Observing Duncan's self-directed approach to programming games, inventing new (programmed) devices, and crafting visual stories was both spark and kindling for me. After all, his interests inspired and guided him far better than I might, pushing him through frustration and challenge, demanding his focus and attention, and delighting him with personal accomplishment. What might be possible if we created a context in which he could follow his interests along every vector?
Signing the contract, I listened to the school’s director as he shared his vision. Clearly, he was enthusiastic about martial arts and I could see that Taekwondo meant a lot to him. So, though I didn’t share his experience and didn’t care about the deeper benefits of the discipline, I was courteous and patient. I gave him my respect and hoped he would respect me as I said, “This isn’t so much for me as it is my son. After he feels comfortable here, I’ll be ending my own studies. I’m thinking after our first test.”
Through homeschooling, our family has realized a variety of benefits outside the range of our initial goals. However, what has our attention right now is the amount of time Duncan has to investigate, study, and practice within the area of occupational education (a requirement per Washington State with greater definition at the high school level).
When Duncan grows up, he wants to be a Daddy, a programmer, an animator, an architect, and an artist. So, it occurred to me that a skill benefiting all of these occupations is project management—something I'm pretty good at and have trained others to do in my past-life as an engineer. Only, Duncan is a bit younger than the crowd I've coached before,