Episode 2
₿HS002: Physical Freedom = Enhanced Growth
SHOW TOPIC:
By not controlling everything for kids, and by not protecting them too much, kids better learn how to live in this world. In this conversation, Tali and Scott go deep on how allowing kids to be in physically free environments helps more than intellectual and physical development.
IN THIS EPISODE, YOU'LL LEARN:
- A feature of taking self-custody of education is being in control of the agenda and the environment
- Separating parents from kids enhances the state’s control over the population
- Public schools focus on and reward conformity
- The unique approach of a Japanese kindergarten (see TED Talk link in the resources section)
- Staying physical healthy is part of a low-time-preference life
- “Don’t control them too much”
- “Kids need small doses of danger”
- “Kids need noise”
- You have SO MANY resources within this community … Commitment is the first step
- Help make this show more valuable … What do you want to learn about homeschooling?
RESOURCES MENTIONED IN THE SHOW:
- TED Talk “Takaharu Tezuka: The best kindergarten you’ve ever seen” https://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen?language=en
HAPPY TO HELP:
- Tali's Twitter @OrangeHatterPod
- Scott's Twitter @ScottLindberg93
- Scott's nostr npub19jkuyl0wgrj8kccqzh2vnseeql9v98ptrx407ca9qjsrr4x5j9tsnxx0q6
- Free Market Kids' Twitter @FreeMarketKids
- Orange Pill App @FreeMarketKids
- Free Market Kids' games including HODL UP https://www.freemarketkids.com/collections/games
WAYS TO SUPPORT:
We are essentially our own sponsors and are so grateful for all of you who support this show. Thank you!
- Subscribe, like and share this podcast with others
- Visit our “Free Market Kids“ for products like the Bitcoin mining game, HODL UP https://www.freemarketkids.com,
- Enjoy a 21% DISCOUNT on pre-sales of the 2024 Halving Collectors edition of HODL UP https://www.freemarketkids.com/products/hodl-up-2024-halving-event-commemorative-edition
- Check out Tali’s podcast by and for Bitcoin women, “Orange Hatter” https://www.orangehatter.com
- Have fun with “Proof of Work Apparel” https://www.freemarketkids.com/collections/proof-of-work-apparel
STANDING RESOURCE RECOMMENDATIONS:
- Article "Homeschoolers Are Bitcoiners Who Don't Know It Yet" https://bitcoinmagazine.com/culture/parallels-between-homeschool-and-bitcoin
- Tali’s “Quick Start” checklist https://www.freemarketkids.com/blogs/i-want-to-start-homeschooling/i-want-to-start-homeschooling-quick-start-checklist
Transcript
Hi everybody.
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:Welcome to today's show.
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:Tali and I go deep on a subject and it
was inspired by a video that she found.
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:She's really good about finding
interesting resources, even if they're
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:not in education and then applying them.
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:So you're going to hear
us refer to a video a lot.
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:I encourage everybody to check that
video out and also just realize we
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:don't have any sponsors for this.
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:We're supporting ourselves.
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:So if you like what you hear, we want
to hear what you would like us to talk
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:about, people you'd like us to interview,
subjects you'd like us to cover.
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:And if you like what we're doing,
then please support us and check out
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:our website free market kids.com.
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:Right now we have a 21% off
special for a presale of our
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:2024 HODL UP collector's edition.
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:It is a 2024 Halving Collector's
Edition that we're working on.
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:It's gonna be pretty wild.
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:if you're doing homeschooling and
you want to check out the traditional
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:game, that's $55 for the HODL UP game.
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:That's a way you can support us
and help this show keep going.
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:So with that enjoy the show.
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:This is our second installment
of Bitcoin Homeschoolers.
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:And today we're going to experiment.
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:There's a really cool resource we're
going to get to in just a second.
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:Tali found this one and we think
a lot of lessons learned just to
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:kind of set the context again.
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:This is for anybody who's either
thinking about homeschooling, thinking
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:about having a family, or even if
you already have small kids and maybe
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:you just want to teach some extra
things to you while they're at home.
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:There's just a lot to share with regard
to taking self custody of education.
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:And today we're going to apply some
first principles of freedom to learning.
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:So I'm pretty excited to dig into this.
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:The idea of this too, let me also
say for context that homeschooling
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:to me is way more than just
picking the right curriculum.
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:Like, did I go to classical conversations?
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:Did I go to whatever it is, some other
thing it goes beyond that you are free to
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:experiment when you self custody education
You are free to experiment with things
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:that you want to try that you think fit
You do not have to conform to someone
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:else's ideas and if you try them and you
find them they work That's great sharing
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:with others But maybe they don't work
and you just go on and you try the next
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:thing Contrast that to public schools
where heaven forbid a boy won't sit still
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:for 45 minutes or an hour in a chair and
We give them drugs and we label them
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:with some kind of thing and by the way the
demand for those drugs go to manufacturers
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:and guess who they give their donations
to the same political elite who
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:influences the laws is about education.
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:So in a bigger context where I'm
going with this is the school is
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:an extension of government control.
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:They want to control what you hear on
everything on social media and things,
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:but going beyond that, getting into
what kids actually are exposed to
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:and how they think is a huge way of
controlling a populace and it goes to
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:essentially separating parents and kids.
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:You divide the family unit and you
can push whatever agenda you want.
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:Climate, gender, a CDBC.
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:Maybe we should have fearful
COVID lockdowns again,
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:and you need to get a jab.
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:The roots of this really go back to
communist manifesto where dividing the
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:family unit is essential to state control.
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:All that's kind of dark.
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:We're going to actually have fun today.
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:So Tali, can you take the baton from me
here, explain the resource that inspired
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:today's talk, and then we can get into it.
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:Tali: I came across this video and I
thought it was really interesting as a
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:contrast to the way most people think
of schools, especially when we talk
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:to people who are new to homeschooling
and they're wondering about the
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:number one concern I think everybody's
wondering about is always socialization.
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:So I came across this video and.
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:It is such an opposite to the
experience that my kids had
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:when they were very, very young.
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:And we were experimenting with putting
them into the traditional school setting.
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:And in our case, they didn't go to
public school, but they went to a
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:private preschool and I'll just describe
our experience really quickly and then
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:tie into the video that we're going
to share with you and talk about.
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:Our oldest was three, and I decided to
put her in preschool because by then I
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:had decided to homeschool, but of course
everybody was telling me that she would
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:get no social skills, so I put her in this
really popular preschool in the area that
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:we lived in that had a long wait list.
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:I mean, you had to sign up almost
a year before kids start school.
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:So, she went there for a year.
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:Our second child went there also.
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:And the whole time, I just
assumed that they were doing great.
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:They were learning to
socialize with other kids.
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:They were coming home with
beautiful art projects.
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:And I thought, Oh, they
must be doing really well.
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:Well, when our third child was born and
we were looking at also possibly putting
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:her in that same preschool, I decided
at that point that I wanted to spend
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:time from drop off to pickup there to
find out exactly what they were doing.
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:I don't know why it took me two years
before I did that, but anyway, so made all
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:the arrangements I went in and here's what
I observed in a place that we specifically
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:put the kids to, to socialize.
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:Okay, so what happens is the kids
get dropped off, and immediately
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:they are brought into the foyer
area of the school and lined up.
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:The kids are told to put their hands on
each other's shoulders and follow the
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:line on the floor marked by tape to go
to the area where they have the cubbies.
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:So, in a straight line, mouth
closed, told to be quiet, walk to
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:the cubby room, they, in that room,
again, no talking, they're told to
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:be quiet repeatedly, they take off
their backpacks put into the cubby.
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:They are again lined up, following a
line on the floor, brought into their
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:classroom, and they are told to sit.
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:Where they sit is they would go
to a stack of carpet squares.
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:They would each pick a carpet
square, put it on the floor, and
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:they're allowed to sit on the square.
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:They're not to talk to anybody.
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:They're not to touch anybody.
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:They're told to be quiet.
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:Then the teacher comes in and I
don't even remember what exactly
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:they did, if they did the ABCs or
if they told a story or something.
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:But again, emphatically, they're
told to be quiet, keep their
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:hands to themselves, they're not
interacting with each other at all.
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:They do some kind of exercise, then
they have an art and craft time.
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:The children were told to bring a book
off the shelf so they can read quietly.
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:Again, no interaction with each
other, no talking, no anything.
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:And one by one, they were called
up to the arts and craft table.
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:And it was around Christmas, The
teacher picks up the student,
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:in her lap, holds the student's
thumb, pushes it into the ink pad
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:and makes a perfect Christmas tree.
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:Then she puts the child on the floor,
tells him or her to go sit on the
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:square and they call the next person.
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:So everybody had the perfect
Christmas tree that they can then
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:hand to their parents and say,
look at what I did in art class.
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:Every single one of them looked
exactly the same, except for the
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:fingerprint that was on the picture,
because it was their own thumb.
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:Then it was social time.
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:So again, they're lined up, told
to be quiet, walked in a straight
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:line out to the playground.
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:And then they have 10 minutes
to quote unquote play.
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:They were released from the line.
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:The kids separated.
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:And I was watching them like this is
what I send my kid to preschool to do
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:to socialize and what did I observe?
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:75 percent of them went to the playground
and sat alone for 10 minutes couple
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:of them play with each other You can
tell that they probably knew each other
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:from outside preschool Then again,
they were lined up brought back to
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:the room same thing same drill until
they were picked up by the parents
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:And I was stunned because I thought
this is what they call socializing.
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:Like we're paying this expensive
tuition to train up our kids to
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:walk in straight lines and be quiet.
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:So when I came across this video
that we're going to start talking
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:about, it is exactly the opposite in
a country where they are known for
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:conformity and discipline, and yet
they take such a different approach.
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:And the reason I compare these
two is because as parents, if
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:we decide to try homeschooling.
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:These are the choices that we're going
to make that will impact our kids
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:as people, not just their intellect
but emotional, social, everything.
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:It's just a really important aspect
of homeschooling that I think we can
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:pay attention to and be aware of, and
the possibilities that are open to
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:parents that are not experienced in
either private or public schools here.
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:Scott: Yeah.
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:Can I say one quick thing?
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:While you're saying that the
expression that comes to mind for
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:Bitcoiners is don't trust and verify.
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:You essentially verified you and I
just want to see what's going on.
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:You went and checked it
out and you're like, whoa.
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:I thought that we're sending our
kids here to socialize and that is
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:not at all what you're witnessing.
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:It's more like conformity on steroids.
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:So, I mean that's an interesting thing.
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:I did not even think about
when we, we saw this video.
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:I do think we need to get to that
video because we've now referenced
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:it a couple of times and people are
like, what are we talking about?
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:So you want me to do it?
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:Okay, fine.
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:I, so.
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:So this, so Tali is really good.
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:She's always, she always has a
radar on looking around and saying,
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:that's an interesting concept.
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:And it could be anything.
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:It could be an entrepreneur self
help book or something else.
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:It's a health book.
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:It's something in, she'll take
it and use it in homeschooling.
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:Today's video is from a TEDx talk.
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:It was done in 2014.
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:We're going to have
the show link in there.
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:It's only nine minutes long,
so you got to check it out.
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:I want Takahara Tezuka, I'm probably not
saying that correctly, but if you search
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:for The Best Kindergarten You've Ever
Seen, TED Talk, you'll see it come up.
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:And the idea of this video,
essentially, this is the architect.
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:He gets up and he talks and they
show a lot of examples throughout.
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:They essentially built, looks like
a giant courtyard where the building
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:that surrounds it is a circle.
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:So if you looked at it from a
helicopter, it'd look like a big O.
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:And the top part of the actual
roof of this is like a deck
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:and it's a really low deck.
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:So if you're standing on the deck, you can
see everything going on in the courtyard.
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:And if you're in the courtyard,
you can see all the, all your
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:friends running around on this
big deck and it's pretty wide.
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:It must be at least 50 or 60 feet wide.
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:And the whole idea of this is.
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:Kids are just, they just let them go.
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:Now, my understanding from Tali is,
since she spent time in Japan, that
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:they probably do have times when they're
required to sit, they're not showing
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:that, they're not highlighting it.
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:But it's amazing.
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:He will go step by step what they were
looking for when they designed it.
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:And an example is the principal
asked the architect, the one
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:speaking, to not have handrails.
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:And said, why can't we just put a
little net out to extend from the roof
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:to catch the kids when they fall?
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:And he said, no, no, no, we
have to have handrails.
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:So this is an example of the
thought that was going on.
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:When they designed this and, there's
no walls from the classrooms are all
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:on the first floor and most of the
year they keep the inside walls open.
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:So now there's no separation
from indoors and outdoors either.
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:Kids can get up and literally leave
the classroom, go outside where there's
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:trees and some playground equipment.
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:They can go up and down to the
roof, there's trees popping up
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:through the deck, and the walls are
open most of the year, they have
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:watering stations all over the place.
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:Step by step, he goes through
what was the thought process on
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:why they designed it this way.
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:And it basically has a lot to
do with letting kids be kids.
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:And we should go through some
of the examples on there, but
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:Tali help me explain Thank you.
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:Because without seeing this, it's really
hard to envision this kindergarten.
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:Yeah.
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:Tali: So I think I'll just start with
what jumped out at me other than the roof
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:because obviously the roof is absolutely
amazing that the kids are allowed
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:to run and nobody's telling them to.
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:Walk, don't run.
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:I heard that so much when our kids
were growing up, everywhere that we
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:went, whether it was at a church or,
you know, at a shopping mall or at a
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:park or anywhere where there was some
kind of authority figure, the children
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:are repeatedly told, walk, don't run.
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:Why?
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:Children run naturally.
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:If a child, like if nobody's telling
a child how to behave and the child's
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:going from point A to point B,
most likely they're running, right?
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:So anyway, so the, so the roof
really jumps out at you right away.
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:But the part that I loved was what the
architect was talking about, which is we
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:are so accustomed to thinking that school
equals put children in a quiet room.
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:And basically sit them down at a desk.
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:And in this school, they have no walls.
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:It's just a giant open area.
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:And I, I'm guessing the walls
are on the outside of the school.
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:So once they enter, they're enclosed.
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:But once they get inside, there are no
walls separating any of this huge area.
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:And the kids are allowed
to interact with nature.
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:Also, there's no noise.
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:Isolation.
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:So there's nobody being told
to be quiet because you don't
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:have sound bouncing off of walls.
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:And so the kids end up able to learn
in their natural state, which is an
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:active, very active state, whether
they're running or climbing trees or
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:interacting with each other or splashing
water on each other or filling their
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:rain boots with water instead of
cleaning the boots from the outside.
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:I mean, children are being children.
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:Scott: Yeah, that, to me,
there was, he emphasized.
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:That one of their principles designing
this was not to control them.
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:If someone was upset and would
normally hide in a corner, the teacher
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:would just let them walk and they
knew that because it's in a circle,
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:they can eventually come back.
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:The idea that you're describing with
no noise, he gave a great example.
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:He said, in real life you
don't get to control that.
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:If you're at work, if you're in
a bar, you have noise around you.
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:And by having this completely
open, like acoustic.
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:The way it was set up, there's no, if
you can't, if any classroom could go out
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:into the courtyard, that also means that
if there was some activity in a different
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:classroom, that noise would come through.
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:And , he commented specifically that not
having any acoustic barriers between the
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:classroom, that it led to an ability for
the kids to show amazing concentration
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:levels while they were in the class.
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:And he basically said they need noise.
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:And today we try to keep
everything under control.
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:And when you say don't control
them, these little things matter.
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:Sit down, be quiet, no noise and
these are, these are kindergartners.
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:I mean, I, I get it when you get to, when
you get to elementary school and high
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:school age, things are going to be, you
know, your, your environment might change.
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:But to me, like this, this this idea
of like leveraging kids being kids, as
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:opposed to trying to control them and get
them to do exactly what you Want your kid
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:to do that's not the way they're wired.
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:It's not how they are naturally.
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:Tali: Yeah I don't think that kids
should be treated like tiny sized adults.
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:Kids at their different developmental
stages have certain energy levels.
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:So for example, in our children's case,
in the preschool that we put them in, how
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:much energy do you think they're expending
trying to control themselves to sit still?
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:And if at the same time you're
requiring them to expend energy
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:to learn new concepts, you're
really asking a lot of these kids.
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:Now, I'm not saying that children should
have no discipline because anybody who
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:knows Japanese culture, discipline is a
big, big thing, yes, they're showing in
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:this video, the kids running around, but
rest assured they are teaching discipline
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:somewhere in there, but they are not
doing it against the nature of the kids
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:physically when they're that age, being
active is absolutely normal, you know,
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:and if we start labeling them with ADHD or
whatever, because they can't quote unquote
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:sit still, that's exceptionally unfair.
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:Scott: Can you give a couple examples,
because I mean you didn't see this video
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:before you were developing our homeschool
curriculum or environment, our environment
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:I guess is the right way of saying
that, and how you let our kids be kids.
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:Tali: Yeah, I think for me , it
was personal because when I was
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:growing up with my siblings, I
have younger brother and older
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:sister, and my younger brother was.
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:Very, very active.
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:And I just remember all the time he
was being reprimanded for how active
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:he was, like it was a negative thing.
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:And yet at the same time, I was watching
how it was a very positive thing because
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:he was able to exert leadership with kids.
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:In our neighborhood and wherever
he went, he was always the guy
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:who came up with the ideas and was
directing a group of kids do stuff.
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:He was a natural born leader.
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:And I think a lot of that comes
from his energy level and his
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:ability to, to think quickly.
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:But if you're forcing someone like
that to sit still at a table, holding
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:a pen, tracing lines on paper, when
their natural state is to be energetic.
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:I I saw the consequence of that,
you know, to, to feel defeated,
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:to feel like a failure when he
was asked to do those things.
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:So when our kids were younger, I just
always remember that part about what I
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:observed growing up watching my brother,
because for me and my sister being girls,
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:we didn't have any trouble sitting still.
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:It was our natural state.
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:We liked being quiet and we liked
sitting still, but when we had our kids,
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:we had a girl and then a boy I want
it emphatically to make sure that our
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:kids, no matter what their personalities
were, were not mislabeled that way.
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:Scott: No, I mean, there's, I mean, I
think examples help color this a little
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:bit so that the next thing that was on the
list that I thought was a great call out
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:is not trying to protect them too much.
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:And this is different than control.
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:And he, he comments specifically.
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:That if kids, like, for example,
they had around the trees that were
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:coming up through the decks, they
had netting there, and the kids, if
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:they fell, could fall in the netting.
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:They basically turned it
into like a playground.
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:And they let the kids run when
they were outside on the deck.
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:So, to me, he basically said,
let them get some injury.
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:And they intentionally designed,
like, this separate little building
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:in the center of the courtyard where
they had a lot of different floors
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:that were very, very close together.
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:So it almost looked like a...
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:A jungle gym to me, but it was,
it was much nicer than that.
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:And he said it's okay for them to take
some risk and to have some injury.
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:And I do think we're, we're so
overprotective now as a society, if you,
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:you know, you're going to go outside,
well, you better have your helmet
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:on, elbow pads and everything else.
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:And, kids, they need to take some
risk and get some, some injury.
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:And this also had some
great social examples.
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:Where, while the kids were trying to
figure out how to get up and down,
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:whether or not they should jump,
that the other kids would help them.
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:Maybe they would push them up, or
help pull them up, or whatever it is.
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:But I think we should explore
a little bit this concept of
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:not overprotecting our kids.
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:And it's a delicate balance.
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:You don't want your kids to be...
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:In unnecessary danger on the
other hand, I think it is possible
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:that we've gone too far in the
spectrum to overprotect our kids.
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:And what does that teach them in terms of
critical thinking, in terms of confidence,
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:in terms of other things later in life, I
do think there's some consequence with it.
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:And that's one of the things that struck
me is, yeah, don't overprotect them.
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:What are your thoughts?
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:Tali: I agree with that.
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:Just remembering again from my
own experience growing up in a
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:developing country where most parents
were focused on just survival.
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:And children were given a
responsibilities really early that
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:the result is kids learn very early
on that they are capable people.
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:For example, when I was in elementary
school, I remember one kid in my class
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:who had epilepsy this was a class of 50
kids and everybody knew that if she ever
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:went into a spasm, the kids sitting around
her would get on the floor with her, open
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:up her mouth, and put a ruler between
her teeth so she didn't bite her tongue.
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:We were in early elementary.
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:It wasn't like older elementary.
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:It was early elementary
and all the kids knew.
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:Whoever was near her, their job was to
go and put something between her teeth
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:so she didn't bite down on her tongue.
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:Nobody said go call the teacher, you know,
today I feel like we are so quick to take
361
:power away from our kids to make them feel
like they can't help each other because if
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:you have trouble, go to the authorities.
363
:But when I was growing up, all the
kids were tasked with that very
364
:important life saving response.
365
:It wasn't if you see her fall
down, you go get the teacher.
366
:It was if you see her fall down, you go
put a ruler in her mouth and protect her.
367
:So when we're homeschooling, that's
one of the things that we get to expose
368
:the kids to, to show them that they are
capable people instead of protecting
369
:them so much that you make them feel
like they are so fragile, you know,
370
:and they are so much more capable
than we give them credit for today.
371
:Scott: Yeah.
372
:I.
373
:Man, there's a lot to this.
374
:I think it's huge for building confidence.
375
:I'm actually having a little flashback
when I was at West Point, they had
376
:indoor and outdoor obstacle courses.
377
:So for those that have not had the
benefit of being in the military,
378
:you're You're put together maybe
with a small squad of nine or 10 20
379
:year olds you're wearing fatigues.
380
:It's probably hot in the summer.
381
:And I personally hate the
combination of ledges and heights.
382
:And you would be responsible as
a team to get over some obstacle.
383
:And you had people of all different,
all different makes and sizes.
384
:Like you just, it wasn't like you just
had, you know, all these Jackie Chan
385
:gymnasts that just could run up and do it.
386
:You might have a football player.
387
:You might have a petite woman you
might have like whoever in your squad.
388
:And you, you do a couple things with this.
389
:One, it builds confidence.
390
:Are you at risk of getting hurt?
391
:Yes, you could fall, and if you did,
it, you're pretty good chance that
392
:you could get a really bad bruise or
a, even break, a bone or something.
393
:But I, I don't recall anybody
actually breaking a bone on it.
394
:Maybe I just don't remember it correctly,
but it's huge for team building.
395
:It's huge for leadership qualities.
396
:It's huge for confidence and you don't
need to have huge levels of that
397
:little bit of risk or danger, that
small dose of danger that he mentions
398
:in the video for them to learn to work
together, to build confidence to grow.
399
:And, I think that's pretty huge.
400
:I look back at things that
people thought we were crazy.
401
:But Tali, when you asked me to build
monkey bars in the house because you
402
:had read a book on brachiation, I,
I thought, what the heck am I doing?
403
:But it was great.
404
:The kids in between whatever you had
them doing, they could be, you know,
405
:literally swinging from, from bars or
putting a jump house in and letting a an
406
:inflatable jump house, putting that up in
the living room or a fort in the basement.
407
:You don't, you may not have the, the
ability to go to someplace like this high
408
:end kindergarten that probably has a long
waiting line to get in that's, you know,
409
:ergonomically designed for development.
410
:When you are thinking about what to do
for your kids, you can get creative and
411
:if you can't do it in your house, maybe
you have a small house or you're renting
412
:and you can't do that kind of thing.
413
:Well, you can, you can seek out
activities with other groups
414
:and get them exposed to that.
415
:Everything from ice skating
to, I don't even know what else.
416
:So, I mean, you could do almost
anything, but I just think it's really
417
:insightful that at an early age, at
this kindergarten level, you can really
418
:apply those to a education curriculum
for elementary, even high school levels.
419
:And if you look at the military,
look, I mean, there's, they're
420
:using those same principles, even
for young leaders in the military.
421
:So to me.
422
:Huge opportunity.
423
:You take self custody of your education.
424
:You get to try out these things.
425
:See what you can do.
426
:If you can't do it literally
in your own house.
427
:Maybe you go down to a playground
or a park and you let kids climb
428
:the trees and take a little risk.
429
:Anyway, so I think there's a huge, huge
learning there for kids in this formative
430
:age to learn about leadership, taking
risks, confidence, and you talk about
431
:socialization, wow, that is a much more
social than sitting on your little square
432
:of, of carpet and following a line.
433
:Tali: Yeah, and I want to
go back to letting the kids
434
:naturally help each other.
435
:I don't know if most people have read
that book, Lore of the Flies, where
436
:the kids were alone and the social
structure got horrible and violent.
437
:I think we, as parents, we always need
to be very mindful of our assumptions.
438
:And if we assume that kids with out
rules will eat each other, then yeah,
439
:we're going to be really careful.
440
:We're gonna overprotect but if our
assumption is most people are good and
441
:kids are usually, you know born filled
with love and bravery and courage and
442
:the desire to be helpful and if you spend
time with little kids at all you learn
443
:very quickly that they want their effort
to count and they want to be helpful.
444
:And so if we assume that they cannot
be, then we take the opportunity
445
:away from them and let's say
they're trying to help us I don't
446
:know, bring in groceries, right?
447
:And we go, no, no, no, that's going to
take too long and you might drop it.
448
:Here is a tablet.
449
:Go play some video games
while I do the work.
450
:What did you just tell your child
you're not capable of helping me?
451
:But if you, If you go with their desire
to be helpful, and yes, they drop a few
452
:apples or, you know, they bruise your
pears or something, that's okay because
453
:that's a very small price to pay for
them feeling capable and helping you.
454
:And that kind of thing grows.
455
:And on the opposite side, if you
constantly give them something to
456
:occupy themselves because it'll
be faster and easier for you to do
457
:something, then that sense of, oh,
I can't help, I am only going to
458
:mess things up, that will also grow.
459
:So just be mindful of your
assumptions, when your kids are
460
:little and it's very nuanced.
461
:It's a day by day, moment
by moment kind of awareness.
462
:So I'm not saying you have to be perfect,
but it's just something to keep in mind.
463
:All
464
:Scott: right.
465
:We just keep on going
through these examples.
466
:And again, I know it's for those that are
listening that haven't seen the video yet.
467
:When you see it and you see the
examples of what these kids are doing
468
:and how intentional the environment
is designed to help them develop.
469
:I guarantee you will be inspired for your
own kids on what you can do for them.
470
:The next thing on my list that
I wanted to get into was a,
471
:just a note on physical health.
472
:And again, as most people know, I was in
the military for a short period of time.
473
:I remember had an exchange program.
474
:I got to spend a week in the Netherlands
and those cadets got to spend a week here.
475
:And another cadet and I asked
them what they thought and they
476
:looked around and they basically
said we think Americans look fat.
477
:And you, you just look at what's
going on with recruitment these
478
:days in the military and there's, I
mean, there's, there's some things
479
:in our society where we are really
not taking care of ourselves.
480
:And so tying this back to what
are you teaching your kids?
481
:This was what I mean by going way beyond
the curriculum with what are you going
482
:to use for math or what are you going
to do for reading or whatever it is when
483
:you are designing the environment for
your kids to learn and you can teach
484
:them the importance of physical health
at an early age, this is tremendous.
485
:And this, this also gets into the low
time preference type of thing, too.
486
:If you're thinking about your
health for the long term.
487
:Think about the, the proven links between
someone who is physically fit and their
488
:ability from an intellectual standpoint,
from an emotional standpoint, their
489
:health in other aspects of their life.
490
:And I don't think anybody denies that
there's links there between physical
491
:health and the mind and the body.
492
:So teaching kids early to
be active and not just to sit
493
:there is actually a good thing.
494
:In the video, the architect says that
the circumference of the building
495
:is, I think it was 180 meters, it
was something close to 200 meters.
496
:And then he put up an example of, they
had followed a boy around just in the
497
:morning to kind of see, he went from
one place to another and they mapped
498
:it out to see how far he had gone.
499
:And just in the morning,
he had gone 6, 000 meters.
500
:So in terms of those that may track
how far they've walked in the day.
501
:That's almost four miles.
502
:That's like 3.
503
:7 miles that this little kindergarten
boy that they had followed and the
504
:architect's call out was that kids
are active and way he said it was,
505
:they have some of the highest athletic
abilities amongst other kindergartners.
506
:He said on average, the, including
literally all students, they move
507
:an average of 4, 000 meters a day.
508
:So again, these are
kindergartners that are moving 2.
509
:5 miles on average every day.
510
:I think that sets them
up for a lot of success.
511
:I think.
512
:Being physically active is healthy,
not just physically, but also in
513
:terms of being able to concentrate
in terms of brain development,
514
:in terms of emotional health.
515
:And this is something that I, I
personally believe has to be part
516
:of a homeschooling curriculum.
517
:This video really shows that you
can start this at an early age.
518
:So I guess what I'm saying is that the
physical activity that was encouraged with
519
:this, not just the social and the learning
and all those other things, but the
520
:physical side of this is a huge takeaway.
521
:Well, I
522
:Tali: disagree a little bit with
what you said about we need to train
523
:them up to be physically active.
524
:I think kids are naturally
physically active.
525
:We don't need to encourage
them or train them up.
526
:I think we need to not discourage
them from physically active.
527
:I mean, if we go to the playground,
You know, at a local park,
528
:what do you see kids doing?
529
:They run around, but you also
see parents there saying, don't
530
:run, walk, don't run, walk.
531
:So when you say stuff like that
to a child who is actively running
532
:around, they learn to become inactive.
533
:They learn that running
is dangerous, right?
534
:So I think physical activity
comes very naturally for children.
535
:We just need to allow them the freedom to.
536
:to express that and to maybe hopefully we
do it with them instead of just standing
537
:around watching them because while we're
watching them, they're also watching us.
538
:So if they're running around and you know,
the years go by and they're watching,
539
:you just standing there being inactive,
then eventually they're going to tend
540
:that way, you know, but when our kids
were little, I made a point to take them.
541
:To the park and on the trails when
they ran I ran with them I remember
542
:one time we went and our oldest was two
and a half I think scott was pushing
543
:a stroller with our baby and our one
year old and our oldest just wanted to
544
:run and i'm like Hey scott go run with
her and you said no i'm gonna push the
545
:stroller so I ran with her and she ran
non stop for two miles and Let me just
546
:tell ya, that was not fun for me, okay?
547
:Cause I was sore for many days
after that, but I ran with her.
548
:And I hope that, at least
that day, she learned that
549
:running was a family activity.
550
:Mm
551
:Scott: hmm.
552
:Wow, I, I think, so I, how do we,
so those are the things on my list.
553
:They, they, that you could take away.
554
:This is a nine minute video on how
to design an environment to encourage
555
:this, the development with kids.
556
:And there's so many lessons.
557
:That can actually apply to how
you set up your environment and
558
:what you do to teach your kids.
559
:And I, I just think it's an amazing,
it's an amazing application of
560
:looking at one idea, one place
and applying it somewhere else.
561
:But we've covered the things that
I wanted to take from the video.
562
:Is there anything else that we
missed from, from your point of view?
563
:Tali: I want to emphasize again
that we're talking about striking
564
:a balance between letting kids be
kids and also instilling discipline.
565
:Because for those of you who go to that
video and watch the nine minute video,
566
:they are not showing you the disciplined
side of a Japanese kindergarten, but
567
:I will guarantee you that it is there.
568
:So we're not saying let
your children run wild.
569
:If you're homeschooling, let them
do whatever they want, take them
570
:from the trees and never sit still.
571
:That's not what we're saying at all.
572
:We're saying let them have the opportunity
to do so and also teach them discipline.
573
:Scott: Right.
574
:And it's permissionless, right?
575
:Right.
576
:Just because we did it a certain way.
577
:You don't need our
permission to do it your way.
578
:If you don't like what we're
saying, this is, these are just
579
:ideas that we're talking about.
580
:So I, I agree with the balance.
581
:That's a good call out on that.
582
:I also think that if anybody's listening
to this and you're, you have not yet
583
:started to, to do this and you don't
have kids yet, don't overthink this.
584
:You don't start with the confidence
first when you do this, this
585
:all comes back to committing to
something that you know is right.
586
:Start with the commitment.
587
:You will have the courage,
especially if you and your
588
:significant other are in sync on this.
589
:That probably is a whole other
episode, by the way, probably
590
:should cover that separately.
591
:Have the courage to stick with it.
592
:Kids are super resilient.
593
:You have so many resources available.
594
:I would wrap this up with this physical
activity in the environment is something
595
:that you should add to your curriculum
in whatever way you would like to do it.
596
:Start with the commitment to do it
once you've done it and you've seen
597
:that and you've gone through it.
598
:Then your confidence on being
able to do more will grow.
599
:And kids have such amazing potential.
600
:If we could just figure out how to let
them be kids and let them grow naturally.
601
:Tali: Yeah, I just want to end by saying
kids are far more capable then we realize
602
:and they just need the opportunity
to show it within safe boundaries.
603
:Scott: Of course.
604
:All right, we'll wrap it
up We'll see you next week
605
:If you enjoyed this podcast, and if
you found this valuable, please leave
606
:a review to help others find us too.
607
:For those who prefer zapping
sats, we love those too.
608
:We're on Fountain, we're on Nostr,
and we're on Orange Pill app.
609
:Also, I host a women's only Bitcoin
podcast called Orange Hatter.
610
:And the mission of that podcast
is to reach pre coiner women.
611
:So if you know of someone in
your life that you would like to
612
:introduce Bitcoin to, check it out.
613
:So, Tali and I also don't
have sponsors for this show.
614
:We are trying to build
and run FreeMarketKids.
615
:You can check out our
products at FreeMarketKids.
616
:com.
617
:This includes the Bitcoin
mining game HODLUP, which is a
618
:great introduction to Bitcoin.
619
:The school edition of HODL
Up is always available.
620
:We also have the 2024 halving edition.
621
:It's going to be super deluxe,
very excited to roll it out.
622
:It is available on presale
at a 21 percent discount.
623
:Until next time, happy HODLing.