14 Quotes by Peter O. Gray

The belief that young people are incapable of making reasonable decisions is a cornerstone of our system of compulsory, closely monitored education.

In this day and age, nobody can learn more than a sliver of all there is to know. Why force everyone to learn the same sliver?

People naturally want to make sense of their world. That, to Greenberg, is the essence of human curiosity. As they strive to answer questions that truly interest them, people are automatically motivated to use any resources that help them to address those questions. But the questions that interest one person do not necessarily interest another, and the resources that are helpful to one are not necessarily helpful to another.

Trustful parents enjoy their kids; they don’t think of them as their “project.

Self-education through play and exploration requires enormous amounts of unscheduled time – time to do whatever one wants to do, without pressure, judgment, or intrusion from authority figures. That time is needed to make friends, play with ideas and materials, experience and overcome boredom, learn from one’s own mistakes, and develop passions.

Older children help younger ones when they play together, and in that way they learn to lead and nurture and develop a concept of themselves as mature and caring. But little of this can occur in school, where children are forced to associate only with others of their own age and where free, unsupervised play is rare or absent.

Perhaps kids today play on the computer as much as they do partly because that is one place where they can play freely, without adult intervention and direction.

Adult direction leads to the assumption that rules are determined by an outside authority and thus not to be questioned. When children play just among themselves, however, they come to realize that rules are merely conventions, established to make the game more fun and more fair, and can be changed to meet changing conditions. For life in a democracy, few lessons are more valuable.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.