Trauma and the Phases of Learning

I'm going to go further out on a limb here than I have ever gone before.

**Deep Breath**

Here goes nothin'...

I am a child of domestic violence. In other words, I grew up in an abusive home. I saw a lot of violence over the years, even up into my adult life, at the hands of my father. I experienced many acts of violence personally over the years.

My family will most likely spew expletives at me for divulging this information in cyber space. I can understand that they want to keep it quiet. However, I have learned some things that need to be shared. I've decided that part of my healing is to speak out and to share.

Trauma - How it Affects Learning

As a foster parent, I attend many classes and training on everything from dealing with children who have been abused to various types of abuse and how to identify the abuse. Through all of this, it has been shared with many professionals what I experienced and how I have overcome. I am not healed completely, yet I have come so far that I can now help others.

I recently learned about trauma that can happen in the womb and early years of childhood and how detrimental these traumas are to the brain, and thus, to the ability to learn. For example, a child in the womb actually experiences the same fear and trauma that the mother feels at the time of the trauma. The brain can be hard-wired to be anxious and fearful before the child is even born into the world.

The brain becomes hard-wired in the emotional centers of the brain by the time a child is 3 years old. All traumas before this time will forever be part of the brain. Older children can experience the same types of trauma and have life-altering affects. This is not to say that children or adults cannot overcome, it just makes it harder to overcome.

My Own Traumas - My Child's Traumas

While I was pregnant with my youngest child, my father threw a chair at me. I narrowly missed getting hit in the stomach with the chair, which had it connected with my body, I'm sure I would have lost the baby. Luckily my mother helped me maneuver out of the way at the last second. I never set foot in my parent's home again. However, the damage was no where near done. Throughout the next year my father plagued me with threats and fear raged in my heart.

I now realize how much this damaged my child neurologically from the womb and during his first year of life. I also know why this affects his learning. He is a very bright person. But, he struggles with moving into and staying in Scholar Phase. His fears get the best of him. He can't help it, it is part of his brain.

I know that all phases are 80 years, give or take. So, I am not discouraged anymore. I know that my new-found knowledge of trauma and how it has affected me and my children will help me move further on the Path to knowing how to best inspire myself and my children.

Overcoming and Learning

A few years ago I heard a talk by Dr. Shannon Brooks, co-author of Thomas Jefferson Education for Teens. He talked about traumatized children and how difficult it is for them to learn. He spoke mostly about children in public school who are worried all the time and so their focus is directed at survival rather than learning.

I remember coming away from that seminar event pondering about the child who is homeschooled but has been abused outside of the home. Maybe from bullying in scouting or in the neighborhood. Or, the child that was molested by a babysitter or older neighborhood child. How does this translate if the home is loving and safe, but an outside trauma has harmed the child?

I believe that any trauma will stunt the learning process. From Maslow's Heirarchy of Needs we can see that when a person is focused on their safety they are not able to operate in the higher levels.

Leadership Education Has the Answers

I love Leadership Education with it's extremely thoughtful process and detail to personal needs. Yet, in all of the books I have not found the exact answers to how to overcome traumatized individual needs. I guess that is what my task is now, to find the answers. TJED/Leadership Education is the way! I just need to find the individualized things to bring it all into play in the way that my son needs.

Traditional methodology has not met the criteria so far. Yet, I know there are answers. There are classics that meet these needs. There are people and mentors that can meet the challenge.

For me, there have been several Healing classics that have helped me personally to overcome my traumas and re-write the lessons of Core Phase.

• The Chosen (Ballantine Reader's Circle) by Chaim Potok
• Little Britches: Father and I Were Ranchers by Ralph Moody
• JANE EYRE by Charlotte Bronte
• The Lonesome Gods by Louis L'Amour
• The Screwtape Letters by C.S. Lewis
• Fascinating Womanhood by Helen Andelin
• The Dance of Anger: A Woman's Guide to Changing the Patterns of Intimate Relationships by Harriet Lerner

So...off I go into the wild unknown once again in search of more inspiring classics!

How does TJED compare?

Recently, I received an email that described a little bit of how Leadership Education (TJED) compares to other homeschool methods. This chart describes what homeschooling methods match up to which Phase of Learning.

Phase of Learning	Method Comparison
Core Phase	Unschooling
Love of Learning	Montesorri
Scholar Phase	Liberal Arts

I think this is pretty accurate. TJED is not a curriculum or a specific method, it is a set of correct principles that when applied help the learner achieve the goal of understanding right and wrong, true and false, good and bad, with a solid love for learning and the ability to think for themselves.

It is so much more than the public school's desire to educate in reading and memorizing facts. Even most homeschool curricula is focused on these same goals - reading, writing, and arithmetic. While these goals are important for a free society, the ability to think for oneself - to truly be able to wade through all the information and discover truth - is not to be found in public schools and even in most homeschool curricula.

When families first begin their TJED journey, one of the hardest things to do is let go of standard curriculum. "Classics, not Textbooks" is difficult to grasp. Are there classic curriculum choices? - Yes! But, they are few and must be selected with purpose.

How many times have I changed my home education approach? Many! Each child needs different things, each phase needs different resources based on the methods listed below.

• Unschooling during Core Phase does not need much more than a lot of experiences within the home and daily readings of the classics for young children.
• Montessori during Love of Learning adds more hands-on learning with experiences in nature and the world at large, allowing the child to leap from one exciting discovery to the next with a mentoring parent beside them.
• Liberal Arts education during Scholar Phase brings the deeper study into areas of interest in the beginning through projects and moves into broadening the individuals education through reading more challenging classics coupled with Socratic discussion.

The point is to recognize that various home education methods can and should be used within TJED. One does not need to abandon everything they have done before. The key is to determine when to use those favorite things.

Shh! Scholar in Progress

During our Mentor Meetings Sunday night, a startling discovery was made....I interrupt my Scholars too much. Nayna politely asked during the meeting to not be interrupted during her study hours. I was pretty surprised, because I thought my kids have pretty un-interrupted time, but she explained herself well and was able to make excellent observations about the issue. Mike then commented, "When did you become so grown-up?" (Overnight...almost).

Basically after discussing her needs, we realized that 6 hours of study, which is the time we had allotted for her, is not enough time to accomplish all of her studies on some of our more busy days. She often chooses to use some of her Free Time hours to complete her studies. A new plan is now in place to allow her to complete her studies on days we have to travel into town for events. She has devised her own study plan and a new format for documenting her studies. She used to use a weekly planner as discussed in this post. Last week she created her own weekly checklist with room to write in the chapters, lessons, and other details of what she did that day for that subject.

Her subjects include:

• Home Study Seminary - Doctrine and Covenants
• Reading - Classics and personal choices
• Math - Math-U-See Algebra I
• Latin - Wheelocks Latin
• Music - Choir and Piano
• Physical Education - Wii Fit Plus, Yoga, Walks, etc.
• History - Early Modern Times
• Government - The 5,000 Year Leap
• Logic

I was thoroughly convinced by this admission that Nayna is over a year into the "Self-Directed Scholar" phase:

The Self-Directed Scholar studies eight to twelve hours a day, five to six days a week, ten to twelve months a year for three to four years.  This 5,00 to 8,000 hours of intense study builds a huge base of knowledge and skill which can be applied to whatever mission the later adult embarks upon.

It is exciting to see that she is really taking charge of her education in every way. I do not do much more than try to stay out of her way now!

Adult Transitions

I've written several posts about young adults (teens) transitioning to Scholar Phase. But, as I move into mentoring adults it is trickier to describe, analyze, and portray what transitioning to Scholar Phase looks like in an adult. This is largely due to the fact that we (the adults) all had a full conveyor-belt education. For those of us using Leadership Education methods, our children have been removed from that system (or are in the process of being removed) and being mentored by adults who are at least aware of what needs to change in some fashion. We did not have the luxury and we have several years of conveyor-belt thinking to "undo".

Adults transitioning to Scholar Phase are mainly blocked by fear -- fear of the unknown, fear of success, fear of worthiness, fear of being different, etc. I'm sure you can fill in your own fears quite well. I had a list of 12 fears when I made my list.

Here were my list of fears:

1. Age of when Scholar Phase "should" happen - I'm so old! Am I too old?
2. Impatience - I want it now!
3. Overwhelmed - It is too hard!
4. Time Commitment involved - I'm a working homeschool mom! When do I have time to study?
5. Application - "HOW" do I do it?
6. Preconceived ideas - Getting off the conveyor-belt.
7. Personal Experience - I was a good conveyor-belt student, but will I be a good Scholar?
8. College - Will my kids get into college?
9. Diploma - Will my kids education be accepted?
10. Graduation - Will they need this? Will they miss it if they don't have it?
11. Career - How will they make a living?
12. Initiative - I don't know if I have the "right stuff" to do this.

Maybe your list is different or maybe some things are similar. It doesn't matter if your fears are the same or different. What does matter is getting all your fears listed so you can face them...that's right. Make a list of all your fears so you can see what it is you are up against.

After you have made your list of fears, spend some time thinking about why you are afraid and how you might be able to overcome that fear. Is it a "real" fear or an excuse? Is this something that a change of attitude will cure or a challenge that needs to be rectified (example: spousal support, more education on the subject, etc.)? Is this fear a "stall tactic" to keep you from moving forward?

You...the Barrier

The biggest barrier to your success is...YOU! I have read countless self-help books that all pretty much describe the same thing...self-defeating behaviors because of fear hold us back from the things we want and need.

Some food for thought:

• Ninety-nine percent of failures come from people who have the habit of making excuses. — George Washington Carver
• Success is never found. Failure is never fatal. Courage is the only thing.  — Winston Churchill
• Many of life’s failures are people who did not realize how close they were to success when they gave up.— Thomas Alva Edison
• Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time. — Thomas Alva Edison
• The line between failure and success is so fine that we scarcely know when we pass it - so fine that we often are on the line and do not know it. — Ralph Waldo Emerson
• One of the reasons mature people stop learning is that they become less and less willing to risk failure. — John W. Gardner
• We pay a heavy price for our fear of failure. It is a powerful obstacle to growth. It assures the progressive narrowing of the personality and prevents exploration and experimentation. There is no learning without some difficulty and fumbling. If you want to keep on learning, you must keep on risking failure—all your life. — John W. Gardner

"It Is Not Meet That I Should Command In All Things"

I am working through my Personal Progress along with my Beehives. That is one thing I should have been doing with my daughters all along, but being called to Young Women's has sparked my drive to do so again. I was looking through my Personal Progress book and found a value experience to work on which required I read the following scripture:

Doctrine and Covenants 58: 26-28

26 For behold, it is not meet that I should command in all things; for he that is compelled in all things, the same is a slothful and not a wise servant; wherefore he receiveth no reward.

27 Verily I say, men should be anxiously engaged in good cause, and do many things of their own free will, and bring to pass much righteousness;

28 For the power is in them, wherein they are agents unto themselves. And inasmuch as men do good they shall in nowise lose their reward.

I had always associated this scripture with service, but this time I saw the correlation to many other things...education...work ethic...etc. The footnotes mention; dedication, diligence, good works, industry, and zeal. I think we are missing the mark if we associate this scripture strictly to service. Industry relates to all that we do; to be industrious with our time in family work, making a living, our duty to God, etc.

Applying the Scriptures to Ourselves
We are admonished to apply the scriptures to ourselves. That is the best way to learn from the scriptures. So, here are my thoughts on applying these scriptures in my home.

I am often asked how I get my kids to study at home. I used to wonder how homeschool moms could possibly do that as well, my kids barely listened to me about anything, much less school work. Over time, I've come to realize that I needed to teach my kids to be industrious in all things...chores, church callings, and their education. Once they understand the principle, it is easier to apply in all areas of their lives. Now they fully understand that getting an education is their job, not mine. I lead them and guide them, but the work is theirs to do.

The second big question I get is how can I homeschool without requiring a set curriculum for them to study. The answer to that is to provide an outline for what constitutes a great education and then provide them the means to obtain it. I model getting an education myself and show them my enthusiasm and zeal for being an educated person.

"Slothful and not a wise Servant"
The biggest difference is that public schools "command" and "compel" in all things. We learn from the scriptures above that this leads to a "slothful and not a wise servant". So, why then are we surprised that so many leave public schools without a good education (not wise) and cannot find sufficient drive (slothful) to be successful in life? The answer is in the type of education, force rather than inspired self-education.

The "reward" for being a self-learner through inspired mentoring is that they will retain much more of their education (be wise) and have learned the power of self-motivation (industry) from the beginning of their education, or at the very least, have changed over to being a self-learner once they left public school.

I, for one, have learned more in the past 5 years since I read "A Thomas Jefferson Education" than I ever did in my public schooling education, including college level classes at a university. My eyes are now opened to the possibilities and excitement of shedding my slothfulness and learning to be industrious in all aspects of my life. I am so thankful to have this knowledge now!

Colloquium vs. Discussion

I have been thinking a bit lately about the difference between a true colloquium and a basic discussion of a topic. I think many people in Leadership Education (LE or TJED) become confused, especially those new to LE and TJED. I decided to expound upon them a bit here.


There are benefits of both types of discussions:

• Book Club (colloquium) is usually without children and for all adults (some young adults) in the home (if they can come). This gives husbands an opportunity to learn about it as well. Book club is usually for the more intensive learner, more of a Transitioning to Scholar Phase (even if you are still in Love of Learning but know you should be moving out of it) and/or Scholar Phase activity.
• Park Day Discussions are with interruptions from children and without your spouses involvement. I find this works best for the new-to-tjed person who is most likely in a Love of Learning phase. Scholar Phase and higher attend to help teach and expound ideas to others of all phases.

The key here is to decide what phase you are in and apply yourself to that type of activity. Those in Scholar Phase can participate in both, but should remember that in Scholar Phase we are working for a much deeper learning than we are in Love of Learning. The readings become increasingly more difficult as we learn and grow.

I hope this makes sense. I want to help everyone along their path to a leadership education. However, I think everyone needs to get a clear picture of what YOU want and make CHOICES and COMMITMENTS that will get you there. I am here to support you, but if you want to take the journey, then you need to make the commitment.

I am in Depth, moving towards transitioning to Mission. I know that not too many people feel that is the case for them, which is fine! Maybe each person should take time to study and ponder what the phases are and where you are in the phases.

Links to some helps in discovering what phase you are in:

• Basics of Leadership Education
• Four Phases of Learning
• TJED.org Phase Resources

Of course, if you have not read them, get started on "A Thomas Jefferson Education" and "Leadership Education" right away! They are both on sale at TJED Marketplace.


I am now offering mentoring to those who are ready for a Scholar Phase. Those who are interested can email me at springfieldtjed@gmail.com.

The Beauty of Core Phase

I did not learn about Leadership Education (TJED) until my children were 13, 10, and 8 respectively. It took me another 2 years to fully get "off the conveyor belt" and begin getting myself in the right mindset to make sure we all had a solid Core Phase. I knew my youngest needed Core Phase for sure, and my other children had things to improve as well. The most difficult realization I came to was that I needed Core Phase work as well, yet I wanted a Scholar Phase. Now!

The Phases are Like A Planet
We often think of the phases of learning in a linear fashion. Our linear thinking would place the phases like this:

Core Phase ---> Love of Learning--> Scholar Phase-->Depth Phase--->Mission Phase--->Impact Phase

Phases of Learning like Earth

It looks as though you complete one phase and then move on to another. This model, however, is not correct. A more correct model is to think in a more "whole picture" fashion. I like to think of the phases as the planet Earth. In the center is the Core, then we add a layer of Love of Learning, then Scholar Phase, then Depth Phase, etc. The Core is still there. The Love of Learning is still there. We are just building upon prior knowledge and skills, adding each new layer to fulfill our creation as an educated person.

Without a strong Core, our planet-self would be hollow, or maybe only have half a core. If we continue our planet model, we know that Earth needs a strong core in order to have gravity work. It also needs the core in order to cycle around the Sun. With an out-of-balance or partially formed core, our Earth would wobble and make a very unstable effort to cycle around the Sun.

My Adult Core Phase (Work and Play)
I needed to correct some "damage" from my past, you know, the things we often call "baggage". Yes, I had some, most of us do. I heard a fantastic speaker, Julie Early, who talked about Adults in Core. I found that her talk was very correct in that I handled my Core Phase in much the same way as she describes it. I focused on figuring out what I needed to repair from the lessons of Core Phase in "Right and Wrong", "Good and Bad", "True and False". I read a few self-help books and applied them in my life (this was work). I put my focus more towards my family in organizing our home life (this was work). I tried to create wholesome family time to nurture relationships (this was play). I studied my central canon and applied the principles of my faith in my life (this was work and play).

The result: a happier life! 

Core Phase - Going Back or Moving Forward?

As my children were already "past" Core Phase ages, I would often refer to "going back to Core Phase" for them, when really we were working on both Core Phase and Love of Learning at the same time. You see, our linear model would make it seem as though only one phase can take place at any given time. This is a fallacy in our conveyor belt thinking. If we embrace the "whole picture" model, we realize that we are always working on the various phases, only adding new layers as we become more mature and ready for the next one. As infants we start out as small planets with only the need to build a strong core, then we add the following layers as our planet grows and matures.

If we are adults and just now learning about the four phases of learning, we have some of those layers already, but we can go inside and fill those layers with the right knowledge and skills while still building our Scholar and Depth phases. At some time we may have lost our Love of Learning, yet we can regain it! We gained some knowledge from our conveyor belt education, but we can round out our Scholar Phase and build upon what we retained by adding more of the classics.

The Beauty Revealed
Being an Adult working on Core Phase is nothing to feel ashamed about. Having youth in Core Phase is nothing to hide or worry about. It is part of the normal progression of life. Leadership Education is not about making sure you are in the "right phase" at the "right age". That is conveyor belt thinking! Rather, we only need to look at the "whole picture", making our main priority to fulfill the measure of our creation.

Cross-posted from In the TJED Trenches.

Marly's Binder - Self-Directed Scholar

During the Scholar Phase, I have noticed that my youth really do naturally follow the progression through the different levels as Oliver and Rachel DeMille describe in Leadership Education pages 193-211. I believe that Marly has been in Self-Directed Scholar Level for the past few months. She initiates almost all of her own learning.

She studies the following subjects:

• Latin (First Form Latin) - Covers Latin as well as the English language and grammar for both languages.
• Pre-Algebra (Math-U-See)
• Literature - Science fiction, fantasy, mythology, and American literature are her focus right now.
• History - Early Modern Times - She is beginning the Agricultural Revolution and the Colonial War.
• Science - Chemistry from a Creationist point of view.
• Music - Piano and homeschool choir.
• Sign Language

Books on her "To Read" List Include:

• The 5,000 Year Leap (second half)
• The Fourth Turning
• Joan of Arc
• and to work on the TJED for Teens classics list.

I encouraged each of my children to "own" their binders this year and organize them as it suits them best.

Marly's Binder Tabs:

1. Compass - Her personal plan for the next 6 months.
2. Book lists and records of the books she has read and when.
3. Weekly Planner - She records all of her own work every day for record keeping - yearly calendar with vacation dates marked, weekly schedule of subjects and the materials available for those subjects, daily record keeping planner for recording each day's work by subject.
4. Cursive writing pages - One of the areas she wants to improve.
5. Latin - All her notes on vocabulary and grammar.
6. Mentor Log - This is a weekly meeting log where we can each write what about how the week went and if there are any improvements that need to be made. It is a quick way for her to look back over her progress and for me to remember what each meeting is about.
7. Classes - She has her notes from the various classes, seminars, and conferences we go to.
8. Projects - A place to hold her current project notes, plans, and results.

What Makes a Scholar, Academic Ability or Maturity Level?

Reference: Leadership Education by Oliver and Rachel DeMille pages 153-189

I've noticed in several Yahoo Groups that are geared towards TJED, that there are still a lot of misconceptions about what makes a Scholar student. I know it was a confusing topic for me when I first read A Thomas Jefferson Education. Then I went on to study everything I could about the subject; CD's, MP3 downloads, Forums, and books (See Leadership Education). I think I'm finally beginning to understand what Rachel and Oliver mean when they said children need to BEG to be in Scholar Phase.

Academic Ability
It is my observation that the conveyor belt focuses on academic ability as the sign that a student has completed the necessary tasks to be a completed project and receive a diploma. They answered enough questions correctly to get a 60% or higher in every class and they can now move on to adulthood. Even high achieving students are marked by their above 90% average with "honorable mention" graduation status and scholarships to college.

This focus on academic ability ingrained in our first 18 years of life is a hard thing to unlearn! It was planted and cemented into our psyche in the formative years of our life. It is almost as hard to break away from as re-learning how to walk. It is that much a part of our being that we have to literally stop and re-learn how to think about education.

What I see happening is that parents read the TJED books and they become awakened with a deep desire to learn. They always wanted to know how to think. They know that the education they received in nothing like what they want. Then they go about applying the principles of Leadership Education, but the expectations are still a conveyor belt set of expectations. When we see a child excel and read "Hamlet" we think, "AH! They are ready for Scholar Phase!"

Why does that happen? Well, most of us never read much Shakespeare and if we did it was probably a dumbed-down version which we hated being forced to read. So, in our minds this is a phenomenal feat! Our child reads Shakespeare and loves it! They must be a Scholar. (not!)

Maturity Level
Another facet of a person's full well-rounded education that the conveyor belt system completely ignores is becoming a mature young adult. I believe this is an under-valued part of determining if our child is ready for Scholar Phase. Just because my child reads for 6 hours a day does not make them ready for Scholar Phase. My daughter at age 10 was very ill and she stayed home and read all day long! Yet, she was not a Scholar, but a Love of Learner. As she grew and became more mature, she eventually and gradually became a Scholar student.

When a young adult reaches the point of wanting a Scholar Phase, they need to BEG for it! They have to really want it or they will loose their momentum and fall back into a Hate of Learning. I say this, because we lived it here in our home.

"So much of conveyor belt education is fear-based - worrying that the child will not measure up. In contrast, Leadership Education assumes that the child will not only meet but exceed basic levels of learning, and more importantly, totally exceed in certain chosen areas." ~ Leadership Education, page 161

Maturity Level Brings a Higher Academic Ability
What I learned to focus on was maturity level first, which naturally brings a higher academic ability along with it. It is nearly impossible to have a mature 15 year old who does not want to learn, grow, and be successful at life. I mean it, nearly impossible! So, if you have a youth who is struggling in their education, focus on how to help them mature first, the academics will come.

One area I also see is young adults with behavior problems, yet the parent insists they are a Scholar, probably because of their age or reading level or some other academic ability. Mature young adults do not have problems with obedience to basic household rules, they do not torture a younger sibling, they do not lie, steal and sneak things. I'm sorry, but that is not what a Scholar Phase young adult looks like. When a young person acts in ways that are contrary to the lessons of Core Phase, they need more core work! If a young person cannot choose right from wrong, good from bad, and truth from falsehood....guess what?...they need to go back and work on some Core Phase values before they will ever be a successful Scholar.

This is not to say that any one is perfect, I'm not by any means. What I am saying is that major behavior problems need to be corrected before Scholar Phase can be successful.

Conclusion
When we unlearn the conveyor belt expectations and let go of our fears, turning our focus to fully "Trust the Process", our families succeed in Leadership Education. Suddenly, teenagers mature into young adults and mentoring parents get more questions about what they should study (the begging starts!). I've seen my youth turn more to my mentoring suggestions as they mature. Our family has seen a burst of energy and learning that seriously brings tears to my eyes...it is so wonderful and beautiful to see them studying so much and learning so fast.

Mistake #2 - Start Them Too Early

Oliver DeMille in Leadership Education stated that starting kids too early in any phase of learning "is committed the most frequently of all the mistakes." I have found this to be one of the mistakes I have made the most often as well. Why? I think it is because we are so used to Conveyor-belt testing, grade levels, and "norms" that we find ourselves easily thinking, "my child should be doing ___________ by now". Mentoring parents can easily make this mistake at ALL of the transitions between phases, especially between Core and Love of Learning, and Love of Learning and Scholar. It's kind of like putting the cart before the horse.

Even the prodigy who reads and plays piano at age three needs a full and wonderful Core Phase. Part of Core is discovery and play, so your brilliant son can discover and play at caluculus or physics or literary analysis at age five if he wants, but do not put him in Scholar until the Core Lessons are fully and clearly learned. Right and wrong, good and bad, true and false are lessons that exceptionally intelligent and gifted people often struggle with, so if your child is a prodigy he likely needs a longer, fuller Core Phase than anyone else. In play time he can study whatever he wants. - Leadership Education, pages 213-214

I am not sure any of my children are prodigies per se, they are all very talented human beings with abilities that stretch far beyond anything I have ever taught them. I have found that once a child has shown a certain level of genius about a topic I seem to want to expect that same level of genius every time they engage in that topic. I believe that is the folly here, expecting brilliance every time a child shows interest or genius in a subject, talent, or project. Much of the Core and Love of Learning phase is spent exploring...trying things out...and yes, occasionally knocking our socks off with what they can do.

The concern is expectation. It seems to me that our expectations are what push us to want to start children too early in a phase rather than allowing them to want to be in that phase all the time. It is easy to tell when we are pushing...a time of "Hate of Learning" seems to come creeping in. I heard things like, "you take all the fun out of everything" or "I don't want to read __________" or "I hate math". It was time to back off and evaluate what I was doing and why. Sometimes swallowing my pride and expectations is what I needed to do. Sometimes I just needed to switch things up with more hands-on activities or fieldtrips.

Has this ever happened to you?

Southwest TJEd Forum 2010 - Part 2

Julie Early - "Adult Phases of Leadership Education"

I think I learned the most immediately applicable information from Julie Early. She describes the Phases of Learning for Adults as "skill sets". I realized as she spoke that I really have gone through Core and Love of Learning, placing me now where I want to be in Scholar Phase. I had tried to PUSH myself out of Love of Learning and into Scholar a little too early. Now, I look back and realize that was acceptable in some ways, as long as I learned the skills needed in each phase.

Core Phase:

1. Set a spectrum of Truth - usually at the extremes - Right and Wrong, True and False, Good and Bad. Many adults have this, but it is important to go back periodically to make sure our core skills are in place. Should adults go back to core? Of course! Starting off in extremes is normal.
2. Work and Play - Adults learn more from work than play. We should work on relationships and not engage in "selfish play". Self-help books are often a part of this phase. Roles are distinguished and building self-worth through work is important.

Love of Learning - it's about discovery:

Signs that you are in Love of Learning as an Adult:

1.  Bounce around in books.
2. Don't finish all the books you start.
3. "Flitting" from thing to thing (can get expensive).
4. Love of Learners LOVE rules - ("But 'how' do I do it?" - looking for specific how-to steps)

Things to focus on:

1. Structure Time, not Content
2. Keep a Commonplace Book - Notebook with notes on readings, observations in nature, etc. (I keep several actually for rough draft essays on the books I'm reading, personal mission discovery, and daily to do notes.)
3. Groups are more important in this phase. Join a book discussion or mentored class.
4. Focus on Reading, Writing, and Discussing.

Scholar Phase - study deeply:

1. Work is part of their education - think about your studies while you work.
2. Learn through study and discussion.
3. Focus on Principles instead of Plots or Rules.
4. They begin to see the middle ground of grey and stop thinking so much in absolutes.
5. Fill in the holes of your education.
6. Begin to have a sense of mission.

One other KEY that I learned from her speech was this:

Crisis will come and it will shake up our education - that is normal and expected.

Part 1 - Carol Shippy and Dr. Andrew Groft

Part 3 - Dan Ralphs

Four Phases of Learning

The Four Phases of Learning represent approximate ages or time periods in a person's life that certain types of learning take place. This does not mean that all people will fit into the ages listed, quite the opposite is true! We firmly believe that all people, especially children, learn at a precise pace and order specifically for them and that no amount of pressure will bring about life-long education. The opposite is true, pressure leads to immediate results while the long-term effects of pressured learning disappear with time.

Foundational Phases

• Core Phase - Ages 0-8
• Love of Learning Phase - Ages 8-12

Educational Phases

• Scholar Phase - Ages 12-16
• Depth Phase - Ages 16-22

Applicational Phases

• Mission Phase
• Impact Phase

Check out the following visual representations of the phases - Four Phases and Seven Keys and the TJED Continuum.