According to many supporters of non-traditional schooling methods, today's current educational system is not only ineffective at enabling children to succeed in the learning process, it is actually preventing students from attaining their true scholastic capabilities. One example of such a non-traditional schooling method is the idea of unschooling, which, explained briefly, is the exact opposite of the traditional schooling method we are familiar with today. Proponents of the unschooling method frown upon regimented curriculum's and stress-inducing examination systems. Rather, they propose that children learn best when they are left to their own devices to learn through natural life experiences (with the parent being involved in the creation of various learning scenarios). Unschooler's hold that such instruments of traditional schooling are not conducive to a student's utmost learning, and that the removal of such educational features represents a method that allows each student to discover their desire to learn from within. The unschooling method effectively utilizes natural learning capabilities found in all children, allows a deeper and more substantial exploration into various subjects not found in traditional schooling, and inspires a true internal desire to learn. Overall, Unschooling is superior to traditional compulsory schooling because it initiates a more effective learning process by allowing children to be educated through natural life experiences. .
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It has been universally held that children are natural learners. After all, this is a basic part of our genetic makeup. Long before any sort of schooling system was introduced into modern society, human beings (including children) were fully capable of learning on their own through natural processes, even if such learning is not always considered "academic." For example, early humans learned very quickly not to put their hand in fire, or how to effectively track animal herds a lesson many of them surely learned on their own without any sort of curriculum.
