Meh, It’s Just Something I Do.

I see this again and again. Learners show up in the space with a need, and they get to work fulfilling that need. They don't see anything extraordinary about it. They're used to "just" finding a way to get what they need. They're self-directed learners, after all, and when you live like this you don't see roadblocks because there's always a way to figure it out.

A few examples...

One Learner showed up on a cold Fall day and said their hands were freezing and needed something for when they make their trek home at the end of the day. They're a very capable crocheter and at the "old" age of 12 and they've been crocheting for 3 years - self-taught (YouTube, naturally). So they found the stash of wool and got to it. No pattern needed, they work through making items all the time from the idea in their head. They get how it all comes together. So they sat down and started. They put headphones on, put on a YouTube series, and got to work. By the end of the day they walked home in comfy hand warmers. But here's what they think about what they did, "Meh. I don't really think about it, I just needed them. It's not that hard."

Another Learner writes, constantly writes and can easily pump out 1000+ words a day. They don't think anything of it..."it's easy..." But the other thing they have is handwritten books full of writing supports that they may need. An entire book dedicated to Interesting words laid out alphabetically. Another book is all the characters they create in their mind, then their life story and background fleshed out so there's a comprehensive character ready for them when they're ready. Each character, has histories, traits, family struggles, quirks and successes. It's all mapped out. Then there's the book with list upon list of "words to use instead of..." And each page has other options for writing "said," "really," "finally," "just," etc. They're not in writing classes and these aren't assignments. They've never taken a writing class, either. They do this because they love it and researched how famous writers operate and map out ideas. They sit SO excitedly sharing with the group ideas they have, and asking peers questions like, "What's a barrier a 17-year-old would have if they went to camp with a group of friends?" I remark that they're amazing! Their writing is so, so good, they respond, "Meh. I just like thinking this way."

Another Learner decided one morning to search how to be a video game designer. They'd been working for months on ideas for games through the development of storyboards that included, traps, challenges, twists. Characters, both heroes and villains, were created and written out with costume and character descriptions. They found an app that would help them visually design their characters so they even had the character's features. They wanted to know the next step. They had the story, the characters and the flow of the game ready. But no skills to execute it. So they arrived one day "Can I grab a laptop so I can research video game design?" Of course, that piques my interest as the Mentor, so I sit beside them at their request. They find a few programs, watch video reviews, assess their abilities and any skills they'll need to learn to use the program. They find a solid programming platform, download it, and start tutorials. Building simply to start. When I say "Wow! You really have your plan all laid out" They say "Meh. I just wanted to see how far I could go."

A video that has a similar theme to the attitudes expressed by the learners is called “Obvious to You, Amazing to Others by Derek Sivers.

One of the critiques of a self-directed learning kids is that they won't have "grit", "resilience" or "stick-to-it-ness". I can't help but see these kids and the level of work they engage in, on their own, and wish the adults met these kids. They aren't working the grind of school. They're not stressed about timelines and assignments due. There's no adult with the expectation of them to finish something. They do what they love and don't think anything more about it.

One key benefit that Passages offers is the time and space to solve problems as they arise. Learners come to the Centre with ideas and goals then take their time to think them through. In the end they become confident in their abilities and inevitably say “Problem? Meh, what problem?”