ABSTRACT
There is a vast discrepancy between the fluent way in which children naturally learn and the plodding and unproductive manner in which they are frequently treated in school. Children learn effortlessly and continuously, learning exactly what is demonstrated to them. They learn collaboratively by apprenticing themselves to more experienced “members of the club” who help them to engage in activities that are manifestly worthwhile and meaningful. Children in school often do not see teachers engaged in meaningful reading or writing, or in any other activity that is not formal “instruction.”
