintains the basic order of experience, which has proven extremely useful. As mentioned in Don O’Brien’s comment, each phase can be modified to achieve specific goals within that particular emotion’s domain.
For children before the onset of puberty, the “sexual desire” emotion is replaced by a “physical excitement” emotion such as what is experienced on a roller coaster, a zip line, an elevated rope swing, etc. This substitution reflects the malleable nature of the sentic cycles, which allows them to be customised to suit particular needs and goals.
11 Micah gets going at 06:30, when most classmates are still sleeping off a late night of video games and social media.
Micah Amezquita is not like most sixth graders.
The 11-year-old recently started his own trash-can-toting business to make money so that he can start saving for college and become an aeronautical engineer.
His fledgling business, Curb Cans, provides the service of taking garbage and recycling bins to the curb and back again on trash day. Every Tuesday morning, Amezquita heads out in his neighborhood between 6:30 and 8 to take care of business before school.
Like most small businesses, Micah’s operation started slowly, and is building gradually. He is hard-working and positive, and is not afraid to set goals and follow through on them. These are qualities that most successful businessmen share.
Traits that Parents Should Encourage
1. Early Maturation — Early maturation puts people in the position to socialize with older, more established people. From mentorship to business dealings, a young mature person has more potential of being welcomed by successful people, resulting in exposure to real world dilemmas and an aspirational lifestyle early on.
2. Perseverance — Perseverance. Persistence. Tenacity. Whatever word you want to use, this trait is the most important to have if you’re going to be a successful entrepreneur. It doesn’t matter who you are or what company you started, I can guarantee that you’re going to face some low points and have days when you feel alone. When those days come, it’s the determination to reach a high point again that will get you to achieve your goals.
3. The Ability to Put Things in Perspective — Childhood adversity helps entrepreneurs keep things in perspective. When you think about it, experiencing real-life hardship makes all the other problems in life seem minute in comparison. Well, when running a startup you always need to keep things in perspective. From missing your target sales numbers to having key employees leave, problems will always arise and require you to put them in perspective not only for yourself, but your team as well.
4. Having Self Control — Playing off the ability to put things in perspective, childhood adversity most likely drummed up some extreme internal emotions that may never be provoked again. Although too much childhood adversity has correlation to opposite traits of these, most of the entrepreneurs that I know who faced something early on are able to express an incredible level of self-control. Making sacrifices, having difficult conversations, and locking in on your goal are all aspects that I’ve seen exemplified by successful entrepreneurs first hand. Source
Successful Small Business Ideas Vary With Time and Place
For many years, children could make extra money with a newspaper route, babysitting, a lemonade or cupcake stand, or other such modest and traditional endeavours. Times have changed, governments are more intrusive, and successful childhood entrepreneurs need to learn to work around the obstacles and red tape.
But sometimes it helps to look back at the money-making niches that earlier generations utilised:
To earn money, people:
1. Caught and sold fish, clams, and crabs
2. Made homemade fudge and sold it
3. Sold newspapers on the corner. Kids earned a little extra if they were promoted to “Corner Captain”, a sort of Great Depression multi-level marketing program where a kid brought in other kids to sell papers and earned a bit extra himself.
4. Started a lunch truck/wagon
5. Grew, picked, and sold berries
6. Road work
7. Shoveled snow on roads
8. Multiple part-time jobs, including housecleaning
9. Chopped wood or harvested driftwood
10. Made and sold handwoven baskets
11. Mowed lawns and other kinds of yard work
12. Door to door sales of things like shoes or sewing notions
13. Made deliveries for stores
14. Made and sold quilts
15. Sold homemade baked goods, like bread or pies
16. Sold eggs for 25 cents a dozen
18. Rented out rooms
19. Mended or altered clothes
20. Washed windows
21. Would purchase produce and re-sell door-to-door
22. Sold apples
23. Loaded coal
24. Piecework sewing
25. Sold homegrown produce
In every case it was a simple matter of looking around to see what people needed, what they wanted, what made them feel good about themselves and about life.
If people could coax money out of cash-strapped people in a depression, teaching a child to start and run a business in today’s perpetual Obama recession should be a snap!
Kids Need to Build Skills and Competencies to be Successful Child Entrepreneurs
Learning the skills of business is something that takes place both before and after the business is underway. All kinds of practical skills should be learned and mastered before the child even begins to sort through business ideas. Budgeting and money management come before starting a business. But the more practical skills a child instinctively knows, the more versatile his entrepreneurial ventures can be.
There is no need to re-invent the wheel here. Groups and organisations exist for teaching practical and useful skills to children:
Clothing & Textile Science – Learn basic sewing skills, personalize clothing, make clothing from patterns and more. Projects range from first-time beginners to advanced clothing design and construction masters.
Cooking Projects – Beginner to Advanced levels. Learn about cooking, nutrition, food safety information and get creative with recipes of all kinds, including baking breads, meal planning and grilling.
Gardening & Plant Science – Learn how to grow your own vegetables and preserve your own food through canning and freezing methods.
The Natural World – Learn how to explore the outdoors by learning about plants, trees and insects that live in the woods, streams and fields. Learn trapping, fishing and beekeeping.
Shooting Sports – Learn safe use of guns and basic archery.
Mechanics – Learn about small engines, tractors and machinery operations.
Woodworking – Learn how to use various woodworking tools along with basic tools to build wood projects.
Here is useful list of helpful life skills for kids from Survival Mom:
create a shopping list
find the best deals
use a microwave
read nutrition labels and know what’s good and what’s not
prepare, serve and store food to avoid spoilage
cook a well-balanced meal
know which kitchen tools and equipment to use for which tasks
make a weekly or monthly budget and stick to it
use an ATM
open, use and balance a checking account
apply for a credit card and use it responsibly
save up to buy a desired item
set aside money for charity
keep track of important papers
how to use a debit card
pay monthly bills, including utilities
complete simple repairs when needed
sew on a button
mend a seam
fold and put away clothing
follow fabric-care labels
do laundry, including treating simple stains
wash and dry items by hand
pack a suitcase
able to clean the house
find the circuit breaker and use it
locate and use water and furnace shutoffs
use a fire extinguisher
perform basic first aid
fix a running toilet
do laundry, including treating simple stains
use all household appliances, like loading the dishwasher the right way
basic auto maintenance
check tire pressure
check oil level and add oil if needed
check washer fluid and add more if necessary
arrange routine maintenance
add air to tires
produce documents if stopped by police
know what to look for in buying their first car
Other Life Skills
change a mailing address
register to vote
how to vote
who to call and what to do in emergency situations
basic first aid or CPR
how to apply for a job
how to select proper clothing for an interview
what to look for in a first apartment
who to contact to turn on utilities
where to have a document notarized
how to use public transportation
A large number of quasi-functioning adults have not mastered these skills. And many others may be able to do the tasks, but cannot be bothered for the most part. This natural ignorance or laziness on the part of much of the population opens up huge niches for child entrepreneurs to meet unmet needs and desires.
The lists above barely scrape the surface, but parents can begin to get the idea. Humans have an infinite number of unmet needs and wishes. The person who can supply those things economically in a timely fashion is apt to get more business than they can handle. At that point, the child entrepreneur will learn to delegate, utilise independent contractors, or learn to deal with “employees.”
Sure, parents and child-entrepreneurs will need to learn to jump any governmental hoops that they cannot avoid altogether. But there is no need to dump the bodies of over-zealous government functionaries in abandoned coal mines in order to co-exist with absurd government rules and regulations. A bit of forethought and cooperation between child entrepreneurs, their parents, and sympathetic businesspersons should provide the working space needed to survive in an age of government over-reach.
Dangerous Children Master at Least 3 Ways to Support Themselves Financially by Age 18
Most of the niche business ideas mentioned above will not provide reliable and consistent financial support for an independent adult over time. But they will provide invaluable experience in budgeting, handling money, devising business plans, dealing with people, and developing resilience in business.
At the same time as they are building their business skills-experiences-reputations, they are also learning needed academic lessons, developing Dangerous Skills and Competencies, acquiring helpful credentials, developing emotional resilience, and making a range of plans on different time scales for their futures.
After age 18 Dangerous Children will use their financial independence to build their base of operations, to further their education in the professions and other highly skilled sectors, to travel and learn new cultures – languages – ways of life, to raise families and new generations of Dangerous Children, to liaise with other Dangerous Children to form Dangerous Communities, and to otherwise work toward an abundant and expansive human future.
We are living in an age of impractical and perpetually incompetent adolescents of all ages. Children typically go through school and graduate from high school or college with no practical skills or experiences. Whatever parents may be thinking when they send their children off to be abused by institutions, the results are turning out very badly.
Here at the Dangerous Child Institute, we are merely seeking to provide an alternative approach to education and child-raising that provides children and youth with a lifetime confidence based upon stacked competencies — beginning very early in childhood. Most people are not ready for us. All the more reason to get started.
How can you possibly expect someone who has spent most of his or her life in a educational system that discourages risk and critical thinking, and which teaches them to stick with the crowd, to exit college with any meaningful advantage?
Armstrong lives in Yorba Linda, California, with his father Kevin, mother Priscilla and brother Dylan. He likes playing his guitar, soccer, flag football, video games, swimming, laser tag and is a member of the boy scouts.
Children are individuals, unique to themselves. Treating them as lumps of clay to be shaped just as the lords of society wish, is a recipe for disaster — a disaster that has been in the making for decades now.
Assembly line education is simply not working out for young people any longer, and ironically, many of these kids are so ignorant they actually think their problem is that they need even more “education.” In reality, the dumbing down of their minds with indoctrination and a focus on political correctness has made them grossly unprepared for life outside the sheltered cocoon of formal schooling.
… To summarize, our schools are training children to become followers instead of leaders and critical thinkers, and it’s going to take some dedicated parenting to turn things around for future generations.
Death Comes to Us All — The Importance of Careful Attention to Detail
People are living animals, subject to dying. When people — including children — take risks, the odds of death can rise appreciably, depending upon a number of factors. The child pictured below — Tito Traversa — fell to his death at age 12 due to equipment malfunction / inadvertent rigging error. The cause of the accident is analogous to a mistake in parachute packing, or a pilot error in judgement leading to a crash. Such accidents could happen to persons of any age, but are particularly tragic when they involve children and people who are involved in the training of full-spectrum children.
Not all children are born daredevils. Those who are innate risk-takers need to be taught utmost attention to detail, and extreme care in following best procedures to minimise and mitigate inherent risks in their activities. Although we incorporate play into learning of all kinds, life itself is being played for keeps.
Do not push them beyond their ability, but do not hold them back — when the proper training can empower them to expand their competence and skillful autonomy.
The misguided attempt to eliminate all risk from the lives of all children, is the far more salient danger to the future, rather than the disciplined training of Dangerous Children to manage risks.