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

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.

2010-2011 Curriculum Picks

I've stated a few times I'm sure that Thomas Jefferson Education (TJED) is not a curriculum, it is a set of principles when used properly can result in a fantastic Leadership Education. When we view what type of education many of the great thinkers in history had, we find that they had many if not all of these principles in tact. I, for one, want this type of education for myself and my children...really, if I'm honest with myself, I would love to help everyone be educated in this manner.

That said, here is a glimpse of some of the curriculum items that are helping us along this path. We add more throughout the year as new concepts are sought, breakthroughs discovered, and our minds are expanded to new ideas.

Language Arts
Reading List - All books on the TJED for Teens booklist (pages 23-34) click here for a checklist download. In order to understand what the "levels" mean on the checklist, please refer to TJED for Teens pages18-22. I have asked my Scholar Phase children to look to this list first and work their way through the list that is appropriate for their age, also making sure they cover anything before their "age" that they have not read.

Read Aloud books - This year I plan to read aloud "The Hiding Place", "A Beginner's Guide to Constructing the Universe", "The Taming of the Shrew", "Hamlet" and "The Making of America".

Grammar - Nayna is studying Latin and Chris is studying Japanese, which both cover and reinforce their English grammar. (see more under Foreign Language)

Composition - Each child writes essay's about the books that they read and daily journal entries. Nayna is in the process of writing another fantasy fiction novel.

Mathematics
Math is one of the areas in which I do buy "curriculum", we are still using Math-U-See.

Mathematical readings - "Mathematicians Are People Too" book 1 and book 2. "Flatland" which is largely geometry related.

History
We spend a great deal of time on history, especially American History. I purchased the American Classics Series (one recommended by Glenn Beck as well as the TJED books - pictured at the top of this post). We are hoping to get through all three over the next two years. We are also adding "A Brief History of Time".

Science
I think this is my most challenging subject to keep interesting. We are using a series of Discovery Channel DVD's from the library in addition to our Concepts and Challenges of Physical Science, Chemistry for Every Kid, Biology for Every Kid, and 150 Captivating Chemistry Experiments Using Household Substances books. One thing I like about the 150 Captivating Chemistry...book is that it also has the chemical formulas in the book and helps describe the actual reactions.

TJED Teens Club
I started a club for youth to meet together and discuss ideas on freedom, participate in simulations, and build friendships. We are using "The 5,000 Year Leap", "Robert Rule's of Order in Brief", "You Decide", and "The 7 Habits of Highly Effective Teens" as curriculum for this class. Nayna and Chris are very excited about this class as are the other youth involved!

Logic

I have looked at several logic books and curriculum packages. Some I purchased and thought they were OK, but not really teaching what logic is at a level even I can understand (feeling a bit dumbed down in this area). Then I ran across "The Fallacy Detective" and "The Thinking Toolbox". I really love these books! I have learned a ton from them myself. We just go over one lesson a week, reviewing past lessons as needed. I have found that I make a lot of errors in logical thinking. We have been able to pick apart several political speeches lately for fallacies...pretty interesting stuff!

Foreign Language
Latin - Nayna is studying Latin. We decided to continue with a video format with First Form Latin. It is more than I would like to spend, but she learns it so much better with the videos.

Japanese - Chris found a book at a garage sale last week for 50 cents, Japanese in Thirty Hours, and has not been able to put it down. He decided he does not want to continue with Latin, so I am still looking into more curriculum for him in Japanese language. This little book does a nice job and in combination with Chris' ability to find ANYTHING on the Internet, he is already finding his own way to learn the language.

Chris' Binder - Practice Scholar

Chris has been Transitioning to Scholar Phase the past 6 months or so. It has been an exciting thing to see as he begins to value studying more and he has asked me to oversee his work more - a sure sign of him turning himself over to a mentor! (See Leadership Education pages 193-211.)

Chris studies the following subjects:

• Fractions (Math-U-See)
• Literature - American frontier stories and settling of the West, mythology, and some science fiction.
• Grammar - Winston Grammar for review to help him in his writing.
• History - The Middle Ages - He is learning about the Anglo-Saxons and the various wars and turnovers of leadership.
• Science - Chemistry from a Creationist point of view.
• Physical Education - Chris is studying various sports and how to train to be an athlete.

Books on his "To Read" List Include:

• Finish the Ender's Game series - Speaker for the Dead, Xenocide, and Children of the Mind.
• Louis L'Amour's Sackett series - Sackett's Land  and Too the Far Blue Mountain 

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

Chris's Binder Tabs:

1. Compass - His personal plan for the next 6 months.
2. Weekly Planner - This is the first year that Chris is keeping his own weekly planner. When my kids are in Love of Learning, I typically keep their records for them. His planner includes - 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.
3. Book lists and records of the books he has read and when.
4. English - Winston Grammar practice and vocabulary notes.
5. Handwriting - He is improving his cursive writing.
6. Scouts - He keeps all his Merit Badge worksheets here.
7. 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 him to look back over his progress and for me to remember what each meeting is about.

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.