When I finished my university degree, I threw all my botany and biochemistry lecture notes and books into the garbage bin with relief. And I said, “No one will ever make me learn anything ever again!”
I have a science degree, which was presented to me while I was wearing a fancy gown with a mortar board on my head. I have a piece of paper that tells the world I did the coursework, passed the exams, and was awarded a Bachelor of Science degree.
My mortar board didn’t fit, so I had to walk with a hand on my head to prevent it from falling off. The degree didn’t fit, either.
Years later, whenever anyone hears about my degree, they say, “You’re a scientist!” But I’m not. I have forgotten most of what I learnt. I am a writer, even though I don’t have an official piece of paper that tells the world I did a writing degree.
I told that story (and many more) while chatting with Cecilie Conrad and Sandra Dodd in episode 3 of The Ladies Fixing the World podcast.
We discussed unschooling and connections, or how learning is about creating a web of understanding.
The Podcast
Audio Version
Video Version
c
Key Takeaways from Episode 3
- Learning happens organically when children are given freedom to explore their interests.
- Traditional education often forces rigid structures that suppress natural curiosity.
- Math and other subjects are learned through life experiences, not just textbooks.
- Trusting the unschooling process allows children to develop at their own pace.
- Each child builds their knowledge in a unique way, forming connections based on personal experiences.
The discussion in this episode underscores the richness of unschooling as an approach to education, showing how learning unfolds naturally through curiosity, real-world experiences, and unexpected connections. Rather than fearing gaps in knowledge, the hosts highlight how self-directed learners will always find ways to fill them when they become relevant to their lives.
Main Themes from Episode 3
How Learning Happens Naturally
- Learning isn’t confined to textbooks; it emerges from daily experiences, personal interests, and real-world applications.
- Math is often learned in unexpected ways, from sharing food to managing allowances and playing games.
- Unschooling fosters an environment where children organically develop problem-solving skills, rather than being force-fed abstract concepts.
The Problems with Traditional Education
- Schools impose a standardized learning path that does not align with how children naturally think and learn.
- Students are often sorted into academic or vocational tracks based on grades, which can stifle passions and force them into unwanted career paths.
- Rigid schooling can suppress curiosity, making children feel unintelligent simply because they don’t fit a predetermined learning mold.
The Role of Trust in Unschooling
- Parents must trust the process and allow children to explore their own learning paths.
- Children fill in their own knowledge gaps when they need to, driven by genuine curiosity and real-world relevance.
- Learning is personal and non-linear, developing in unpredictable but deeply meaningful ways.
Personalized Knowledge Structures
- Each child organizes knowledge uniquely based on their interests, which creates a deeper and more lasting understanding.
- Passion-driven learning leads to better retention and a more fulfilling educational experience.
- Unschooling nurtures critical thinking and problem-solving by allowing children to approach subjects in their own way.
Episode 3 Summary
In Episode 3, Cecilie Conrad, Sandra Dodd, and Sue Elvis explore the organic and unexpected ways learning happens, particularly in the context of unschooling. The conversation delves into the ways children pick up knowledge naturally through their interests, daily experiences, and personal passions, rather than through structured, imposed curricula.
Sandra Dodd recalls early discussions about homeschooling, where new parents often relied on the example of baking to explain how children learn math. She challenges this narrow view by highlighting how learning math extends far beyond the kitchen—into games, sharing food, shopping, and even casual conversations about money. She shares a story of her children negotiating the cost of a video game with their allowances, illustrating how real-life applications build mathematical thinking more effectively than formal instruction.
Cecilie and Sue reflect on how children often develop mathematical intuition without structured lessons. Cecilie shares how one of her daughters, despite having no formal math education, consistently arrives at correct estimates and calculations, proving that the traditional approach to teaching math is not the only path to competency.
The discussion broadens into a critique of how schools impose rigid learning structures that do not cater to individual thought processes. Sandra recounts her own struggles with algebra in school, contrasting it with her husband’s innate ability to see the world through mathematical patterns. Cecilie and Sue add that traditional schooling often fails children by enforcing a one-size-fits-all approach, making subjects like math seem alien and intimidating rather than a natural part of life.
They also discuss how modern education systems track and categorize students based on grades rather than allowing them to explore their true interests. Cecilie shares a poignant story of a woman in Spain who wanted to be a hairdresser but was forced into an academic track because she had high grades. This rigid sorting system, they argue, deprives children of pursuing their genuine passions and forces many into careers they do not enjoy.
The conversation shifts to the role of unschooling in fostering lifelong learning and natural curiosity. Sue recounts how one of her daughters, initially uninterested in math, later chose to study advanced mathematics when it became relevant to her university aspirations. This example reinforces the idea that when children see a purpose in learning, they engage with it meaningfully and retain knowledge better than if it were forced upon them.
Sandra and Sue discuss how the conventional school experience often suppresses children’s enthusiasm for learning. Schools set arbitrary standards for success, conditioning students to focus on grades rather than genuine understanding. They compare this to how technology, such as smartwatches, continues the societal trend of grading and ranking individuals even in adulthood.
A recurring theme in their conversation is trust in the unschooling process. Cecilie describes a powerful experience at the Louvre, where her young son, who couldn’t yet read, gave an impromptu guided tour on Egyptian hieroglyphs, demonstrating how deeply he had absorbed knowledge through his interests. This, she argues, is evidence that children naturally learn what they need when given the freedom to explore.
The episode concludes with a discussion on how people construct knowledge in deeply personal ways. Each child organizes their learning based on their own interests, whether it be through video games, sports, or historical events like World War II. The hosts emphasise that rather than forcing children into standardised curriculums, embracing their unique paths leads to richer, more meaningful learning experiences.
Show Notes
Links & Resources:
- Sandra Dodd’s Website: SandraDodd.com – Explore Sandra’s favorite unschooling definitions and in-depth discussions.
- Sue Elvis’ Blog: Stories of an Unschooling Family – Practical advice and insights into Sue’s unschooling journey.
- Cecilie Conrad’s Website: CecilieConrad.com – Learn about Cecilie’s experiences with unschooling, worldschooling, and a life of freedom and curiosity.
- Connections: Connect the Dots
- How Elvis Appears to Unschoolers
- How to Turn Cooking into Unschool Maths Homeschool Records Notes
Images
I did my science degree at Aberystwyth, which is a town on the west coast of Wales.
The photos were taken by:
