Our philosophy

Learning is not the product of teaching. Learning is the product of the activity of learners. — John Holt

We believe that education is “the product of the activity of the learner,” and that people learn most effectively when they are in control of and have responsibility for their own education. That’s why RC is self-directed, not coercive. It is also why we value intrinsic motivation over external motivation. Our approach is dramatically different than that of the modern school system, which tells people what, when, how, and where they must learn.

Self-direction does not imply isolation or a lack of structure. Rather, it implies that collaboration should be voluntary and structure shouldn’t be externally imposed. Nearly all of us benefit from supportive peers, collaborators, and domain experts. And nearly all of us would find learning hard or impossible without any kind of structure. But there is no one approach that works optimally for everyone, and the methods and systems we use to learn must be ones that fit our own goals, preferences, and learning styles. RC gives you the freedom to choose those that work best for you.

RC’s philosophy is heavily influenced by unschooling, the educational movement founded by John Holt in the 1970s. Unschooling starts with the belief that people are naturally curious, and that school drains us of our curiosity. We don’t need grades or tests to motivate us to learn how to walk or talk, and as toddlers we are endlessly curious and excited to explore the world. The process of schooling — that is, compulsory education dictated by teachers and backed by fear of punishment or embarrassment — demotivates us and keeps us from developing our capacity to set our own paths. RC provides a space that supports rather than hinders curiosity and self-direction.