Years
ago when we first began thinking of home schooling,
the Lord challenged us with Jeremiah 6: 16: “Stand
at the crossroads and look, and ask for the ancient
paths and the good way.” At the time, we realized
we hadn’t a clue what God’s ancient path
or good way was for educating our children. Both of
us had been for the most part raised by institutions,
for the school and church had claimed the majority of
our waking hours as children. And these institutions
had taught us a way of looking at and living life that
was not necessarily God’s way. We took up God’s
challenge to “look” and “ask”
with questions like:
How do I see myself? We came to adulthood at a time
when many Americans considered themselves victims of
one sort or another: victims of their upbringing, of
their environment, of their lack of education, of the
prejudices or actions of others. Unfortunately, we shared
the victim mentality’s sense of entitlement and
unwillingness to assume personal responsibility for
our actions.
What is the focus of my life? Because we were Christians,
we automatically would answer, “God is our focus,
of course!” But in reality our focus was on the
principles and protection of God. Our interaction with
God was more a contract than a relationship. We wanted
to put Him in our theological box and we expected Him
to respond if we followed certain Scriptural principles
and engaged in certain spiritual activities.
What is education? We had been taught that “knowledge
is power,” and an education is a commodity—
something you acquire in order to make you more powerful,
either through a better job or a higher social status.
Our public school upbringing had steeped us in a noble
humanism that made us the center of the universe and
judged everyone and everything else according to whether
or not it benefited us. We were firmly enthroned as
the gods of our own lives and carried that “me,
me, me” mentality into our Christianity. Even
Jesus was, in a way, a commodity, because our faith
centered around how God would satisfy our needs and
help us achieve our ambitions. It was quite a shock
to realize that it isn’t the ungodliness in the
world that threatens our children, it is the ungodliness
in us! This startling discovery strengthened our determination
to search for God’s ancient paths and good ways.
We can’t presume to say that we have “arrived,”
but at least we can share with you some of what we have
discovered on our journey.
Prepared
For A World That No Longer Exists
Both of us grew up in the 50s and went to high school
and college in the 60s and early 70s. Those of you who
did not live through the 1960s have no idea of the radical
shift in American culture during those years. In the
50s, our life was lived pretty much as it had been lived
for generations. Fathers worked at the same job for
years, mothers usually stayed at home and raised their
children, and neighborhoods were places where everyone
knew everyone else and you and your neighbors shared
the same values and many of the same religious beliefs.
Picture “Leave It to Beaver” and “Father
Knows Best” in your mind and this will give you
a pretty good idea of the kind of life we were being
prepared to live. Then came the 60s when all traditional
assumptions were challenged: assumptions about life,
about family, about what had value, about what was worth
believing. Instead of being told to work hard, do well
in school, get a good job, and raise a family, we were
told: “Turn on, tune in, and drop out.”
Millions of young people did. The whole world suddenly
changed and as we reached our late 20s, we realized
we had been prepared for a world that no longer existed.
The benchmarks, the anchors, the external goals, and
the institutional structures that were an important
part of our parents’ lives were no longer reliable.
Our high school and college degrees and our family backgrounds
were little help in dealing with the capricious job
market, the confusion about roles and relationships,
the cynicism and disillusionment, and the relativistic
values that greeted us in the world of adulthood.
As we now prepare our own children to function in a
future that may be as drastically different from today
today is from the ‘60’s, we ask ourselves
these questions: How can we give our children the tools
and abilities to survive and thrive no matter what the
future may bring? What skills and knowledge will stand
the test of time and be valuable to them as adults?
What helped us weather the ups and downs of the last
thirty years? What of all we learned from childhood
through adulthood was “real?”
Putting
In The Big Rocks First
In The Seven Habits of Highly Effective Families,
Stephen Covey has you imagine a man standing behind
a table. On the table are a large glass jar and a pile
of rocks. The man fills the glass jar to the brim with
rocks and asks you, “Is the jar full now?”
You answer, “Yes.” The man then brings out
a container of small pebbles and begins putting them
into the jar. The pebbles fit in the spaces between
the big rocks and you see that the jar was not really
full. Even though it was full of rocks, the jar still
had room for pebbles. The man asks, “Is the jar
full now?” You answer, “Yes.” The
man then filters quite a bit of sand through the pebbles
and big rocks. You think that surely the jar is full
now, but the man shows you that there is still room
for more by pouring a glass of water into the jar. The
jar that you thought was full with just rocks wound
up holding pebbles, sand, and water as well.
Our time is like the jar in Stephen Covey’s story.
It can be filled with quite a lot of big things and
little things. But the important lesson from the story
is: Put the big rocks in first. If we don’t make
sure we do the really important things, the “big”
things, our lives can easily become filled with the
“smaller” things. Covey says we spend our
time in four ways:
[1] On things that are urgent and important (crises,
emergencies, big problems)
[2] On things that are important but not urgent (planning,
renewing our vision, thinking, developing relationships,
studying, moving towards achieving our goals)
[3] On things that are urgent but not important (most
interruptions, phone calls, some meetings)
[4] On things that are neither important nor urgent
(useless recreation, watching TV, procrastinating,
piddling).
To be productive, successful home schooling parents,
we need to be spending more and more of our time on
activities that are the most important. Those activities
are the “big rocks” while the other activities
fill our lives with pebbles, sand, and water.
Determining
Your Educational Philosophy
Home schooling parents are often told they should determine
their “educational philosophy” before they
make any decisions about how they will home school.
This may be helpful, but it is not essential, because
our “educational philosophy” tends to evolve
as we become more knowledgeable about what we are
doing and about the real needs of our children. Plus,
the concept of having an “educational philosophy”
tends to make us think in terms of home schooling as
a compartment of our lives instead of as a lifestyle.
Our recommendation is that you begin your home schooling
journey by doing the following four things:
First, examine the viewpoints and teaching approaches
that currently influence home education. If there is
a particular emphasis or teaching approach that
appeals to you, take the time to learn about it. The
fact that it appeals to you may be the Lord’s
gentle nudge in that direction.
Second, take a long, hard look at the presuppositions
and objectives of institutional education by reading
books such as Going Home to School and Dumbing Us Down.
Why? Because, as Pogo said, “We have seen the
enemy and he is us!” We are so used to thinking
of school as children sitting in desks, listening to
lectures, and working on pre-packaged curriculum for
six hours a day, 180 days a year, over a period of twelve
years, that we have a hard time imagining any other
way. Also, many products for home educators are merely
repackaged versions of public school materials, and
we need to be able to recognize them as such. Otherwise,
we unwittingly find ourselves adopting the same scope
and sequence, the same methods, and the same standardized
curriculum that was derived from the public school’s
presuppositions and that seeks to achieve its objectives.
We will worry if our children aren’t reading by
the time they are six or doing fractions by nine. We
will guide our children toward popular careers. We will
feel unqualified to teach without an education degree.
In short, until we understand the misconceptions behind
public schooling, we will think that traditional institutionalized
education is true education.
For most of us, our public school upbringing has steeped
us in ideas about education that have to be discarded
if we want to effectively educate our own children at
home. As John Gatto says, “School was a lie from
the beginning, and it continues to be a lie.”
If we know no better, we may buy into the lie and perpetuate
its thinking.
Third, try and get in touch with your family’s
convictions and values and the real needs of your children.
Once you have an idea of what you really want for your
children, you will be better prepared to chart your
home schooling course.
Fourth, buy several home school resource books that
give an overview of home schooling. These books will
overwhelm you if you don’t already have an idea
of where you want to go with home schooling, so don’t
dig into them until you have some sense of your family’s
convictions and the real needs of your children. Start
with books such as Homeschooling the Early Years,
…the Middle Years, and …the Teen Years.
They provide general information about teaching each
age group. From there begin looking at curriculum guides
like those by Cathy Duffey. Educate yourself about “what’s
out there” before you start educating your children.
Prepare to spend several hundred dollars and a few months
getting clear about what you want to do. If it makes
you feel any better about the amount of time and money
you have to spend getting ready to teach your children,
think of it this way: The average public school teacher
has spent four to six years and twenty to fifty thousand
dollars learning how to teach your children. Why shouldn’t
you spend some time and money preparing yourself?
However—and this is a big however—don’t
think that you have to have everything figured out before
you begin. You can adapt as you go. So loosen up and
accept the fact that some of what you try will be a
total waste of time, energy and money. This is all a
part of learning what works for you and for your children.
Consider it payment of your tuition in Home Educating
U.
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