Free to Learn

What a marvelous school! If this documentary expresses the true activities and experiences at Free School, it offers a multitude of insights into the process of learning, the educational institution, social constructs, and the ability to cultivate responsibility and independence in the learner. Around the 19^th minute of the film, the young boy Miles sheds great wisdom. Essentially, he feels that kids want to learn and will try things out of their own desire not to be lost in the world; an authoritative figure that forces direction and action is not necessary. He says, “You should be good at something off your own steam.” Such a statement implies the importance of self-motivation, responsibility, and independence for one’s own life, ideas that appear to be at the core of the Free School.

In response to the question and argument about kids who don’t want to do anything, he says it’s their problem. Of course, one would argue that it’s not only their problem but that they become a detriment to society. An unidentified student responds to this argument – aware or unaware - around the 22^nd minute when he states that after a certain amount of horseplay one does want to learn (in the more institutional form) and pick up a book. In this manner a self determined learner emerges. Throughout the documentary one may notice that almost all the students, even those that are quite young, understand that they are in a radically different environment: their society is constantly in tension with their daily experience. When Andrew, a seven year old, is asked about his future and the reality that he can’t play the rest of his life, he replies that it’s hard to deal with. His mature response implies that even he is unsure whether his path leads to a “successful” future in society. Returning to Miles’ response that we learn because we don’t want to be lost in the world also indicates an understanding that society requires an amount of knowledge and environment different from the Free School. Yet, Miles’ response is optimistic and his seeking mind is outstanding. His ideasand that of the unidentified student mentioned above provide hope that Andrew will use the principles of the school to secure a future of integrity and happiness, and not of fear, through self-motivated learning.

Another aspect of the Free school that amazes me are the council meetings. Max and Chloe’s council meeting, called by Chloe, attended by a range of students and teachers, and an elected chair person were so civil and honest. The teachers played a role that pushed Max and Chloe to dig deeper into the problem and not seek a quick adjournment and resolution. The teachers questioned rather than judged or blamed. Max’s initial desire to adjourn the council and apologize to an act he didn’t do was not accepted by all. They showed an immense amount of care for the children and not the petty issue. What does Chloe want? Why did Max want to scare her? Such questions were posed that allowed for the process of self-revelation, opposed to being told what they did wrong and why they are wrong.

The meeting wasn’t over until Chloe was no longer upset: she knew the true intentions of Max and that he was upset as well. Although the idea that someone was going to be punished for their actions was nonexistent, a young boy named Zach, who breaks the student code without backlash and is honest in his recount to call out what he saw (28 min), presents to Max the idea of cause and effect. Zach is not saying Max will get in trouble because of a rule but shares a concept that many people may feel is far deeper than law and order and one that most young people don’t consider. These young people are wise beyond their years, have taken responsibility for their lives, their learning, their mistakes, and appear to have fostered a critical mind at a young age.

One question I do have and has not necessarily been raised in class is to what extent should we or must we look at the home and family of a learner. A great deal of learning is not in an educational institution but at home. What happens to a child who attends the Free School and returns to an abusive or strict and structured home? Or are children who attend Free School already in a home environment that is similar to the school? Hmm…..