Why Dangerous Children Will Not Grow Obsolete

Dangerous Children are Both Playful and Inquisitive

Asking questions is one of the most important ways that children learn. Ordinary preschool children ask about 100 questions per day. But by the time they reach middle school they have essentially stopped asking questions.

Why Do Ordinary Kids Stop Asking Questions?
Source: Right Question Institute

This is one of the tragedies of modern schooling and child-raising. Something happens when children go to conventional schools, which stamps almost all the inquisitiveness out of them. The suppression of inquisitiveness in children goes a long way toward making sure that they will grow obsolete far too quickly.

The world and workplace of the future will demand that its workers and entrepreneurs be observant, nimble, and able to anticipate important trends and changes that are likely to take place. If children and youth never learned to ask the important questions about things and events happening around them, they will be lost and at the mercy of prevailing powers.

Five Basic Questions

Children can learn any number of ways to approach new phenomena, but to begin with it is best to give them a simple checklist of questions to ask, and make sure they acquire sufficient practise to make it a skillful habit.

Evidence: How do we know what’s true or false? What evidence counts?
Viewpoint: How might this look if we stepped into other shoes, or looked at it from a different direction?
Connection: Is there a pattern? Have we seen something like this before?
Conjecture: What if it were different?
Relevance: Why does this matter? __ From Chapter 1 in “A More Beautiful Question,” by Warren Berger

Student Engagement Over Time
Gallup

The graph above from a Gallup study reveals the steady decline in student engagement over time. This says more about teaching methods in conventional schools than it does about the students themselves.

Along with Inquisitiveness, A Sense of Playfulness is Indispensable

Play is central to the learning processes of very young children. And even as children grow older, play is a key component to learning foundational skills and for developing latent talents.

The Jet Propulsion Laboratory (JPL) in Pasadena discovered that recent engineering hires who were meant to replace older engineers who were retiring, did not know how to solve basic engineering problems with which they were confronted on the job. After investigating the reasons for this disturbing shortcoming of new engineers, they discovered something important about the type of engineers they needed to hire:

The JPL managers went back to look at their … retiring engineers… They found that in their youth, their older, problem-solving employees had taken apart clocks to see how they worked, or made soapbox derby racers, or built hi-fi stereos, or fixed appliances. The younger engineering school graduates who had also done these things, who had played with their hands, were adept at the kind of problem solving that management sought. Those that hadn’t, generally were not. __ From “Play” by Stuart Brown MD with Christopher Vaughan

The same problem with new hires and recent graduates is being seen in workplaces across the US as young people who were never given the experience of creative play and tinkering are hitting the workplace. People who developed the skills of improvising and tinkering in their youth will never forget these playful forms of problem-solving. Those who passed through their youthful years without developing these skills are at a serious practical disadvantage in a world of accelerating change, with newer unconventional problems popping up regularly.

Another example:

[Nate] Jones ran a machine shop that specialized in precision racing and Formula One tires, and he had noticed that many of the new kids coming to work in the shop were … not able to problem solve… After questioning the new kids and older employees, Jones found that those who had worked and played with their hands as they were growing up were able to “see solutions” that those who hadn’t worked with their hands could not. __ Play

We know that children pass through windows of sensitive neurological development as they grow older. If certain “connections” in the brain are not made during these sensitive periods of development, it will be more difficult — if not impossible — for many of these young people to make these important connections when they are older.

Asking the Right Questions Meshes with Skillful Improvisation

Solving problems in the real world is altogether different from scoring points on multiple choice exams in school. Improvisational problem-solving facilitated by asking the right questions makes a worker or an entrepreneur far more valuable and sought after in the real world — especially in a world of accelerating change where novel problems are always appearing.

Children and youth who develop the skills of asking good questions combined with competent and playful improvisation will find themselves in demand. And if these youth and young adults have also learned how to manage their finances, they are likely to eventually fined themselves reasonable well off financially.

Dangerous Children learn to master at least three means of financial independence by the age of 18 years. Besides having multiple skills that are sought after in the marketplace, they have also learned to manage the finances of a household and of multiple small businesses by that same age.

But that is just the beginning of what makes Dangerous Children skilled and nimble in this world or virtually any other human world. It is never too late for a Dangerous Childhood, but the sooner begun, the better.

More information on questions, and play:

Right Question Institute
National Institute for Play

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Hypnosis, Meditation, and the Dangerous Child

Self-Powered Young Minds

The Dangerous Child Method is best known for its emphasis on early financial independence and the development of self-discipline along with martial skills. But the mental training of the Dangerous Child should not be overlooked.

In fact, the most Dangerous thing about the Dangerous Child is his mind. Very early in his training the Dangerous Child becomes self-taught and soon thereafter becomes self-guided. This leads to an independence of thought and attitude that is rare in today’s pampered/sheltered children and youth. Just as importantly, Dangerous Children are given mind-tools that make them nearly impervious to the atmosphere of mass-brainwashing that predominates at many schools and across the popular media.

Among the mind-tools provided to Dangerous Children are constructive values, fact-based logical skills, practical skills of intuitive creativity, powerful tools of self-calming and self-centering, and an uncanny ability to focus on the tasks and matters at hand.

Any parents who select Dangerous Child Training for their children, will necessarily embody the constructive values which young children’s minds require as a foundation. Likewise, a parent would never have discovered the Dangerous Child Method unless their logic of thinking was powerful enough to see through the mainstream smokescreens.

Skills training for the building of intuition and creativity, of self-centering, and of the development of a laser-sharp focus of attention, are integral to Dangerous Child training. Toward that goal, both meditation and hypnosis are important ingredients of DC training, along with Lateral Thinking and other forms of intuition training.

Meditation vs Hypnosis
http://melbournehypnotherapyclinic.com/blog/learn-the-difference-between-mindful-meditation-and-hypnosis

Meditation and Hypnosis are Opposite Sides of the Mind Coin

Meditation is a type of “floodlight,” while hypnosis is more of a “spotlight.” The mind in meditation can be open to new ideas on many levels, while a mind in hypnotic trance is more likely to be focused and highly selective in what it allows to reach conscious levels.

Dangerous Children are trained to utilise tools of both “mind expansion” and “focused selectivity of awareness,” since a mastery of each tool can prove life saving in many situations.

But there is a dark side to hypnosis. And if Dangerous Children are not prepared to take the reins of their own “trance inductions,” they — along with the rest of their age cohorts — would be almost powerless to resist the mainstream indoctrination that envelops virtually every mind that comes down the conveyor belt.

The best defences against the dysfunctional trances and habitual mind traps of the mainstream, are typically religious in nature. But religion itself is to a large degree just another form of group entrancement. It is simply a powerful enough entrancement to allow children to resist other, more destructive forms of entrancement, such as what one finds in public schools and in popular entertainments.

In DC training, religion is neither encouraged nor discouraged. Such choices are left up to the parents, although Dangerous Children generally find ways to make their own ways quite early in life.

Instead of religion, DC training promotes mindfulness (and other) meditation, practical hypnosis self-mastery, an irreverent practical creativity, and a merciless logic that leaves no opinion or point of view unscathed. In addition, neurofeedback is often utilised for specific purposes where actual brain modification is required, when parents and their DC wish to avoid or minimise pharmaceuticals.

Popular Entertainments are Full of Violence and Cruelty

Television and movies for children — even very young children — are full of cruel and violent images. These images are absorbed into young minds, and treated with as much gravity — or more — than most of the things that parents try to teach them. The discrepancy between the values and life lessons that parents would like their children to learn — and the lessons they actually learn — grow greater with each passing year.

Today’s children tend to be pampered and overindulged, while at the same time they are sheltered from meaningful responsibility or exposure to real life lessons which might save them a life’s load of grief in later years. To top it off, they are indoctrinated into the most vile forms of groupthink in schools and by their entertainments.

Once the child’s mind has been habituated to gratuitous nonsense and the practise of finding more and more ways to waste time and money, a continual battle will be fought inside the cranium between the forces of lazy habit and the few forces for constructive accomplishment that may have somehow wormed their way into the young child’s mind.

Dangerous Children Have Their Work Cut Out for Them

Dangerous Children will not have a hundred or a thousand votes in order to compensate for the decline of the age cohorts. Democracy has fallen on hard times — if the age distribution of recent voting is any judge — and a government dominated by decadent groupthink is likely to be more of a burden, hindrance, and nuisance than ever before.

DCs will need to be fiercely independent, and capable of succeeding largely on their own and in small groups. They are likely to represent islands of competence in a sea of cultural decline. Such independence will require strong minds — preferably minds well-fortified with the best tools of self-mastery, self-discipline, and self-teaching that can be devised.

Sidestepping Failures of Modern Schools and Classrooms

The well-known failure of modern schools has been explored by many scholars, including the respected Yale professor of artificial intelligence and cognitive science, Roger Schank. The quoted excerpts below come from Schank’s online e-book, “Engines for Educators.” In his book, Professor Schank exposes the problem, then describes a few steps toward possible solutions.

Small children love to learn, at least before they get to school. No two-year-old has ever taken a walking class, yet any physically healthy two-year-old can walk. No three-year-old has ever taken a talking class, yet every physically healthy three-year-old can talk. No four-year-old has ever taken a course in geography or planning, yet every physically healthy four-year-old can find a room in his home, knows his neighborhood, and can navigate around in his own environment.

Children are little information sponges. They gulp down information because they want to become full-fledged members of the “secret society” of grownups, who seem to know what they are doing.

Children are little learning machines. Before they ever reach school, they manage to progress from newborns with innate abilities and minimal knowledge to children with an enormous amount of knowledge about the physical, social, and mental worlds in which they live. They accomplish this feat without classrooms, lessons, curricula, examinations, or grades. They are set up for learning before they enter this world. It is the job of parents to help them learn by protecting them from danger and exposing them to new situations. This should be the job of teachers in school as well, but we have long since lost the model of education that would allow it to happen.

Preschool infants and toddlers are avid learners — because they want to learn! They are desperate to learn to do the things they see older people doing so effortlessly. They want to belong!

In their natural state, that is, prior to school, children do not have motivation problems. Excited by learning, they are eager to try new things, and are in no way self-conscious about failure. We never see a two-year-old who is depressed about how his talking is progressing and so has decided to quit trying to improve. We never see a two-year-old who has decided that learning to walk is too difficult and thus has decided to not try to get beyond crawling. For almost every child, the love of exploration, the excitement of learning something new, the eagerness for new experiences, continues until he or she is about six years old.

Like busy beavers working on a tree trunk, young pre-school learners keep chipping away at the tree of knowledge, desperately striving to internalise the action secrets that make grownups the powerful people they seem to be.

The natural learning mechanisms children employ are not much more sophisticated than experimentation, and reflection, with a small amount of instruction thrown in when they are in the mood to listen. They try new things, and when they fail to get what they want, they either try an alternative or are helped out by an adult whom they then attempt to copy. Children learn by trying to do something, by failing, and by being told about or by copying some new behavior that has better results. This perspective is founded on the simple but central insight that children are trying to do something rather than to know something. In other words, they are learning by doing. Doing, and attempting to do, is at the heart of children’s natural acquisition of knowledge. They see things they want to play with and learn to grasp. They see places they want to go and learn to walk. They feel the need to communicate and they learn to talk. Learning is driven by the natural need to do. Knowing is driven by doing. Children learn facts about the world because they feel the need to know them, often because these facts will help them do something they want to do. It isn’t until school that knowing becomes uncoupled from doing.

Children do not know in advance what will be helpful in later life, so they delve into all kinds of things they encounter — until they tire of them, or until an older person unhelpfully “disinterests them” in the matter. When everything is new, many more things are curious and interesting. Particularly if the thing seems to be something that will help the child become more like an all-powerful, all-knowing grownup.

As the brain develops through infancy and the toddler years, and as the child approaches puberty, his brain matures to become more capable of thinking abstractly. The brain becomes more able to “know” separate from “doing,” as it develops. Thus it often acquires a love of knowledge (usually of particular kinds) just for the sake of knowledge. But for most people of any age, knowledge that is of immediate or intermediate use is more powerfully sought after than is knowledge of uncertain use into the indefinite future.

The Development of a Self-Teaching Method is Key to Lifelong Learning

Schools do not teach children to teach themselves. Such a thing would represent a threat to the school system itself. But children who can map their own course through the knowledge labyrinths of the world have a distinct advantage over those children and youth who remain ever-dependent upon authority figures to chart their path.

And thus the need for the Dangerous Child Method. Dangerous Children learn to teach themselves at a very early stage. Beyond the core learning of topics that are closely related to useful real world applications, Dangerous Children began to chart their own courses very early — including running their own businesses and developing their own general curricula.

Children reveal their identities quite early, if allowed to do so. If ample opportunities for experimentation and exploration are incorporated into early training in movement, pattern, language, music, navigation, and narrative, the child will unconsciously reveal his own optimal learning pathways as he grows.

If a Dangerous Child masters at least 3 different ways of financial independence by the age of 18 years, it is clear that he will not likely be wasting a lot of time in conventional classrooms.

A Better Way for Children and Adults to Learn

Excerpts from “The Future of Learning”

Mental tension occupies the mind with worry and stress-producing anxiety. All of this interferes with learning which can only occur in what we call “in the now,” or the present moment. Thinking out can only occur in the now. So all tension, mental and physical interferes with learning. Tension drains attention and the ability to focus. And physical tension drains energy. Anything that diverts attention and energy will adversely affect learning.

… Tension is an unconscious response to a stressful environment. Remove the stress in the environment and the tension will disappear… tension within the traditional system is based on certain learning modalities which are inherent in the system: on cramming for tests, on memorizing, on rote learning and on home work.

… within the traditional dis-educational system™, students come to class with tension, with expectations and with anxieties, all of which create more tension. There is an immediate association created of “I’ll try.” or “I don’t know if it will work, but I’ll try anyway.” Thus, with expectation and anxiety there is tension, made more intense by trying; and the tension is saying “not to relax.”

… The wonder of the subconscious mind is that it acts like an eternal sponge, soaking in everything, encoding it in the mind forever. Any tension, however, will close rather quickly the doors to the subconscious mind. __ The Future of Learning

The excerpts above describe a revolutionary approach to learning developed by a former member of the French Resistance in WWII, a man named Michel Thomas. In his life’s work after the aftermath of the war, Thomas applied his method to the accelerated teaching of foreign languages. Some of his many students included celebrities such as Mel Gibson, Woody Allen, Bill Murray, Emma Thompson, Melanie Griffith, and Pierce Brosnan, among others.

Although Thomas died over a decade ago, his method lives on in books, audiotapes, and video documentaries of his work. And the relevance of his approach to learning will only grow stronger with each passing year.

Language Learning is Relatively Easy for Children Compared to Adults

The minds of young children are indeed like sponges. Children are impatient to learn and to know, and as long as they see results they are content to chip away at a learning task day by day, year by year. If their efforts are well directed and the feedback they get is honest and relevant to their goals, they get better and better.

Children can accomplish wonders in the world of learning — including the learning of multiple languages — if given the opportunity and a good enough reason. For example, if multiple languages are spoken actively within the child’s own home, the child will want to join in so as not to be left out.

For children growing up in monolingual households, it will take just a bit more effort to establish mail or electronic “pen pal” connections or “skype language learning partners.” Beyond exposing the child to the possibility of enlarging his world and using due diligence in monitoring the exposure, monolingual adults are likely to find themselves being pulled into the learning experience.

In the absence of unusual stress, young children gulp in knowledge like a drowning person gulps in air. Adults, being typically under considerable stress, do not learn so easily. But under the right conditions, adults could learn so much more.

For Adults, Learning Foreign Languages is Too Often an Exercise in Futility

Many adults try to learn languages, but fail repeatedly. With each failure, a bit more of the initial enthusiasm and confidence is eroded. Eventually, most people tend to give up on ever becoming fluent in multiple languages. But what if it is the learning and training systems that are at fault, rather than the person’s age and maturity?

Now Adults Can Master a Foreign Language in Just 3 Days!

No, actually that would be fantasy. What the revolutionary language instructor Michel Thomas actually provided was a solid basis for competence in a language. This “nuts and bolts” level competence provided a solid foundation on which learners should have no problem building into the future.

Thomas claimed that his students could “achieve in three days what is not achieved in two to three years at any college”[1][2] (“three days” meaning sessions as long as eight or ten hours per day, although students claimed not to experience the lessons as over-intensive, but actually enjoyable and exciting), and that the students would be conversationally proficient.[3] ___ https://en.wikipedia.org/wiki/Michel_Thomas_Method

Who Was Michel Thomas?

Born Moniek Kroskoff in Poland, he later adopted the code name “Michel Thomas” as his own, while working with the French resistance in WWII France and later with US Army counter intelligence. After the war he worked with American intelligence ferreting out secret nests of Nazi SS officers hiding in Europe from justice. After that, he moved to the US and developed “The Michel Thomas Method” for teaching foreign languages.

Michel Thomas (born Moniek Kroskof, February 3, 1914 – January 8, 2005) was a polyglot linguist, and decorated war veteran. He survived imprisonment in several different Nazi concentration camps after serving in the Maquis of the French Resistance and worked with the U.S. Army Counter Intelligence Corps during World War II. After the war, Thomas emigrated to the United States, where he developed a language-teaching system known as the Michel Thomas Method. __ https://en.wikipedia.org/wiki/Michel_Thomas

The Michel Thomas Method of learning is laid out in the book, The Future of Learning: The Michel Thomas Method. While the primary application for the Michel Thomas Method has been for language learning, the principles involved can be applied to any subject area.

Stress is toxic to the deep mental processes that are involved in the levels of understanding that lead to long lasting and generative knowledge formation. Since most parts of modern education are built upon stressful traditions and experiences, it is no wonder that most “school knowledge” is superficial, and easily forgotten. This is as true for school-taught foreign language courses as it is for most subjects taught using conventional curricular methods.

The only comfort we can derive from the dysfunctional systems of education that predominate today, is that modern brainwashing and indoctrinating are also likely to be forgotten eventually. Unfortunately, the very real stunting of young minds that accompanies the modern indoctrination process is largely irreversible. The sin is more one of omission than commission.

Many Adults Will Not Regain the Enthusiasm of Early Learning

Even if a relatively stress-free environment can be provided for adults — for sufficient periods of time to learn — most adults will have been stripped and battered by earlier education experiences. They will find it hard to muster the energy to work the learning experience again and again, until progress is made.

This is the tragedy of most modern approaches to education and child-raising. Out of ignorance, neglect, and ideological misguidedness, meaningful learning and personal growth are postponed — while meaningless and destructive past-times and habits are instilled or allowed to insinuate themselves. Stressful methods of indoctrination replace what could have been effective pathways to rapid growth and understanding. By the time a child or youth reaches college age, much of his potential will have been lost. And no one will ever know what might have been.

The Pathetic State of Universities, Newsrooms, and Popular Culture Illustrate the Problem

It is growing more and more obvious that societal elites — the “better educated” portions of society who shape popular culture and public policies — have followed a twisted and dysfunctional pathway to become who they are. The tragedy is that such elites are allowed to publicly promote themselves on very large stages, as examples of what young people should strive to become.

Such a travesty can only proceed successfully if modern children and youth are being raised and trained to lack independent competence and confidence within themselves. And that can only occur if the formative years (full of sensitive windows of development) are not filled with opportunities for learning, experimentation, skills development, and confidence building throught the development of personal competence.

Michel Thomas was only one person who noticed the problem of dysfunctional mainstream education, and attempted to do his own small part to push back. Many other people have made similar attempts, but the big money has always been behind the dysfunctional mainstream.

Few people are paying attention, because one of the main purposes of the modern interlocking systems of indoctrination is to distract the masses from anything important.

Perhaps the best we can hope for is to help build networked islands of competence in an ocean of dysfunction. But then again, who expected a popular political backlash in the US against the mainstream presidential candidate in 2016? Nothing may come of this populist “pushback against the elites,” but every day that the control of the elites is partially limited, is a day that people will live in relatively greater freedom. And who knows what may come from that?

How to Learn About Everything

Dangerous Children need to understand the crucial basics for a large number of fields of science, technology, the trades, and much more. Here, MIT graduate, author, and technical theoretician Eric Drexler suggests ways for anyone to jump into science and technology research, and through steady and painless immersion learn to absorb the important details that will help you fit it all together — at least for the range of fields you are working on.

This “immersion approach” is how young children naturally learn. Each bit and stage of knowledge is used as a scaffolding from which one can reach the next level of knowledge. It is an approach that can be re-discovered by youth and adults for getting a grasp on new fields that may seem too difficult to comprehend at first glance. Here is what Eric recommends:

Tips from Polymath Eric Drexler on Broad-Based Learning

Note that the title above isn’t “how to learn everything”, but “how to learn about everything”. The distinction I have in mind is between knowing the inside of a topic in deep detail — many facts and problem-solving skills — and knowing the structure and context of a topic: essential facts, what problems can be solved by the skilled, and how the topic fits with others…

… Knowing about, in this sense, is crucial to understanding a new problem and what must be learned in more depth in order to solve it. The cross-disciplinary reach of nanotechnology almost demands this as a condition of competence.

Studying to learn about everything

  1. Read and skim journals and textbooks that (at the moment) you only half understand. Include Science and Nature.
  2. Don’t halt, dig a hole, and study a particular subject as if you had to pass a test on it.
  3. Don’t avoid a subject because it seems beyond you — instead, read other half-understandable journals and textbooks to absorb more vocabulary, perspective, and context, then circle back.
  4. Notice that concepts make more sense when you revisit a topic.
  5. Notice which topics link in all directions, and provide keys to many others. Consider taking a class.
  6. Continue until almost everything you encounter in Science and Nature makes sense as a contribution to a field you know something about.

You learned your native language by immersion, not by swallowing and regurgitating spoonfuls of grammar and vocabulary. With comprehension of words and the unstructured curriculum of life came what we call “common sense”.

The aim of what I’ve described is to learn an expanded language and to develop what amounts to common sense, but about an uncommonly broad slice of the world. Immersion and gradual comprehension work, and I don’t know of any other way. __ Eric Drexler in Metamodern

Also from Eric Drexler: How to Understand Everything

Drexler is the author of several books on nanotechnology, including the free online ebook, Engines of Creation (EOC). EOC is a comprehensible — and visionary — look at some of the future potential of molecular assemblers as applied to nanotechnological manufacture.

Immersion is An Important Form of “Self-Teaching”

As we have said before, self-teaching is a crucial component of The Dangerous Child Method, and an integral ingredient in The Robinson Curriculum and other homeschooling approaches. All effective forms of homeschooling and unschooling will involve some elements of coaching and apprenticeship by mentors and parents. But the child himself is the one who is always present. He is ultimately the responsible party when it comes to life outcomes.

Besides the great advantage of developing good study habits and thinking ability, self—teaching also has immediate practical advantages. Many children should be able, through Advanced Placement examinations, to skip over one or more years of college. The great saving in time and expense from this is self—evident. These and other comparable accomplishments await most children who learn to self—teach and then apply this skill to their home education.

Even children of lesser ability can, by means of self—teaching and good study habits, achieve far more than they otherwise would have accomplished by the more ordinary techniques. __ Teach Them to Teach Themselves

In learning to walk, talk, ride a bike, and participate socially in families and other groups, a child naturally uses observation from an immersed position. Self-teaching in more individual and formal types of learning should naturally follow, if the child is given good pointers at the right stages. By doing so, parents and mentors will liberate the child to shape his own paths to his own goals.

American High Schools are a Real Screwup

US High School Students Bomb on International Comparison Testing in Maths and Sciences

http://www.pewresearch.org/fact-tank/2015/02/02/u-s-students-improving-slowly-in-math-and-science-but-still-lagging-internationally/
http://www.pewresearch.org/fact-tank/2015/02/02/u-s-students-improving-slowly-in-math-and-science-but-still-lagging-internationally/

Some of The Scores Deficit Might be Correctible

American high schools are politically protected from meaningful reform by ideologues within the US Department of Education and by other ideologues in US university schools of education, thinktanks, and nonprofit foundations. But real-world market forces have brought about certain experiments in US secondary education which demonstrate that an American high school education need not be third-rate.

In 2015, six Basis charter schools met the criteria that permitted their students to take the PISA test. The Basis pupils scored higher than students in Shanghai, Korea, Germany or Singapore, not to mention U.S. private and public schools. In math, the average Basis student performs better than the top 10 percent of U.S. public schoolers.

Basis students also stand out when it comes to the one U.S. test that is more closely tethered to reality, the College Board’s challenging Advanced Placement exam, designed to measure whether students have so mastered a subject that colleges will give them academic credit for it.

__ http://www.bloomberg.com/view/articles/2016-06-28/high-school-the-great-american-bubble

Basis charter schools were co-founded by Czech immigrant Olga Block, who was shocked at how abysmally bad many American high schools actually were. By designing Basic charter schools, Block and her co-founders meant to give American high school students “a basis” for competency within today’s STEM-oriented employment and business worlds.

Founded in Arizona almost two decades ago, this network of publicly financed charters has grown to number 21 in the U.S. Basis Schools admit students on a first-come, first-served basis or, when demand is high, by lottery, meaning that not all the kids are born top performers. __ Amity Schlaes

What does any of this have to do with Dangerous Child training? The fact is that not all parents can supervise a home “unschooling” for their high school aged children. The best learning is “self-taught” learning, but the skills of self-teaching can be taught very early, and should be actually mastered between the ages of 7 and 10 for most children.

For parents of Dangerous Children who send their children to public or conventional private schools, such schooling often serves as “day care” supervision rather than as a meaningful education. The parent still has to make sure the child learns — but in a more compressed after-school and evening time framework. If the child has learned “self-teaching” from parents, he should be able to compensate for the flakiness and ideological bias of most public and private education.

But wouldn’t it be better if the schools themselves actually served to prepare students to face at least some of the challenges the youth will face in the future? Truly, as long as the child will be spending time there anyway, why not make that time profitable at least in part?

The US public educational system has been dumbed down and corrupted over several decades for many reasons, most of them of a political nature. It is good to know that at least some of the decline can be “rolled back” for at least a small percentage of students.

But on the Whole, the Best Approach for Dangerous Children is Home Self-Taught Learning

The home-educated typically score 15 to 30 percentile points above public-school students on standardized academic achievement tests. (The public school average is the 50th percentile; scores range from 1 to 99.) A 2015 study found Black homeschool students to be scoring 23 to 42 percentile points above Black public school students (Ray, 2015).

Homeschool students score above average on achievement tests regardless of their parents’ level of formal education or their family’s household income.
__ NHERI

Among homeschooling methods, The Robinson Curriculum is one of the shining stars.

The Robinson Curriculum is specially designed to prepare students for the SAT – a standardized nationwide test administered by the College Board (not to be mistaken with the SAT Achievement test which does not give you any credit). The Saxon Math and the RC Vocabulary section do an excellent job for SAT prep. For further credit they can take the Adanced Placement Exams for the college they are attending in order to test out of credit courses. This reduces the time and money required to get their degree. 3 of the Robinson children have done all this with great results. They only need a GED if they are going into something that does not require college but does need a “High School” diploma. A transcript generally does you no good. It is the SAT scores that matter. Any other paper is not important except in unusual cases.

__ http://www.robinsoncurriculum.com/view/rc/s31p50.htm

Anecdotal report

Self-teaching is an integral part of the Robinson Curriculum. In fact, teaching the child to teach himself — from the earliest ages — is a key part to overall life success. This is true whether you are raising a Dangerous Child or a more conventional superior child.

Dangerous Child training is about far more than success in conventional schooling or conventional careers, of course. But when so many cultural institutions — including schools — are so terribly misguided and mismanaged, conventional success can seem a great victory to most of us.

The fact that there is so much more to be mastered and attained should be a powerful impetus for grander achievement and success. Dangerous Child training is about packing that “will to mastery” inside the child from his earliest moments of consciousness — and before. It is that “internal driving force” that will propel the Dangerous Child to embark on a lifetime of mastery and discovery.

Author Mark Twain suggested that people should not let their schooling get in the way of their education. That distinction between “schooling” and “education” is crucial for lifelong success. Schooling is only a small part of a person’s education. Still, whatever time is to be spent on schooling, should be spent profitably.

Who Will Educate the Dangerous Child?

The answer to the question, “Who will educate the Dangerous Child?” contains one of the reasons why the Dangerous Child is so dangerous: The Dangerous Child will educate himself.

Until the child becomes interested — becomes motivated — there is little likelihood that he will ever grow to become a Dangerous Child. And in the typical government school classroom environment which primarily utilises the teacher : student relationship as the pathway to learning, there is little likelihood that the student will grow motivated in the self-directed manner necessary for Dangerous Child development.

In a traditional teacher : student classroom, a dependency relationship between the student and the teacher tends to develop — and is in fact encouraged to develop. The student is expected to approach learning via the teacher, and is encouraged to comply with the teacher’s preferences in a wide variety of ways — both explicit and implicit. This pathway leads to a greater dependency which makes the development of motivation and self-direction more difficult, the longer it goes on.

This implies that those who wish to raise a Dangerous Child need to find ways to fire the flame of motivation and self direction in the child from an early age. This is not generally difficult, given the normal hunger for learning exhibited by the typical child from infancy onward. In fact, it is often the artificial approach to learning and teaching forced onto young children which tends to destroy that natural early flame of motivation and self-directedness.

The field of Adult Education has developed quite differently from the field of childhood education, and understandably seeks to place more control over the student’s learning in the hands of the student himself (PDF). More (PDF)

Most adults would not tolerate the dictatorial environment of the traditional classroom, nor the relatively low quality of education typically provided in K12 through university. They would particularly object to the indoctrinating nature of much of what passes for “education” in modern classrooms.

But many younger children and adolescents would also be more self-directed, motivated, and particular about the nature and quality of education, if they were given a choice. And suddenly, it seems that a number of choices are springing up.

A rapidly blooming area of learning at this time is online learning, which is coming to take on some of the self-directed and self-paced characteristics of adult learning.

Characteristics of Adult Learners with Implications of Online Learning Design (PDF)

Traditional educators are beginning to perceive a threat to their livelihood in the growing number of alternatives to traditional teacher : student dependency learning. And yet it is clear that the traditional pathways to education are leading modern societies to a dangerous impasse, where the quality of graduates has declined alarmingly. This leaves societies without the type of strong, independent, and objective sort of problem solvers which they so crucially require.

The way beyond this impasse is to grow ever larger crops of Dangerous Children, because independence and self-directedness, as well as problem-solving ability, are some of the key characteristics of the Dangerous Child.

It is not particularly helpful to directly import the techniques of Adult Learning wholesale into infant and early childhood learning. Rather, it is crucial for parents and those responsible for the child’s education to aid in the development of the child’s particular tendencies and competencies which grow the child’s competencies and motivation to the point that he can pick up the self-directed learning methods developed in the field of Adult Learning on his own.

Make no mistake: The conflict between the advances in Adult Education and the regressive traditions of so-called “progressive childhood education” forms a deadly pivotal battleground which may determine the futures of several modern societies. The covert war is not so much between the political right/libertarian and the political left/socialist. Rather the war is between persons with a more expansive and dynamic view of the future, and those with a more static and “imposed” view of the future.

It is not my purpose here to convince readers of anything. My only purpose is to suggest that things might be done differently, should the reader see a need for that to happen.