Thursday, May 17, 2007

Learning at any age


This is the drain in our bathroom sink. It's pretty and it's called "Pegasus". And it's been my on again off again nemesis since we moved in nearly ten months ago. It has been a historically slow to drain drain. I don't remember if it was when we arrived, my guess is probably not.

I've never been learned in many of the practical arts, such as plumbing. So, as the drain became slow, I had to teach myself how to work with this situation and remedy it. I knew I didn't want to go the way of toxic liquid chemicals if I could help it. I tried a non-toxic pressurized declogger and it helped enough for weeks here and weeks there (by draining semi-slowly instead of really slowly). But, it never got to the root of the problem, which could be because I was using it incorrectly,

I discovered that enzyme decloggers work for organic matter, such as food, in kitchen sinks, but weren't recommended for bathroom sinks. I tended to think that the culprits in the bathroom sink were semi-regular showers of facial stubble and therefore would be more than enzymes could handle.

I was, I felt, in the unfortunate position of being the only person in the house who really cared that the sink was slow to drain and so would find myself fuming and glaring at the sink at odd points in the day, directing my pent up frustrations at an inanimate object, in a tiled arena that included a cast of two.

I have believed in the idea of learning as a sideways spiral for a long time...so long that I don't rmember anymore where I first learned about this theory. We learn things through our senses whether it is via seeing, hearing, gestalt, etc. then life continues and we don't necessarily activate that learning for awhile. But, then, the spiral curves around again and what we learned jumps forward and is applied to a new situation and voilá, synthesis, eureka, and then life moves on...

It occurs to me now that the Waldorf way of working with singular academic subject areas at a time (main lesson blocks) while others lie dormant for a period is an expression of this theory.

Today, I put into action something I've been thinking about for awhile. Years ago, I learned from Wendy and Stefan that one can use an untwisted wire hanger to unclog a toilet. That made an impression on me, the MacGyverness of it, using something at hand and simply reworking it into a handy tool. I plucked a wire hanger from the closet, untwisted it, and got to work.

In the end it wasn't the wire hanger that did the trick, but working with it and then going deeper into the process and experimenting that yielded ultimate success. I had conquered the drain and it was sweet victory.

(For some reason, I can't get the drain stopper out of the sink. I've looked under the sink and fiddled around with the stopper with the wire hanger, but have yet to figure out how to remove it. I dug out some very small pieces of gunk with the wire, but no where near what I imagined I would find. In the end, I discovered while manipulating the lever controlling the up and down movement of the drain stopper under the sink, that there was some sort of seal that was forming somewhere beyond the reach of the wire. Maybe the poking around helped, but I think it was the vigorous pumping that broke the seal that then cleared the drain.)

First helped out for awhile and Kinder expressed gratitude though he looked like he didn't understand what the fuss was all about. Life goes on.

Saturday, May 05, 2007

Bass, tone, slap


I came to consciousness this morning, early, to the sound of Kinder saying the new rhythm he learned yesterday in drum and movement class. He is our early riser. We're all in the big bed by dawn and Kinder usually wakes quietly, but he is always super alert and "awake" the moment his eyes open. He is, also, irrepressible, which I would have no other way. Typically, he launches right into his thoughts and if he senses that any of us is in any way slightly conscious, he will start verbally riffing on something related to Ben 10.

But, this morning, it was a drum rhythm which consumed him. We had discussed his drum handedness yesterday...actually it was more of me talking to him about what I thought about his drum handedness (that he is ambidextrous with a preference for starting with his left hand). Thoughts percolated and gelled overnight and he elocuted this morning, sitting up amongst the folds and puffs of the apple comforter in the soft early light, stating that he used both his hands to drum.

Energized by the rhythm within him, he hopped out of bed and to the diningroom where his djembe lives and he began to drum. It was 6:15 a.m. I've never seen Cap bolt out of bed so fast...to spare the neighbors on a Saturday morning :-)

P.S. #1 This picture was taken before class began. By the time class gets rolling the drum circle is full of kids.

P.S. #2 I feel like I am living a double life staying up till midnight dropping into the world of "American Gods" and then being pried open, way too early, tumbling into my waking life with kids.

Wednesday, May 02, 2007

Shop talk

Silke and the kids came over yesterday. I had the chance to talk "shop" with her which was great. I'm still feeling like I'm straddling the two worlds/concepts/opposing forces of "Waldorf" and "unschooling". Going to the Waldorf conference in Fair Oaks while I was in CA definitely renewed my commitment to aspects of Waldorf.

One of the things we talked about was schedules. For me, doing "Waldorf" has been synonymous with working with a schedule. "Rhythm", though not a schedule, per se, is a structure, a form, which for many begins with creating daily/weekly schedules. The problem with that is that I haven't been able to stick to any of the schedules I've concocted for more than a week or so.

Thankfully, I'm past getting down on myself about that. And I'm at a point where I recognize that I need to create form and structure for us via a different method. So I posed the question to Silke, how does one move from the free form which is unpredictably studded with organic teaching and learning moments (what I am experiencing now for the most part) to overlaying more of an academic agenda to things?

As First turns seven this June, I am definitely thinking about how to approach things more formally with him. Yet, simultaneously, he is expressing a resistance to "learning" and "schooling". Silke and I talked about facing and working with our more stubborn children :-) It was one of those moments where I became particularly conscious of the unique pressures and challenges of parenting a home educated child. There's a level of trust and patience we need to have, that our practice of parenting and teaching often do not yield immediate results that can be seen or held.

Something practical which I am putting right into place came out of our conversation: the kids have each chosen a topic to study for May. Kinder chose airplanes and First chose the month of May. Lots of fertile ground.