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The Homeschooling
Philosophy
Parents who homeschool their children choose to for a variety
of reasons. Some have religious goals, others object to
specific topics taught or methods of public or private schools.
Still others simply believe they can provide a superior
education themselves. But if one thing unites all these
differing individuals it is but one thing: the belief that the
public school system does a relatively poor job of educating
children.
But that negative view is often turned into very positive
results.
Homeschooling is actually not a radically new idea that
requires striking out on one's own to reshape education. Prior
to compulsory education laws established in the mid-19th
century, virtually all children were educated at home, if they
received any formal instruction at all.
But throughout the 20th century, public education, with a small
percentage being supplied by private institutions, became the
overwhelming norm. The adoption of the authoritarian Prussian
model of the 1800s (still followed in essence today) was the
major reason.
In the mid-1960s that trend was challenged from several
directions. From different sources, including a response to
several well-known books by authors such as John Holt, grew the
decision by many parents to withdraw from the public education
system.
Some were early libertarians, eager to be free of the State as
much as they could. Others harkened back to an older tradition
of Classical Liberal training, both from offshoots of the Roman
Catholic Church (such as the Jesuits) and the Greek-origin
Enlightenment ideals.
But whatever the roots of that philosophy, a common set of
ideas evolved that became dominant in homeschooling. One
central idea is that an individual is a naturally active
learner. The idea goes back at least to Aristotle who begins
his famous book Metaphysics with the words: 'All men possess by
nature the desire to know.' But the view has been echoed in
many places and forms throughout the homeschooling
movement.
In essence, the idea is that given the proper environment and
resources, learning does not have to be enforced. Rather, it
will be actively and eagerly embraced by a child eager to
explore the world around him or her. Different schools of
thought within homeschooling diverge on what should take place
next.
Some, such as those who embrace 'unschooling' believe that no
curriculum or direction needs to be given by parent or tutor.
Simply provide the child with books, natural phenomenon or
other sources and he or she will learn whatever strikes their
natural interest.
Others look to a more formal structure, even going so far as to
teach exactly the same topics with the same materials as are
taught in public and private schools. In this case, the parent
is simply substituting for the state educator and the home
replaces the school.
Montessori takes a somewhat middle ground, allowing children to
develop at their own pace while providing materials and
guidance. Exercises in sensory and motor development, followed
by language learning form part of the program. The teacher pays
attention to the child, rather than the reverse, allowing
imagination to stimulate learning. The emphasis is on
self-correction, rather than external corrections.
Across this broad spectrum of approaches and motivations, there
is a consistent line of thought. The child is the focal point
of the experience and his or her proper development is the
goal. That goal, homeschoolers argue, is best achieved outside
the public school system that has not and can not supply the
same level of quality in instruction of most
parents.
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