The deschooled mind is definite in its focus and purpose. When something that is worth pursuing is found, the deschooled mind can focus on it with relentless effort and focus. It isn’t pushed in a million different directions by the institutions around it.
The deschooled mind is creative. It can approach the same problem from multiple perspectives. It doesn’t view problems as necessarily constructed with a given purpose in their solution. The deschooled mind is not constructivist.
The deschooled mind is antifragile. It benefits from the disorder of the world. While the schooled mind is naturally resilient-at-best and fragile-at-worst, the deschooled mind is antifragile-at-best and resilient-at-worst.
The deschooled mind is playful. It is capable of taking multiple situations and working with them at the same time, without viewing one as being an all-or-nothing game when it really isn’t.
The deschooled mind is confident. It isn’t built on the affirmation and accolades of other minds as its foundation. It doesn’t need to wait for somebody to say “go” to go and succeed on a task or project.
The deschooled mind is innovative. By being given to viewing problems from multiple perspectives, the deschooled mind can see secrets more easily than its schooled counterparts.
The deschooled mind is self-willed. By finding its primary drive for purpose and meaning in activities from itself, the deschooled mind is more easily given to finding existential fulfillment than the schooled mind — a mind that operates largely within the context of moving to the next pre-defined level.
The deschooled mind is essentialist. Since its activities are chosen for its own sake and reasons, it must filter through the noise of what is pushed on it. Where the schooled mind is given to doing things because they are assigned or expected, the deschooled mind operates freely outside this paradigm.