Wise Child Learning aims to revise our idea of education, by expanding it to include learning of our whole nature and deepening awareness of our truest nature. We want our children–and ourselves!–to grow the skills. perceptions, and resonant imagination that we need to be fully alive, fully human, and to thrive in the wild new world that is the 21st century.
I focus on herbal learning because it’s one of primary passions! I love plants, am fascinated by them, by the journey in which they lead us. As the tides shift, I’m finding that as a parent and family member, I’m eager to deepen my learning with herbs–not only to nourish our health and well-being, and to be able to respond when illness or a health crisis arises–but also as a gateway (one of many) into intimacy, companionship, and alliance with the natural world. The earth is our first home and we are exquisitely part of its nature.
For myself, herbal learning is an adventure filled with discovery, wonder, fascination, beauty, grace — with its moments of frustration and desperation too (“why can’t I understand how to do this more effectively?”). But in those crazy-making moments, that’s me trying to do something with the plants and the people involved. I’m not listening to what I truly know, not open to what healing wants to emerge — which may not be what I’m trying to accomplish.
For children, the adventure is much more straightforward (well, as much as kids are ever straightforward!). It’s the fun of playing with plants, the fascination and gleeful revulsion of an unusual taste (a bitter herb, for instance). Some kids know there are flower fairies and look for them, leave them notes. Some kids climb trees, fast and high. How many kids make magic potions with plants (and with all kinds of other stuff — mud, lichen, you name it)? How many kids splash in rain puddles or paint themselves with mud if allowed?
How much of any of this did you do as a kid?
So, in our herbal learning adventures, we are aiming first and foremost to invite kids (if they need invitation!) to befriend the plants — to take charge of their own healing, or at least some of it, by making a spit poultice of plantain for bug bites, stings, or cuts. By sitting with a plant when you’re sad. By learning the language of the plant through taste, smell, the plant’s shape, and by one’s own physical, emotional, spiritual response to the plant. Earth ecology is mirrored in fascinating ways in our own bodies.
So we engage with the ancient, ‘magic’ technologies of our ancestors — of sitting in nature, thanksgiving, full-sense awareness, tracking, mentoring one another and more. But as children of the 21st century (as we all are) we also may engage (mindfully, imaginatively, with our intellects and curiosity) with the technologies of ‘magic’ (as life coach and author, Martha Beck writes in her book Finding Your Way In A Wild New World) of our new world, one with no boundaries and where all are welcome, at least somewhere — that of the worldwide web and beyond.
The idea I want to introduce is that, for our children and ourselves to thrive and, dare I write, succeed in the 21st century, my feeling is that we would do well to learn the technologies of three worlds (in varying degrees, according to our unique styles, needs, talents, passions). These three worlds are that of nature, that of the mainstream culture and institutions, such as they still exist, and that of the newly emerging connected world (via technology, shared knowledge, and expanding ideas and opportunities). My personal feeling is that, unless one’s path clearly lies in the “middle” world — that of mainstream institutions such as academia and professions that really and truly still depend on one following a particular educational path — then many children may need only a passing nod to 20th century benchmarks (high school diplomas, certain standardized tests).
Why the world of nature? Because our happiness and wholeness arises from knowing connection, communion, with the larger more-than-human world from which we humans emerged. We are designed to experience ultimate aliveness and intimacy when in deep connection with nature and, consequently, our true nature. Furthermore, these changing times, demand that we rediscover that which we are truly capable of — our abilities to work with fire for warmth and cooking, with herbs for medicine and food, with nature’s rhythms for our well-being and a cycle of action, rest, play, inquiry that truly serves us.
Why the world of new technology? Well, again, how much you choose to engage or have your child engage (and I definitely recommend mindfully creating limits and taking care when venturing into this territory) depends on the rhythms of your family, on your ideals. As someone who grew up with cutting-edge information technology (my dad began programming computers in the late ’60s) , and whose husband is developing a new technology, as well as one who participates in much distance learning and connection with mentors and peers via the internet, I have a deep appreciation and fascination for the openness (with all its pluses and minuses), shared knowledge, and connection we have available to us. We can truly find tribes associated with our most idiosyncratic, esoteric interests.
Please note that I believe that connection with information technology and its amazing online education opportunties (particularly really good stuff for free) is more appropriate to our teens than to children. I’m not saying don’t let your kids go on the computer, but do monitor what they are doing, where, and how much of their time is spent on computers and various hand-held technologies. For teens making their way into the larger world the internet (and beyond) is a different story. Learning and unofficial mentoring opportunities abound when a teen connects with peers (of all ages) who share the same passions, or find some site/teacher offering something they really want to know.
We’ll explore these ideas and more in coming blog posts.
Thanks for reading!