Let 2yo out of sight for a minute. Heard her calling for help.
Found her here. She was now asking a stranger for help, not to get down, but to go “higher to the top”.
I was delighted. But said stranger was a jot judgmental towards my delight and seemingly cavalier attitude.
2yo is actually naturally fairly risk averse. Can only take so much credit for her emergent daring but it is partly the result of a sustained campaign of letting her take every risk she chose to take where I thought the reasonable worst case scenario was sub hospitalization.
She’s had numerous small burns and cuts and bruises and scares. But this is deliberate on my part.
Children want to exercise their faculties, including their capacity to flirt with danger, to be scared and excited, and to cope with and recover from injury.
Our overly padded world and overly dovish attitude towards what I consider normal low grade dangers—playground exploration, tree climbing, glass, fire, knives and hand tools, etc.—deprives children of the foundations of wisdom and joie de vivre. Not a small thing to forgo.
There’s a tiny minority of voices like @FreeRangeKids who are consistently good on these issues.
Outside of this minority, every force in our culture is overwhelmingly oriented towards make this part of parenting at best awkward and at worst traumatic.
I’m pretty fanatical about this issue and still find it hard. There are overly restrictive sociocultural guardrails everywhere, some obvious and some less visible.
But nothing is more risky than too little risk in childhood.
Sold a Story, and much of the commentary on it, justifiably lays much of blame at the feet of major publishers who produce bad literacy curricula and should know better.
But my takeaway is that the bigger issue is that *phonics was identified with the political right*.
"Conservatives had been pushing for phonics instruction for a long time... In fact, Republicans had endorsed phonics in their party platform in 2000." (E3)
Uh oh #1
Transcend politics for the sake of the truth challenge (impossible)
My basic operational hypothesis about school shootings, that I have been hashing out with our team and with our 100+ school leaders, is that almost every *material* thing that we could do to mitigate risk—like, additional safety protocols—would be worse than nothing.
The risks—especially for schools of our profile: small, private, skew very young—are too minuscule. The mitigation strategies are all too costly and of questionable effectiveness.
You make preparedness a permanent part of the school culture, and for what?
Schools *need* to have a benevolent culture.
This is as essential for developing minds as food or water.
It is nearly certain that active shooter drills seriously undermine this need, and very probable that they don't actually help that much.
I’ve never been bothered by notions of “perfect” in the way that many are.
Perfect doesn’t mean without any flaws or blemishes or trade offs. Nor does it need to mean complete in a static way.
It means fully actualized. It’s close to “most excellent”.
We don’t have very many concepts for ἀρετή or ambitious excellence, and it’s always struck me as a bad idea to jettison one of them because it has pathological forms (perfectionism).
“The perfect is the enemy of the good” strikes me as particularly absurd.
Perfectionism is the enemy of the good. What e.g. Ben Franklin writes about his quest for moral perfection is manifestly not the enemy of the good.
One of the most impressive things my 2yo does is falling asleep. Seriously.
It routinely takes her longer than 30 mins. Sometimes as long as 60.
Occasionally she’ll get up, retrieve something, reposition, lay back down. Talk or sing to herself. Do weird bed gymnastics.
She rarely cries for us. She just does her own thing—mostly staring into space—in the dark, alone, for up to an hour.
Most adults would struggle with this. The patience, the calmness, the comfort with oneself, the trust that things are okay.
She’s barely 2. She just does it.
And she does it every night. She’s practicing and growing the very capacities that it requires, and those aren’t small things. Quiet time, alone, with no activity to occupy her. Just a deliberate lack of deliberation. A couple dozen hours of this a month.
“Project-based learning” is said homonymously, but…
Very often it means “learning primarily through projects that have minimal if any structure”.
As a whole approach (as opposed to an aspect of one), it’s a rejection of curriculum and abdication of pedagogical responsibility.
Activities are good. Hands-on learning is good. Self-direction is good. Discovery is good. Choice is good. Projects are good.
A bad understanding of these goods, though, can lead to schooling dominated by vague prompts and little guidance on producing artifacts in response.
If you don’t think this happens you have likely somehow dodged, e.g., the raft of teacher professional developments where educators are exhorted to practice project-based learning by collaboratively building paper airplane and open-endedly discussing the resulting learnings.