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Our children spend their days being passively instructed, and made to sit still and take tests—often against their will. We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through.
In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.
To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling.
A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. It shows how we can act—both as parents and as members of society—to improve children’s lives and promote their happiness and learning.
- Sales Rank: #66607 in eBooks
- Published on: 2013-03-05
- Released on: 2013-03-05
- Format: Kindle eBook
Review
Laurette Lynn, Unplugged Mom.com
“[A] well written, well organized and beautifully stated piece of work….I emphatically recommend this book for any parent as well as any educator or anyone interested in improving education for our society.”
Mothering.com
“[Free to Learn is] a powerful agent of transformation. I'd like to put a copy in the hands of every parent, teacher, and policy maker.”
Publishers Weekly
“[E]nergetic…Gray powerfully argues that schools inhibit learning…. [Gray’s] vivid illustrations of the ‘power of play’ to shape an individual are bound to provoke a renewed conversation about turning the tide in an educational system that fosters conformity and inhibits creative thinking.”
Frank Forencich, author of Exuberant Animal and Change Your Body, Change the World
“Free to Learn is a courageous and profoundly important book. Peter Gray joins the likes of Richard Louv and Alfie Kohn in speaking out for a more humane, compassionate and effective approach to education.”
Steven Pinker, Harvard College Professor of Psychology, Harvard University, and author of How the Mind Works
“Peter Gray is one of the world’s experts on the evolution of childhood play, and applies his encyclopedic knowledge of psychology, and his humane voice, to the pressing issue of educational reform. Though I am not sure I agree with all of his recommendations, he forces us all to rethink our convictions on how schools should be designed to accommodate the ways that children learn.”
Lenore Skenazy, author of Free-Range Kids
“All kids love learning. Most don’t love school. That’s a disconnect we’ve avoided discussing—until this lightning bolt of a book. If you’ve ever wondered why your curious kid is turning into a sullen slug at school, Peter Gray’s Free to Learn has the answer. He also has the antidote.”
David Sloan Wilson, SUNY Distinguished Professor of Biology and Anthropology, Binghamton University, and author of Evolution for Everyone
“The modern educational system is like a wish made in a folk tale gone horribly wrong. Peter Gray’s Free to Learn leads us out of the maze of unforeseen consequences to a more natural way of letting children educate themselves. Gray’s message might seem too good to be true, but it rests upon a strong scientific foundation. Free to Learn can have an immediate impact on the children in your life.”
Roberta Michnick Golinkoff, author of Einstein Never Used Flash Cards and A Mandate for Playful Learning in Preschool
“A compelling and most enjoyable read. Gray illustrates how removing play from childhood, in combination with increasing the pressures of modern-day schooling, paradoxically reduces the very skills we want our children to learn. The decline of play is serious business.”
Stuart Brown, M.D., Founder and President, The National Institute for Play, and author of Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul
“Peter Gray’s Free to Learn is profoundly necessary as a fundamental illumination of the continuing tragedy and entrapment of both kids and their teachers in a generally failing and failed educational system. Gray demonstrates through science and evolutionary biology that the human species is designed to play, is built through play, and that for kids, play equals learning. Free to Learn is timely, paradigm shifting, and essential for our long term survival as adaptive humans.”
About the Author
Peter Gray is a research professor in the Department of Psychology at Boston College. The author of Psychology, a highly regarded college textbook, he writes a popular blog called Freedom to Learn for Psychology Today. He lives in Shrewsbury, Massachusetts.
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93 of 94 people found the following review helpful.
Compelling…though I don’t fully agree
By B. Dixon
If I had to summarize the first part of Peter Gray’s book in a few words, it would be something like the following: “Traditional schools are too authoritarian. Traditional education stifles children’s curiosity and desire to learn by telling them what to study and by teaching them to do as they are told.” This part of the book, where he presents his understanding of the historical and psychological causes and human impact of traditional schooling (whether public or private), is extraordinarily compelling, and has forever changed my perspective on traditional education. Having read Dr Gray’s book, I will no longer take for granted that the use of a standard curriculum for everyone is a good idea, and I am thoroughly convinced that extinguishing a person’s natural desire to learn is at the root of many if not every unmotivated student. Whatever else we do, we must keep our children – and ourselves – wanting to learn, which is easy, Dr Gray argues, if we allow everyone to learn what about what interests them.
Although equally well-argued, I was less convinced by the second part of his book, his proposal for a solution. Although I am now thoroughly convinced that the student needs to be significantly involved in setting the direction of his learning (I would add, to the extent possible from his age and level of maturity), the specific implementation of this practice I believe needs some further refinement. Essentially, Dr Gray argues for the widespread introduction of “unschooling” environments and specifically schools like the Sudbury Valley schools that encourage each student from a very early age to choose on their own what to study, and how. I had been unaware of the unschooling movement and the Sudbury Valley schools prior to reading this book, and so began my own investigation on these topics. Among other things, I learned that we live near one of these schools, and so I went to check it out. After observing the school and after further reading and reflection, I came to the conclusion that there are at least two issues with Dr’s Gray’s “unschooling” approach as a solution for some of the problems with traditional schooling.
The first problem is that this type of schools (deliberately?) appears to lack sufficient resources, both human and otherwise. If children are in an environment that includes a kitchen and a shop but not a PhD in mathematics, it seems highly unlikely that they will discover a natural bent for quantum physics and calculus. I remember seeing an extraordinary video clip years ago where Jesse Jackson led a tour of two cross town public high schools, one white and one black, showing the dramatic differences in facilities available. (The white high school included computers, sophisticated science equipment, a beautiful track and an Olympic size pool, while the black high school had outdated textbooks, less rigorous academics and a dramatically lower graduation rate.) Perhaps the local Sudbury Valley-type school I saw was unique, but I think that unless we are simultaneously offering them the best possible resources, our children will never rise to their full potential via unschooling.
The second issue I have with unschooling as advocated by Dr Gray is his excessive adulation for learning from one’s childhood peers. It is certainly true that kids can and do learn things from their peers, but many of those things (the pressure to conform, bullying, and drug use, to name a few) are challenges that I believe are better handled with the support of caring adults. It would be interesting to put Dr Gray in the same room with Gordon Neufeld and Gabor Mate, the authors of another excellent book, Hold On to Your Kids. This book is an excellent complement to the many positive/attachment parenting books now available (Peaceful Parents Happy Kids, Playful Parenting, and Two Thousand Kisses a Day are among my favorites). Neufeld and Mate’s book, also well worth the time, focuses on the external pressure from peers that have been affecting the last few generations of children, and not in a good way. Although both books have their share of unsubstantiated assertions, I found myself agreeing much more often with Drs Neufeld and Mate than with Dr Gray regarding peer relationships. Interestingly, both books are highly critical of our current traditional method of schooling, but they come to very different conclusions about what to do about it. It would certainly be interesting to read these two books together.
Since presumably many readers of this review will not be visiting a Sudbury Valley type school in person, I thought it might be worth closing with some further reflections on my visits there. I was able to visit the local Sudbury Valley type school three times, and twice was able to spend a few hours interacting with students of various ages and reviewing the artifacts of various processes including the judicial committee. The children I spoke with seemed generally satisfied with attending this school and many were reasonably articulate as to its value to them, but to me many of them appeared as if they were drifting. Few seemed to have identified areas of learning about which they were passionate, or even especially interested in. The minutes from the judicial committee also made it clear that although the authority of the school may rest with the student-faculty committee, rules and constraints on behavior are as prevalent as in a traditional school. In looking at educational options for my son, I have now visited a fairly large number of schools. For whatever it is worth, my most important litmus test for a school has become to see whether the students and staff are going about their day with enthusiasm and joy. Sadly, it is not something I typically see, and it was not apparent at this school either.
Back to Dr Gray’s book. In spite of my disagreement with some of Dr Gray’s conclusions, I have decided I must give it a 5-star rating because of his cogent presentation of his ideas and because those ideas have forever altered my views on traditional schooling. (As I learned, many of those ideas were initially presented in his Psychology Today column, but I did find that the book presentation of those ideas really strengthened and solidified his views in a way that reading the columns alone did not.) I am glad that he wrote it, and would recommend it to anyone trying to understand how we learn best.
74 of 76 people found the following review helpful.
How and why new insights concerning children's learning environment can help them "to educate themselves through their own play
By Robert Morris
According to Peter Gray. he wrote this book in response to the implications and consequences of a school-centric model for childhood development: "The school system has directly and indirectly, often unintentionally, fostered an attitude in society that children learn and progress primarily by doing tasks that are directed and evaluated by adults, and that children's own [informal, self-directed] activities are wasted time...Related to this anti-play attitude is an ever-increasing focus on children's [begin italics] performance [end italics], which can be measured, and decreasing concern for true learning, which is difficult or even impossible to measure. What matters in today's educational world is performance that can be scored and compared across students, across schools, and even across nations to see who is better [who scores higher] and who is worse [who scores lower]. Knowledge that is not part of the school curriculum, even deep knowledge, doesn't count."
Credit Gray with brilliant use of sequences to explain the development of a key concept or the steps/stages of a key process. For example, seven reasons why children don't like school; lessons to be learned from exemplary schools (e.g. Sudbury Valley School); universal types of children's play; five of the most valuable lessons to be learned from children's informal, self-directed ways of playing games such as baseball that formal, adult-directed games do not; three primary styles of parenting (i.e. trustful, directive domineering, and directive-protective; reasons for the decline in trustful parenting; and how to become a more trustful parent.
I wholly agree with Gray that most children will never learn how to trust themselves, become more self-reliant, unless and until their parents and other adults with whom they have direct and frequent contact (e.g. family members, teachers, coaches) demonstrate trust in them. Many adults (especially parents) would like to adopt a more trusting style but find that hard to do. "The voices of fear are loud and incessant," Gray observes, "and the fears never completely unfounded. Terrible accidents do happen; adult predators do exist; delinquent peers can have harmful influences; children and adolescents (like people of all ages do make mistakes; and failure can hurt." It is also important to keep in mind that, now that there are so many single-parent homes, the school-centric model of childhood has taken increasingly stronger hold over time and affected all aspects of children' lives. Hence the great need for school administrators, teachers, and coaches to read this book.
These are among the dozens of passages that caught my eye, also listed to suggest the scope of Gray's coverage.
o The Rise of Psychological Disorders in Young People, The Decline of Children's Freedom and the Rise Psychological Disorders (Pages 12-24)
o Autonomy, Sharing, and Equality (24-26)
o Self-Control (38-41)
o How Agriculture Changed the Roles of Parenting (44-51)
o How Schools Came to Serve the State (60-63)
o Seven Sins of Our System of Forced Education (66-83)
o A Truly Democratic School, and, The School as an Educational Institution (88-97)
o How Sudbury Valley Is Like a Hunter-Gatherer Band (100-104)
o Curiosity: The Drive to Explore and Understand (114-122)
o Human Sociability, and the Natural Drive to Share Information and Ideas (126-137)
o The Power of Play: Four Connections, What Is Play? (133-152)
o Lessons from Informal Sports (157-164)
o The Value of "Dangerous Play" (171-174)
o The Value of Free Age Mixing for Younger Children, and, for Older Children (185-204)
o Three Styles of Parenting, and, Reasons for Decline in Trustful Parenting (209-219)
Before concluding his brilliant explanation of why "unleashing the instinct to play will make our children happier, more self-reliant, and better students for life," Gray observes, "I'm only guessing here on the details of what might replace coercive schools. I suspect, and hope, that the details will vary considerably from community to community, depending on local needs and demands. The decline in coercive schools and the rise in voluntary educational opportunities will be gradual, but eventually the coercive system will fade away. And then we will witness a full renewal of children's capacities for self-control and desire to learn, and an end to the epidemic of anxiety, depression, and feelings of helplessness that plague so many youth today."
Books such as this one could help to facilitate, indeed accelerate the "full renewal" to which Gray refers. Given the fact that my ten grandchildren are now enrolled in schools and colleges, I fervently hope it happens soon rather than "eventually" but that seems highly unlikely, given the coercive system now firmly in place. I wish I were as optimistic as he is that "we as a culture will come to our senses and restore to children the freedom to take control of their learning, so learning will once again be joyful, exciting, and integral part of life rather than tedious, depressing, and anxiety provoking." Perhaps to a significant extent, schools today resemble -- for better or worse -- the dysfunctional homes in which many of their students are raised.
I realize that no brief commentary such as mine can do full justice to the material that Peter Gray provides in this volume but I hope that I have indicated why I think so highly of it. Also, I hope that those who read this commentary will gain a better understanding of how at least some public schools can become learning centers for everyone rather than remain warehouses for children.
125 of 138 people found the following review helpful.
Love it. Hate it. Worth reading!
By Heike Larson
Some books you read and think "Yes! Yes! Yes!" Some others, "No, No, No." This one, for me, had parts of both.
The "Yes!" parts:
1) A very insightful critique of traditional education. Peter Gray offers a rare, poignant critique of what is fundamentally wrong with public education in his outline of the seven sins of forced education. As he states, children generally don't like school, and for many good reasons, the paramount of which is that government schools are forced education:
"A prison, according to the common, general definition, is any place of involuntary confinement and restriction of liberty. In school, as in adult prisons, the inmates are told exactly what they must do and are punished for failure to comply. Actually, students in school must spend more time doing exactly what they are told to do than is true of adults in penal institutions. Another difference, of course, is that we put adults in prison, because they have committed a crime, while we put children in school because of their age."
Beyond the denial of liberty, Gray also identifies many other real problems of schools:
- They interfere with the development of personal responsibility and self-direction.
- They undermine intrinsic motivation to learn, and turn learning into work.
- They judge students in ways that foster shame, hubris, cynicism, and cheating.
- They interfere with the development of cooperation, and encourage bullying (in large part by their forced nature and their strict age-segregation.)
- They inhibit critical thinking, because of their focus on getting high marks on very simplistic multiple-choice tests.
2) An insightful analysis why and how play and playfulness can foster real learning. This is the part of the book I loved most: Gray shows, in many examples and lots of detail, how a playful attitude can foster learning. He specifically describes five key attributes of play, which I found illuminating: play isn't just crazy running around, or fantasy. Play, to Gray, is defined by choice and self-direction; it's an end in itself, not a means to something else; it's not crazy chaos, but defined by mental rules the players either design, or freely accept; it draws on a human beings unique attribute of using imagination; and it is characterized by an alert mental attitude that is stress-free. As a Montessori parent and professional, I just wanted to say "Yes!" to each of these, as they so clearly line up with what happens in a Montessori preschool or elementary environment--but many observers think Montessori is all work, because children don't run around, or yell, but instead are rather calm, intent, and joyful in a quiet way. Yet because they choose their activities freely, they learn so much; to them, their learning is play, in the sense identified by Gray in this book.
Gray's advocacy of child-led, mixed-age environment and intrinsic motivation for learning is right on target. This is what education can and should be all about. Yet...
The "No!" part:
Rejection of any structured curriculum. In an insightful chapter on play as learning in early hunter-gatherer times, Gray makes the point that children in these societies learn solely by play, with hardly any direction by adults. Later in the book, he presents the Sudbury Valley School as an example of this same approach applied to modern times. At Sudbury Valley, children run the school. There are no adult-imposed areas of study, no schedules, no curriculum: students freely decide what to do, all day long, every day, without, apparently, much or maybe any adult direction. Adults serve as resources - but only if and when children ask for help. The hypothesis here is that children will naturally learn what they need, that their innate curiosity about the world is not just necessary, but sufficient to enable them to self-educate, provided they have an environment where they are free to do so in the presence of older children and helpful adults.
The question is: while this may have worked for hunter-gatherers, does it still work today?
Gray's answer is an emphatic yes. How could that be, though, when what we need to know in today's modern, conceptual civilization is fundamentally different from the perceptual level knowledge required to be a great hunter or gatherer?
Most of the knowledge hunter-gatherers needed was perceptual level knowledge, ideas about things that are very near to what we can see, hear, smell, things we can perceive directly with our senses, or that are just a few steps removed from direct perception. This knowledge may well have been very sophisticated, as indicated by Gray's review of anthropologist studies, and becoming a good hunter may well have taken decades of study. Yet hunter-gatherer knowledge is substantially different from the very conceptual knowledge needed to really understand the world today.
Philosopher Ayn Rand showed that knowledge is hierarchical, that higher ideas build upon lower ideas, and that in order to understand sophisticated concepts like individual rights, or gravity, or photosynthesis, we need to be able to retrace the chain of ideas that led to the discovery of these concepts. Knowledge is not just repeating back memorized words (that's dogma, and it's unfortunately what happens in most schools today); it's being able to have a first-handed grasp of what, in reality, gave rise to an idea. To know something means to be able to point to the facts in reality that make it true.
In a hunter-gatherer society, pointing to reality to support ideas is very simple. In ours, it's not. Just ask yourself: how do we know that the earth rotates around the sun? What gives rise to the theory of evolution? What is it that makes the US Constitution so unique: what are individual rights, and why do they matter? Most adults cannot answer these questions: they live in a society that calls for conceptual thinking every day, yet they function at the perceptual level of hunter-gatherers, accepting (or rejecting) many ideas without truly understanding them.
This hierarchical nature of knowledge gives rise to the need of educated adults to shape children's education so they can come, over the course of many years, to understand the essential ideas of the modern world--in history, in math, in science, in literature, in language arts. If our goal is to equip our children to be conceptual thinkers, thought-guided actors, it is our role as educators to help train their conceptual minds by equipping them with the essential knowledge and skills they need to thrive in today's world which is fundamentally different from that of hunter-gatherers. Today, we live in a modern, conceptual civilization--which demands a modern, conceptual education.
(I don't dispute that children can self-teach many practical skills for our modern world, like how to operate a computer, or play an instrument, or learn photography or film editing. Many of these are modern-day equivalents of hunter-gatherer knowledge, and playful self-education among differently-skilled peers is probably a great way to learn these skills. What unguided self-education will not do, however, is train the conceptual mind in the systematic, careful thinking that is needed to understand big questions, to be able to tell truth from falsehood, and to maximize the potential to understand and apply conceptual level knowledge to ones life in a principled way.)
The real challenge today is not to abandon curriculum, and letting children play all day, like hunter-gatherers did. The real challenge is designing a curriculum and an educational environment that will enable children to playfully, joyfully learn the conceptual knowledge they must have to thrive in the 21st century and beyond. The real challenge is to bridge the gap between the content-focus of traditional education, and the process-focus of progressive education, and create a third way, which combines the best of the two, and truly prepares children to live in the modern world, as conceptual, thought-guided, joyful doers.
For those who embrace this task, "Free to Learn" is a great book to read, as it provides many insights into the catastrophe that is today's public education, and into the essential role that intrinsically-motivated, playful learning plays (no pun intended) in any truly meaningful educational revolution. Despite (or maybe because of) the "No!" parts, I'll definitely recommend the book to friends and to my colleagues at LePort Schools, where we are working on creating a different educational model, one that is playful and conceptual at the same time.
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