Self-Directed Learning and Mastery

Our family watched this great lecture given by Robert Greene at Oxford University. Robert Greene is a historian of sorts- he’s written several books, a couple which I have are Mastery and the 48 Laws of Power. He gives us a look at three individuals who, through their own self direction went on to accomplish many great things in their lifetime. They were Leonardo DaVinci (developed sophisticated flying machines, detailed navigation equipment, etc), Charles Darwin (discovered the Theory of Evolution) and John Coltrane (one of the finest self taught jazz saxophonists).

The dictionary’s definition of mastery is a “comprehensive knowledge or skill in a subject or accomplishment.” I find this particularly interesting because through self-directed learning, one has substantial time and autonomy to pursue one’s interests in a deep and meaningful way. One is allowed, without permission, to follow their own desires and curiosities.

Philip and I have conversations about self-directed learning- it helps us gain clarity and validates our position that it allows a child to develop their talents, allows them the time to discover things about themselves, gives them the confidence that it is their path, not a pre-packaged path.

Self-directed learning looks very different from traditional schooling- we don’t cover several subjects everyday, we don’t have a set schedule, we don’t test them and we don’t assign a grade. What we do is sit down and talk to them. We ask questions to stimulate conversation. We find out what makes them excited- we tailor their activities to support their interests. Then we engage them in these areas. We support their curiosity. Much of our learning happens simply by talking in conversation. What often ends up happening is the initial conversation will lead to another conversation. It all happens rather organically.

Our youngest daughter Natalie asked us if she could play the violin. She was eight years old. She did a six week beginner class with her teacher and has continued to excel at the violin for the last two and a half years.  She has great musical mentors who inspire and push when there is a challenging piece of music, but for the most part, Natalie pushes herself, she thrives on challenge.

We see our kids staying naturally focused on what drives them, what excites them (without coercion from us). I sadly feel that traditional schooling does not allow for the kind of depth that allows one to truly master anything. I know when Olivia was in public high school last year she felt she could barely keep up with the pace- there were too many subjects to fully grasp the content and little allowance for individuality or creative expression of ideas. Yet, teachers expect the equivalent of mastery, an A. It’s not the teachers fault, they are just doing what they’re told. It’s a corporate and conformist model of thinking and we need to find a better way for our children. If you look at education like a company, one that produced poor results continually (in this case decades), they would be out of business. So why hasn’t change come to traditional schooling? That’s another topic for another day…

From my own experience, when children are allowed to follow their own path of discovery they are on their way to mastery. I see it happening in my own kids. They will continue on their path, and this path may continually change, but it’s their path. I simply have to show them love and enable them a safe place to explore and grow. Ultimately, they will grow into young adults with the confidence that they have made their own choices and decisions about their life.

Mastery in an area is a journey of discovering oneself and self-directed learning is no different. Allowing this natural process only deepens understanding and therefore allows us to follow our own path. I often say, the world takes all kinds of people, and to grow as people we need to be who we are.