The Practice

While the theory is elegant, the practice of facilitating is messy. Children are much less interested in foundational theories of self-directed learning than they are in getting on with the playing, socializing, creating, exploring, art-making, fort-building, and information-gathering that comprises their days. This section is dedicated to supporting all those disorderly educative impulses with the three key components of everyday facilitating, as well as a look into the useful tools and thoughtfully structured rituals and practices that have worked for us.