Contrast of Traditional Learning Methods
with Lifestyle of Learning™


Lifestyle of Learning

Structure Structure
• Common structure of twelve grade levels; grade level is not an indication of the skill level achieved. • New structure of four seasons is patterned after the three-stage developmental learning process. Skill-level, non-graded.
• Student will spend twelve years in elementary & secondary learning more difficult math facts & reading more difficult books; student is ill-prepared for higher learning. • Student works at his own ability level, mastering skills before being promoted to new applications; student becomes well-equipped for higher learning.
• Goal or object of education is to pass tests, giving correct answers to a predetermined batch of knowledge. • Goal or object of education is to become skillful in the use of learning tools, and therefore equipped to become self-educated.
Process Process
• Artificial avenues of learning using grade level textbooks, workbooks and busy work assignments provide a superficial brief exposure to many areas of knowledge with little application. • Simple and natural study models using real books and quality reference books that make in-depth exposure to subjects possible; notebooks are used for recording and writing.
• Text/workbook costs repeat themselves yearly. • Low costs; resources are used for years.
• Student plays a passive role in the learning process and becomes bored with learning. • Student plays an active role in the learning process and becomes excited about learning.
• Limit reading of real books and topical research. • Lots of reading of real, living books and topical and indepth research.
Knowledge Knowledge
• Focus on superficial gain of content/product; results in inferior, short-term fruit; product is more often the reflection of the teacher or curriculum developer than of the student. • Focus on delight-directed process produces a quality product; results in superior, long-term fruit; product is reflective of the student; knowledge areas are studied as they surface in daily life.
Experience Experience
• Field trips and activity away from home; contrived learning experiences often out of context with child's real life. • Involvement in home environment produces quality learning experiences through hands-on life skills and purposeful activities.
Skills Skills
• Student remains unskilled in learning ability. • Student learns how to learn.
• Skills and tools of learning have little opportunity for practical use in the pursuit of superficially mastering an extensive syllabus of academic subjects. • Skills and tools of learning are developed thoroughly for pursuit of mastering subject areas of student's interest.
• Method of communicating knowledge is answering questions and/or filling in blanks; yearly reports; student is rarely challenged to go beyond "data" recording; very little true composition or creative expression is required. • Method of communicating knowledge is recording and writing in blank notebooks; yearly reports are replaced with frequent dialog and opportunities for creative written expression.

This chart is from Marilyn Howshall's ebook,
Wisdom's Way of Learning, the Science, Art, and Tools of Learning.