Home Schools, Home-Based Education

Defining the Terms

George Orwell, in his book, 1984, illustrated the power that comes from defining terms.  New Speak had the capacity to make anything to mean whatever the controllers of a society wanted it to mean.  People with a radically different agenda have been redefining terms for political advantage forever.  My wife cannot use her middle name in public places, because what once meant a happy, fun-loving disposition now refers to a life-style choice that my wife has no desire to have anything to do with.

Since the early 1960s, when Rev Dr Rousas J Rushdoony acted as an expert witness in support of parents who were taken to court because they chose to educate their children at home, the terms home school or homeschool have been widely used to describe such education.  I have chosen to use this term in my dissertation, and throughout this blog site, in a more precise way.  When I use the term home school, I am meaning the setting up of a school-like environment and conducting schooling in the home.

I am now proposing a different term to be used as the coordinating term that describes the education of children out of a home as the base for such an education.  The term I propose to be used is: ‘home-based education’.  Home-based education includes home schooling (as I have defined it) as one of the modes of home-based educational delivery, but home-based education also includes unschooling and radical unschooling as alternative modes of home-based education.

Home-based education is conducted in the context of living life in the company of others; particularly in the company of other family members.  Every part of life is an opportunity to learn something.  This could include learning from formal academic studies, household chores, engaging in communication events with other members of the family, and having foundation skills and ideas developed in young impressionable minds.  The Fabian Socialists and Marxists understand the importance of capturing the young mind, before it is shaped by the family, the church, and other local community sources of skills and knowledge.  This is why they are so adamant about having children sent to school to be socialized (i.e. be indoctrinated into the mindset of socialism).

Home-based education is not home-bound.  The home is an important base, from which the members of the family move in and out.  Amongst the Australian Central Desert First Nations People, the Warlpiri, they have a kinship system (‘skin system’ – has nothing to do with skin colour, it is merely a corruption of the term kinship), and the Jangala/Jampijinpa Nangala/Nampijinpa clan have a concept of complementary states of water.  One state is static water, and the other state is moving water.  Both are critically important.  Static water, such as a billabong, provides a sanctuary for fish and birds to feed and breed in and around.  However, if the water remains static for too long, then the billabong either dries up, or goes stagnant.  In the cycles of the seasons, moving water must flow in and out of the billabong to provide fresh water, to aerate and oxygenate, to flush out accumulated rubbish, and to enable fish and birds from other areas to mix with the fish and birds of the billabong, to strengthen the gene pool.

Home-based education needs to have a safe sanctuary to withdraw to, but it must not become a stagnant pool, so insular and protective, that it becomes stale and stagnant.  This highlights the difference between home-based education and home schooling.  Home schooling is so home focused, that there is no (or very little) interaction with the broader community, and there is no trust that other members of the community can have a positive input into the lives of the young family members.

God has ordained that the home, the church and the market place have a role to play in the development of an educational environment for the younger members of the family.  Certainly, the parents have the primary role of being the gate-keepers of the family, and they need to be discerning as to who they expose their children to.  The church has a very important role in helping parents to develop a godly sense of discernment, and should work with the family to set up safety barriers and limits as to who, in the market place, has educational access to the children.  However, no sets of parents are able to supply everything that each member of the family needs to have a rich and meaningful education.

 

Advertisements
Standard
Socialization

Is it true that kids can only be socialized in a school environment?

Now, this is a question that can be very frustrating, because the answer is both yes and no.  It all depends upon what is meant by the word ‘socialize’.

One of my research respondents said, “The definition of socialization is essential in understanding this question.”  And they were dead right.  How we define the process of socialization will determine where and how the socialization process needs to take place.

Socialists of many stripes, including so-called Christian socialists, dominate the schooling system at all levels.  A former Education Minister in the Federal Government (who became a Prime Minister) is a self-proclaimed Fabian Socialist*, and has advanced the socialist cause in schools from her elevated positions of civil authority (think Australian Curriculum).  Teachers’ Unions are socialist fronts and text books are written from a socialist perspective.  Karl Marx, the father of modern socialist thinking, in Part II of his Communist Manifesto advocated, amongst other things, “Free education for all children in public schools.”

Socialization, therefore, is the process whereby children are indoctrinated into the mindset of socialism.  Socialism is a condition of helpless dependence upon the state.  The more dependent people are upon the state, the stronger the socialist hold will be upon a society.  The ultimate end of socialism is the total control, by the state, over every minute aspect of the lives of the members of the state (think the book, 1984**).

Given this definition and context for socialization, the answer of course is, school is the most efficient institution to facilitate the socialization of a large number of children.

However, socialization can be defined in a different way, and it is usually the way that unsuspecting parents have been taught to think about the word when confronted by teachers and others advocating that their children need to go to school to be properly socialized.  One of my respondents defined the term in this way: “Socialization is about learning to communicate to many people in many contexts, with the parent being the role-model of how to communicate.”

Another of my respondents said, “We learned (to socialize) by getting along with our family.”  Another said, “We interacted with people of a range of ages, not just children of our own age.”  Another said, “As home educated children, we have mixed with a large number of people, including Christian people.”

These comments indicate that the second understanding of the word socialize requires a much more diverse interaction between children and others than is provided by schools.  Schools lock children away in age-segregated classrooms and gets them to play in age-segregated playgrounds, thus limiting their socialization opportunities — a very good environment for brainwashing and indoctrination into a socialist mindset.  On the other hand, home-based educators, especially those who unschool, (and not home school), provide opportunities for their children to mix with a very broad range of people, but in a safe context.

From this perspective, then, children can only truly be socialized when they are unschooled, under the care and protection of loving parents and siblings.

* http://en.wikipedia.org/wiki/Australian_Fabian_Society#Notable_members

** http://www.penguin.com/static/pdf/teachersguides/1984.pdf

Standard