17. When given the chance to focus on "cognitive" or "affective" factors in someone's learning, returns are almost always higher emphasizing the affective. We don't yet have fundamental explanations for this, but it is a fact largely ignored by unschoolers and schoolers alike.
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28. The bias to emphasize the cognitive in education leads people to vastly overestimate the power of remote technologies and experiences to transform learning. If it is fundamentally social, much of it will be fundamentally local.
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29. To the extent unschooling recognizes learning is a slow, social, high-touch, and therefore local process it has one up on every company tackling this space which aims to be the first in history to create a large-scale, high-touch organization anyone wants to join.
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30. One of the most valuable skills those who unschool and support others who unschool develop is the ability to introduce people to a map of an intellectual territory without confusing exposure for attempted mastery. Formal education could learn a great deal from this.
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31. The most important ratio in the future of learning is the relative balance of dollars and minutes which go into (a) investigating how school works and could be improved, (b) investigating how "non-traditional" learning works, & (c) inventing new tools/approaches.
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32. Pick any organizational unit (company, lab group, whatever). The first 100h of activity on-boarding a junior colleague to that group likely represents 1000h (8–10m full-time) of rigorous activity for a young person. Unschooling should focus on organizing access to this.
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33. One of the cleverest sleights of hand—whose provenance I'm still mystified by—is that we discuss learning's future in terms of methods instead of entrants/products. Learning is one of the most "execution-dependent" and "recipe-resistant" activities I can imagine.
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34. Once you assume the moniker of "alternative", you've lost the whole ball game.
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35. Unschooling is really a battle against legibility. Competing with school will mostly be about subverting or competing with its measures of legibility. School's measures are far less meaningful than most will admit. In whose interest is it to improve them?
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36. To the extent that unschooling (and school reform) must confront legibility, as work product becomes increasingly structured and digitized (e.g. Figma, GitHub, etc.) there is a growing opportunity to leverage passive process artifacts for analysis and evaluation.
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37. Conversely, most attempts to leverage portfolios or similar dramatically underestimate the sensing bandwidth constraints they're up against. Last I checked, MIT spends an average of eleven (11) minutes evaluating a candidate.
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38. Unschooling rightly recognizes an opportunity to unbundle (often leveraging online and community resources). Its efficacy requires knowing youth well (which dramatically increases CAC). No one knows whether, including that, there's any value to be unlocked by unbundling.
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39. Many undertake alternative educational arrangements/endeavors prompted by their own children. Though an authentic motive, it is not durable: Starting and growing the organization will outlive your kid's needs.
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40. A core challenge in organizing for educational change (in unschooling and elsewhere) is that your constituency (youth and families) are definitionally ephemeral. Someone is only in middles school for three years. The average urban superintendent is in office for ~3y.
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41. One of the hardest rhetorical positions unschooling (and any reform) are forced to adopt is "doing less" than school. School doesn't do what it sets out to for many youth. But, it controls the dialogue around new entrants and can hold them to that, unachieved standard.
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42. In the analogy to environmentalism, if "unschooling" is "going off grid", we are still in search of our Rachel Carson, our _Silent Spring_, our Learning Environment Protection Agency. Without that, efficacy at the margin is irrelevant.
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43. Continuing the environmental analogy: Unschooling would do well to find its Alice Waters https://en.wikipedia.org/wiki/Alice_Waters … — What is its Chez Panisse? What is the highest practice of it which is unimpeachable, even if it is upmarket and unreplicable?
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44. The legal/political approaches which characterized the rise of homeschooling are underfunded and underexplored. e.g. Whence families' [and youth's] rights to free assembly? Pursuing these requires meaningful alternatives, which is one function ofhttps://twitter.com/aresnick/status/1206359651358531585 …
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45. Learning experiences involve tools/materials, learners, and facilitators. We are limited by our tools and materials. Many are designed for school. Funding the creation of new tools and materials generally requires targeting schools as your customer. This is unsolved.
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46. An underappreciated question for theories of change which assume you can work forward from school as it exists: If culture eats strategy for breakfast, and if many of the fundamental, sector-wide issues in schooling are cultural, what form should your answer to that take?
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47. A basic human capital challenge facing both unschooling and schooling: For youth to [learn to think critically, develop and pursue their own projects, whatever], they need to see people doing that. How do you define adults' role as _both_ facilitators and investigators?
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48. One of the most exciting shifts now possible (given the nature of remote knowledge work) is the economic emancipation of youth aged 14–18. Small steps toward this represent radical threats for traditional educational establishments.
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49. A big strategic obstacle facing unschooling is that school can always shift internal structures to enable ongoing rent-seeking on your education. So you should expect (as you see), more options for flexible "school" experiences which don't threaten the institution overall.
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50. Just as we have postmortems and sunsets of companies and their strategies, we need the same for educational thinkers and initiatives. The arc of work by someone like John Holt can tell us a lot about the dangers and obstacles for reformers, these remain unarticulated.
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51. Whatever your flavor of reform, one of the most valuable distinctions to make is between the political question of who should control youth's experience how, and the technical question of how to support learning. Incumbents benefit from their conflation.
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52. In the near-term, unschooling will be a force for increased socioeconomic and racial stratification. Whether it will be so in the long term is a question of institutions. This makes unschooling's failure to engage with institutional politics all the more serious.
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53. One of the most radical exogenous events which could unfold for unschooling (and many of the caring professions) is the development of a UBI and UBI-like systems.
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54. There are many reasons you see "alternatives" flourish in K5, to a lesser extent 6–8, and not at all in 9–12. The proximity of social/economic realities of adulthood. Without changing this, those constraints will always backpropagate through the ghost of high school future.
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55. In searching for an alternative identity, unschooling groups have a lot to learn from other groups which are quite narrow but seen as broadly rigorous (Iowa Writers Workshop, MIT Media Lab, Harvard Law School).
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56. One of the core things unschooling [often] gets right is a set of advantages taken for granted by every upper-middle class family: a small set of people who know you well, are invested in your success, and can responsively allocate resources on the behalf of your development.
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57. Another conceptual challenge for unschooling: Conceptually, what is the difference between a great book and a great lecture? How would you criticize a lecture without resorting to stereotypes of bad lectures? Or coercive elements?
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