“Home-based education is not an experiment. It’s how people learned to function in the world for centuries. And there is no reason to think that people today can’t do the same thing. School is the experiment, not the lack of it. And I think that experiment is in trouble”- Wendy Priesnitz
Kolb (1984) resonates, with the above statement when he asserted that, ‘human beings are unique among all living organisms in that their primary adaptive specialization, lies not in some particular physical form or skill or fits in an ecological niche, but rather in identification with the process of adaptation itself- in the process of learning (p. 1). For some of us, learning could be a chore in a formal setting, while for some others it could be for relaxation or survival. However, it is interesting to note that we all learn one thing or the other for our daily existence without realizing it. I love cooking when I do not have to learn. It helps me in my subconscious mind as I visualize myself adapting to the pattern of cooking I desired as a form of relaxation. My learning to cook began at home, under the guidance of my grandmother. The motivation for me is the creativity and fun involved in it. Cooking is the most enjoyable and exciting when I have the opportunity to experiment with new recipes.
I learned to cook with little or no conscious effort as I enjoy trying out delicacies from different cultures and comparing them to the dishes I am familiar with. To improve my cooking I try to think out of the box, by searching the internet for new recipes, cooking style, and seeking advice from experts, friends, and family. Cooking is a form of informal learning that allows me to express my feelings. As an adventurous person, I love the feeling of satisfaction that I did something different from the norms.
Hidden Curriculum in Learning to Cook
The process of cooking sparked my curiosity as a child and awakened my interest in learning without my knowing. I just wanted to participate in the magic of the moment and learn all that I could. In my view, learning becomes more meaningful as one’s needs, interests, and participation were put into consideration. For example, while learning to cook, I also learned to weigh, and measure ingredients, as well as time my cooking which enhance my ability to think, thus, helping in developing my mathematical skills. Thus, Kliebard (1982) further pointed out that mathematical reasoning was believed to have the effect of strengthening the power of reasoning (p. 11) . I have also learned to use the computer and the internet to search for information related to cooking as I was initially aversive to using technology.
In retrospect of my learning experience in cooking what stood out for me is the method set off by my grandmother, she saw beyond the cooking lesson and so prepared my mind to be receptive to learning. She does this by introducing songs and storytelling as we work together. I was indirectly taught the values and norms of good cooking, which in turn will keep the family healthy and strong. Some schools of thought might suggest that this could be referred to as a hidden curriculum, the inclusion of songs and storytelling, which has prepared me to learn to cook.
According to Jerald (2006), the hidden curriculum is a tacit curriculum that expresses and represents attitudes, knowledge, and behaviors, conveyed or communicated without an awareness intent; it is conveyed indirectly by words and actions that are parts of the life of everyone in a society. Just like my grandmother, it has been the traditions of most African women to sing or tell stories while they cook as this has been used to teach the values and knowledge of not just cooking, but everyday living. I believe that planners of the educational curriculum should begin to see past the knowledge content of school, but to examine issues that enhance student learning.
Fulya (2009) explains that the hidden curriculum involves various interests, cultural forms, struggles, agreements, compromise, and informality that is brought into formal learning (p.70). This fact from Fulya clarified my learning experience in my grandmother’s backyard kitchen where I gradually started developing a desire to cook. The work of various researchers brought the hidden curriculum to light; it is acknowledged as the socialization process of schooling that prepares students to be involved in social relationships and effectively collaborate with modern industrial society (Fulya. 2009, p. 70). Therefore, it might be safe to say that reforming education will take creativity to a new height as stakeholders in education have to model a new way of teaching and learning that will incorporate the process of informal education.
Benefits of Cooking as an Informal education
Based on my experience of learning to cook, I am of the view that informal education begins from home and prepares the child for formal learning. However, informal learning is often underrated, overlooked, and not considered as valid learning, because according to some school of thought, it is difficult to measure. On the other hand, formal learning is said to be highly structured and requires step by step instructions and specific measurements of learning outcomes. However, I agree with the school of thought that inferred that informal learning is not strict. It is flexible and does not require specific rules and regulations to operate. For example, home cooking allows individual learners discretion in the use of ingredients and other materials. This helps build a learner’s self-esteem and the basic skills required for formal learning.
Furthermore, practical cooking at home for me is an informal education that stands as a scaffold on which my formal education is supported. Therefore, I believe that without informal learning, we would never be able to cope in a formal learning environment. This is a fact that cannot be ignored as it resonates with Conner (n.d.) thoughts, that most learning does not take place in a formal setting but occurs through processes not structured. She asserted that informal learning accounts for over 75% of the learning taking place in a formal setting. For example, every child learns to speak, brush their teeth, and show good manners starting from home. Thus, the adage that says ‘education begins at home,’ proved to be true, in my case.
The Personal Relevance Theory of Out of School Learning
As an educator, I believe my cooking experience has not only helped develop my mathematical skills but shape the way I learn, teach, and relate with people. Therefore, I have come to realize that children learn valuable skills that are relevant to their future growth from home. This form of learning agrees with Yildirim’s (2008)’s ideology of out-of-school learning, a learning environment that is made outside of the school borders in a planned and programmed way which also includes entertainment and personal interests (p.27). He further stated that out of school learning provides a more natural, flexible and entertaining environment when compared to the education provided in schools as it enables students to gain different experiences with different activities, rather than making learning dependent on books and classroom atmosphere.
As I think of the relevance of a child’s home experience I try to capture this to the environment I create in and out of the classroom. Therefore, to make my teaching come to life for my students, I use songs and stories that are familiar to them and relevant to the subject theme under consideration. This keeps them motivated while learning and having fun at the same time. This agrees with Maria Montessori’s concept of practical life that prepares a homelike environment that allows children to develop by acting out and thinking by themselves. For instance, in Montessori education, children learn to dress themselves, help in cooking, put their things away, and take an active part in their household, neighborhood, and school activities.
This is in harmony with the personal relevance theory, as proposed by Fulya (2009) referring to a Teacher ‘as a good gardener who cannot change the basic endowment children possess but who can provide the kind of environment that can nurture whatever aptitudes they bring with them into the world’ (p. 70). Thus, echoing the need for students to be involved in their learning. Through this curriculum, students can take part in creating personal and customized learning experiences that are both informal and integrative. It is my opinion that the purpose of learning should be to help students to critically reflect on what they are passionate about and create the opportunity and right environment for them to thrive.
Further, the aspect of Development of Cognitive Processes forwarded by Thorndike made it clear that schools must focus on structuring the Curriculum not on content but on building a strong mind through practical applications. Additionally, he emphasized that the main goal of practical learning is to prepare learners for the unknown future.
Informal Learning – Connecting with the real world
In as much as I do not advocate against structured learning, I shared the argument put forward by Ableman (2005) that informal learning takes education outside, and away from the classroom and connects us with the real world or natural environment. Louv (2008) also stated that much of human learning comes from doing which involves active participation and experience. I am positive that students learn better when they are involved in the process of seeking answers to their questions and personal curiosity. It is crystal clear that informal learning is what keeps us vibrant, mentally motivated, and interested in learning as we interact with the world around us. I disagree with the notion that because it cannot be quantified easily, it is not essential. Studies have shown the opposite.
My passion for cooking has allowed me to build on my self-confidence, which consolidated my experience in everyday teaching. Kolb (1984) proposed that knowledge is continuously derived from and tested out in the experiences of the learner. He inferred that learning occurs as we navigate the uncertainties of the world around us, through expectation and experience. Thus, concluding that learning is a continuous process, where we do not only learn new ideas but dispose of or modify old ones (p.1).
Sager (2013), moreover, he maintained that education is not just a formal system of learning with standardization and structures. It is also made up of informal education, a training system that has no formal structure of learning (p.7). My experience in cooking has helped me to meet new friends, share experiences, memories, and learn new things. It is not just fun and interesting for me to cook for my family and friends but cooking allows me to continually learn, enhance my cognitive skills, and ultimately connect with the real world.
