Transforming schools to enhance THE LIVES OF CHILDREN, families, SOCIETY, and OUR PLANET
This site is under construction. We welcome your visit and invite your input! last revised 2/8/16
We invite you to peruse the content of this website with the recognition it may present a very different paradigm concerning schools and child-raising, than you have ever considered. We'll start by exploring the enculturation processes that existed for 99.997% of human history prior to the implementation of "grade"-schooling. We'll investigate the rational used during the first half of the 20th century, for replacing historic mixed-age educational formats (common to one-room school houses), with the "grade"-schools of today. We'll examine with 'new eyes' the reality of today's institutionalized enculturation process, and its far-reaching consequences on children, the world at large, and upon ourselves. Most importantly, we'll seek out innovative ways of incorporating 'humanizing' enculturation mechanisms into our schools, child-raising practices, and communities, that are fully compatible with children's inherent human nature. Finally, with the recognition that most of us suffered from the effects of a dehumanizing institutional upbringing, we'll explore how we might heal and 're-humanize' ourselves and others such that we might more fully express our inherent human nature.
"Enculturation: the process by which an individual learns the traditional content of a culture and assimilates its practices and values. (Merriam-Webster)
The mission of NRC is to start a conversation that might lead to the transformation of modern child-raising; so that schools, parenting practices, and communities might incorporate essential socializing elements that support inherent human nature.
“Naturally Raised Children” (NRC) presumes that children are evolutionarily hard-wired to successfully achieve enculturation within mixed-age social habitats; and that age-segregation - implicit in modern schooling - thwarts the development of inherent human nature; to the detriment of individuals across their lifespans, the institutions of family and community, and to society as a whole.
It's just never occurred to most of the folks I’ve talked with over the years (including educators, social scientists, parents and practically everyone else); that separating very young kids into same-age peer groupings for the duration of their childhoods - is an odd way to raise children. Furthermore, effectively isolating children throughout their formative years from community members of all other ages, is not only unnatural to the human condition, but might be downright harmful to children’s developing psyches, relationships with their families, and to the world we live in.
Disclaimer: NRC's effort to transform the social dynamics within today's schools should not be viewed as an attack on public schooling, teachers and those who work in educational settings. Nor does NRC advocate for a return to some sort of pre-industrial or pre-technological world.
Do you have pictures of mixed-age groups of children, one-room schools, tribal groupings, and/or group photos of same-age kids? We'd love to have them for our slideshow
Welcome to Naturally Raised Children
We are in the process of
setting up this site. We welcome your comments on NRC
concepts, relevant personal experiences, constructive criticisms, and pertinent
information on the
far-reaching subject matter
encompassed by Naturally Raised Kids
Naturally Raised Kids
Our names are Alan Phillips and Ronda Trujillo. We are both seasoned educators. Our mission is to start a conversation amongst folks who can make a difference in "re-humanizing" schools based on historical enculturation essentials.
Throughout human history, age-inclusive social habitats provided natural enculturation formats which were in alignment with children’s inherent human nature and developmental needs. Modern “grade schools” effectively isolate children from all other ages, creating an institutionalized enculturation experience that is out of synch with children’s inherent nature and developmental needs.
The catastrophic results can be mitigated by re-humanizing schools, using models from the past.