My main memory of childhood is just figuring out adults and schooling early enough that I could just “solve” my way out of their sphere of influence with a decent muzzle velocity, no real damage. Books were mostly helpful, especially ones I chose myself, adults were mostly not.
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Just took care to almost never knowingly push adult buttons (though a couple of times perverse moods got the better of me). And just meet and slightly exceed their expectations so they’d leave me be in benign neglect.
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I was equipped to test well and work the system to my advantage, top 10% without killing myself, but nearly 100% of the kids knew how to work the system as best as their aptitude allowed. Almost none took the system seriously. Maybe 4-5 kids did in a class of 40.
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I’d guess 10% kids are clueless enough to run the maze for the cheese as opposed to just keeping adults out of their hair. Another 10% with serious behavioral issues. 80% just indulging adult conceits about the importance and sacredness of childhood institutions like school.
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The reason for optimism in response to stuff like Packer’s article is that kids seem to take educational institutions less seriously than parents, and are very good at surviving almost any environment pretty intact, besides serious material deprivation.
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They mostly learn from each other, adapt, immunize themselves against the worst excesses of adult bullshit, and follow good instincts about what it takes to survive as a human being while satisfying adult delusions of pedagogical agency.
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If you measured home schooling and unschooling not in terms of formal status but how checked-out/self-directed kids are in even the most controlled school, there’s a lot less actual schooling going on than there appears to be.
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South Park, Simpsons get the view right. It’s 10% Lisas, 10% Ralph Wiggums, 80% Barts, Stans, Kyles, Cartmans. Living in their own world (World B) crafted in the interstices of the one adults think they’ve crafted for them (World A). They just pretend to live in World A.
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Actually the Butters archetype is more messed up than Ralph Wiggum. Ralph is in his own world at least. Butters takes the Workd A crafted by adults seriously.
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I remember this piece but note that 90% of what the article talks about is the peer environment effects, not the effects of teaching.
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Replying to @Aelkus
The biggest environment effect is just age-separated cohorts. Things like wokeleban doctrine are almost a rounding error on that basic effect for kids with access to the internet. The taleban indoctrines by cutting off access to sources *other* than the Koran.
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