I used to equate unschoolers with being free spirits, almost rebelling against rules and society. This never seemed to sit well with my traditional religious upbringing....after all, I reasoned, God is a God of order, right?
Having thought more about that over the past several years, I have come to realize that, while orderliness is of value, God does not desert us in the midst of our disorders. If that were the case, then I'd have to believe there is no hope for our special kids who live with diagnosed disorders every day. So, God is in all things, and I need not fear a method of schooling that seems lacking order; I just have to make certain that I am following God's order of things if I utilize such a method (or portions of it).
So, I would have to respectfully say that I don't think unschooling is necessarily at odds with CM habit training, for I have known unschooling families whose houses are fairly tidy (and regularly maintained that way), the children are well-disciplined, and there is even a schedule of some sort for completing schoolwork. However, it is not necessarily unschooling as an entire method that interests me--perhaps just the notion of incorporating some of the student-led methods of bringing about education. I suppose I am just wondering what that looks like for those who utilize unschooling for at least part of their family's education.
I know, for one thing, that I like using history modules to define what time period we will be studying, but I can see choosing living science books based more on what interests the children. It could work out differently for each family, and of course, if you are purchasing (for example) Apologia texts (instead of completely relying on living books) for a given year's science work, you would have to purchase that and pretty much stick with it (unless you have lots of money and are comfortable with purchasing a different text mid-year....uh, no....not us! No money tree in our backyard, lol!)
I think, for the most part, I am pondering how to best handle those short lessons for my son who has a lower I.Q. and autism, and how to best motivate my dreamy, artistic daughter, while getting everything in that my just-beginning-high school daughter will have to accomplish more independently. Meshing it all together seems a little daunting at times.
I like the approach Tara has to allowing her children to pursue their interests, and Amanda, you're right about getting the routine things done in the morning to allow for interest-led activities in the afternoon. Unfortunately, what I've seen a lot of is either A) we get a late start (for a variety of reasons) and don't finish until mid- or late-afternoon, or B) we get done early enough but all they want to do is go off and engage in rather mindless activities. I'm hoping to introduce more handicrafts this summer. We do have regular library days, and I've begun to notice that they choose books on a certain topic of interest, so that is a good sign!