• Anna Brix Thomsen

Playing the Long Game in your Child’s Upbringing. 118

As adults, and as parents in particular, we tend to focus on ‘short-term results’ when it comes to our kids. But what is seldom considered is the longitude of a child’s life and how there is so much more to life besides ‘making it’ in the labor force.

When we as parents look at our children’s future, this is often the primary point of concern, and we more often than not, place it as our ultimate goal to get them into the workforce to become productive members of society. Then we have done everything we could. Then we are satisfied and can exhale in relief, knowing that we have finally earned our stripes as parents.

We are so scared of them not making it, that we forget about supporting our children to become WHOLE human beings.

More and more children suffer from stress and anxiety when it comes to performing well in schools and they get younger and younger. The more tests and exams there is in a school environment, the more stress and anxiety there is.

As adults we know very well how complicated and confusing life as a human being can be. From communication in relationships to managing a budget or a diet, we are constantly faced with choices and challenges that form part of being a member of society – and this is true whether we have made it to become successful members of the working force or not.

In fact, research has found that while being successful and making lots of money makes for a more comfortable life, it doesn’t in itself satisfy us on a deeper level as human beings. What is however satisfying (also known as “what makes you happy”) is to have genuine human connections and to live a life that is meaningful to you and where you have time to pursue the things you are interested in.

Too bad most of us do not find out about this until we are way into our 20’s and 30’s or 50’s and most of our bad habits and dysfunctional patterns have already become ingrown parts of us that often requires years of therapy and major life changing events to decode, let alone reverse.

One of the reasons why I am a supporter of unschooling and the continuum concept is exactly because these educational and child-rearing principles considers the whole child and not only the development of cognitive and motoric abilities with the purpose of creating effective worker-bees.

In unschooling environments for example (at least ideally), there is no fear of the child not making something productive of his or her life if they don’t go to school or take tests or exams – and therefore the child is supported to explore their interests unconditionally. Because the child is supported to explore their interests unconditionally, they are also given a trust that in turn can develop into self-trust.

When the child is respected for all that he or she is, every dimension on the child’s development is taken into consideration, whether this is the development of motoric skills or communication or understanding and being able to direct one’s emotions in a supportive way.

When the whole child is considered, there is also a respect for who the child is in its own right, as an individual being who has its own ambitions and interests that cannot be preconceived or determined by a parent or a teacher, and it is therefore much more the role of the parent or the teacher to help the child discover and develop these potentials rather than predefine them. After all, aren’t we ourselves equally on a search to be and become whole human beings? Aren’t we equally interested in being respected for who we are, as who we are?

An important part of becoming this person in a child’s life, who stands with and by the child in equality and integrity, is for the parent or the adult to embark on this journey of discovery for ourselves. After all, how can we stand with the child through its journey as more experienced life-walkers, if we do not in fact have experience of what it means to become whole human beings?

This means that if we as parents or teachers or adults in general wants to give our children the opportunity to already from the get-go develop their entire register of capabilities that is available to them as a potential, we have to first walk this process ourselves.

The process we need to walk is equally about learning how to communicate in supportive ways in our relationships, discovering what makes us satisfied in life on a deeper level and pursue it without fear, and as we do that we become beacons of inspiration who can stand as living examples for our children of what it means to be whole human beings, Human beings with sound integrity, human beings with compassion, human beings with generosity and confidence and self-trust – everything that we have ever wanted ourselves to be and become if only we dared to admit it to ourselves.

I will leave you with this message:

I wouldn’t worry too much about my child’s academic results if I were you. In fact, I wouldn’t worry at all, because when you worry about your child’s life, you teach them to worry about their lives too.

So if you are a parent or a teacher and if you find yourself worrying daily about tests and exams and whether your child is going to make it or not – I would suggest to stop up for a moment. Take a deep breath and look around you. Most likely nothing is falling apart. Your child isn’t on a path of self-destruction (hopefully!). In fact, everything is quite fine. (And if it truly isn’t, definitely suggest seeking some help). Most likely, your child is healthy and happy and resilient and there are things it needs so much more in life than being forced into a grueling regime of tests and scores and among these things, are you.

Much more than necessarily needing to learn the square root of 3 at the age of 11, your child needs to form a meaningful connection with you as a parent, to see adults who communicate in a sound way, to see and be with animals and nature and all kinds of things this world has to offer, to learn to want to learn on their own and have confidence in their own learning ability. Your child needs to learn how to take care of their own body, and to stand with integrity in their relationship with their body and to be able to sense what foods or substances supports them or not. This will prepare them for life. Learning the square root of 3 will not. I am not saying it isn’t important – but it certainly isn’t the most important thing in a child’s life, not if the goal is to support your child to become a whole human being who can effectively direct and decide over their life.

In the next post I will go deeper into the process of deschooling, the process that I would claim is the key to saving the world. Stay tuned…

References:

http://brainconnection.brainhq.com/2000/07/12/tests-stress-problems-for-students/

http://crazynormaltheclassroomexpose.com/2015/06/22/are-the-high-stakes-tests-linked-to-the-so-called-common-core-state-standards-killing-our-children/

http://www.adaa.org/living-with-anxiety/children/test-anxiety

http://www.menshealth.com/guy-wisdom/why-money-wont-make-you-happy

http://scholar.harvard.edu/files/danielgilbert/files/if-money-doesnt-make-you-happy.nov-12-20101.pdf

http://www.cnbc.com/id/101025441

https://www.psychologytoday.com/blog/freedom-learn/201512/the-good-enough-parent-is-the-best-parent

#freelearning #childdepression #JohnTaylorGatto #childstress #unschoolingtheschoolsystem #PeterGray #examanxiety #unschooling #testanxiety #thecontinuumconcept #Radicalunschooling #annabrixthomsen

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