There’s a disturbing trend happening in our culture today. In a world constantly chasing fame and fortune, parents have begun to prepare their children for this lifestyle at earlier and earlier ages. Gone are the days of teaching 4-year-olds how to tie their shoes and play with their dolls. The good ol’ days of letting your children run, explore, and use their imaginations is almost a thing of the past. We have now entered the Age of Overeducating Your Kids.
It’s a well-known fact that children are maturing at faster and faster rates these days, and adults everywhere solemnly shake their heads and click their tongues in despair because of this. But let’s take a look at one possible reason why this is happening.
Just a few generations ago, children were able to run and play and, well…be kids. Games of Kick the Can and street hockey were to be…
“Education is thus a most powerful ally of humanism, and every American school is a school of humanism. What can a theistic Sunday School’s meeting for an hour once a week and teaching only a fraction of the children do to stem the tide of the five-day program of humanistic teaching?” -Charles F. Potter, Humanism: A New Religion (1930)
Welcome back for the third installment in this series. In my first post, I addressed the issue of safety. The second was about the importance of personalized learning, and now today I will be discussing the issue of values.
There is a common misconception among most parents and education departments today that schools have the right to instill values in our children. This is, indeed, troubling as we take a look at the “values” being espoused in classrooms today:
Christianity being belittled and misrepresented
Birth control pills and condoms being handed out, many times without parental knowledge
The legitimacy of the traditional family being replaced with alternative curriculum
The enabling of known psychological disorders, rather than treatment
This is but a sampling of the types of behaviors common in schools today. The attack on Christianity, to me, lies at the very root of this problem. General principles of right and wrong that have been practiced since the foundation of this country are rapidly being replaced by a “do whatever feels good” mentality, and it is hurting our children.
There was an issue at the elementary school by our house last year, when a teacher was presenting a lesson on wants and needs. Upon asking the class for some examples, a little boy raised his hand and said, “We need God,” to which the teacher snarled back, “We don’t need God.”
What kind of a message are we sending to our children if we are raising them in one way at home, and then sending them to a place where they will often spend more time than they do with their parents, only to be bombarded with ideas contrary to the family’s? And I’ve heard the “school as a mission field” argument (which I plan on addressing in a future post), but that doesn’t cut it with me. There are adults who cannot handle the opposition they face everyday. Why would we expect our precious children to stand against it? Additionally, kids tend to look up to their teachers and value their opinions. Are you comfortable sending your child to a place that devalues your beliefs?
Let me make it clear that this is not a diatribe against teachers. I am well aware that many times it is out of their hands. Several years ago when my kids were still in school, two of the teachers, who I did not know at the time were believers, used to approach me after school all the time and ask me to confront the principal about what they felt were injustices but couldn’t do anything about themselves for fear of repercussions. Again, if adults are uncomfortable with the situation, how much more are the children?
If there is one thing you can be sure about, it is that schools are not religion-free. They are well-steeped in the religion of secular humanism, thanks, in part to the Father of Progressive Education himself, John Dewey, who was not only a Secular Humanist but a co-author and signer of the first Humanist Manifesto.
And it goes far beyond Dewey himself. Here are some more stunning quotes about our supposedly religion-free school system:
“What the church has been for medieval man, the public school must
become for democratic and rational man. God would be replaced by the
concept of the public good.”- Horace Mann
“There is no God and there is no soul. Hence, there is no need for the
props of traditional religion. With dogma and creed excluded, then
immutable truth is also dead and buried. There is no room for fixed,
natural law or moral absolutes.”- John Dewey, the “Father
of Progressive Education;” co-author of the first Humanist
Manifesto and honorary NEA president.
“I am convinced that the battle for humankind’s future must be waged
and won in the public school classroom by teachers who correctly
perceive their role as proselytizers of a new faith: a religion of humanity.
These teachers must embody the same selfless dedication as the most
rabid fundamentalist preachers, for they will be ministers of another sort,
utilizing a classroom instead of a pulpit to convey humanist values in
whatever subject they teach, regardless of educational level – preschool,
day care or a large state university. The classroom must and will become
an arena of conflict between the old and the new – the rotting corpse of
Christianity…and the new faith of humanism.”- John J. Dunphy, “A New
Religion for a New Age,” The Humanist, January/February 1983
“Every child in America entering school at the age of five is mentally ill,
because he comes to school with certain allegiances toward our founding
fathers, toward our elected officials, toward his parents, toward a belief in
a supernatural Being, toward the sovereignty of this nation as a separate
entity. It is up to you teachers to make all these sick children well by
creating the international children of the future.”- Harvard Professor of
Education and Psychiatry, 1984
I could go on and on with examples like these, but I think you get the picture. Suffice it to say that schools are, indeed, teaching religion, despite what they say or even believe. Without some semblance of a clear indicator of right and wrong, our schools will continue to confuse and, inevitably, deceive our children.
Homeschooling is a valid path to instilling our own values and beliefs into our children, and this is not exclusive for Christians. No matter what your beliefs may be, it is your right as a parent to raise your children to reflect the beliefs of your family.
It is inconceivable, and a bit laughable, that the public education system has felt it necessary to trample on the moral values which are central in our lives. Let’s face it… they can’t even handle academics properly anymore, so why would they continue to take on more burdens for themselves? Unfortunately, I think we all know the answer to that.
The time has come for we, as parents, to take our children back. Government education has crossed the line once again, and it’s high time we do something about it. Who’s with me?
Join me next week as I look into the freedom of choice that accompanies the homeschooling lifestyle!
Learning is not one-size-fits all, so why should your child’s education be?
In last week’s post I addressed the issue of safety in public schools. Today I’m moving on from there to examine the importance of personalized learning as a means to a successful education.
Personalized learning isn’t something one usually thinks of when thinking about public school. In fact, as I searched for stock images to use for the photo here today, I simply typed in the word “learning” and found that almost all of the pictures that came up had something to do with desks, books, and classrooms.
Why is that? I’m going to venture a guess that when many of us set out to learn something on our own, we are not going to run to our desk, shut the door, and plop open a huge textbook. Yet that is the accepted image of what learning looks like because that is how it is done in school.
But what if learning doesn’t look like that for you? What if it doesn’t look like that for your child? Chances are, if they are in school, they are going to be singled out as “special education” students. That’s not necessarily a bad thing, you might say; and for those students who truly do have learning disabilities, it surely is not such a bad thing. But what about those students who are simply wired differently?
Mounds of evidence have recently been produced detailing the complex differences in how people are wired and how they learn. Indeed, there are people who thrive in a school setting- I was one of them- but to assume that all people should be able to do so does a great injustice to the millions upon millions of intelligent people who would greatly benefit from a different approach to education.
For those unlucky students who are singled out as “special education,” the harm done outweighs any good that may be done through the schools, no matter what the school’s intentions.
During my children’s time in public school, one of my sons was recognized (labeled) as being delayed in reading comprehension when he was in 4th grade. Naively, I assumed that the teachers knew what they were doing and agreed to an IEP (Individualized Education Plan) to help him with this. The help that he received was minimal, and the only input I received from one of his aides was that, “He understands better if it’s about something he’s interested in.” Well, duh. He needed an IEP to find this out? How many adults have a hard time reading about things they have no interest in, let alone a 9-year-old?
After about a year, I was informed that he no longer required assistance, but that they recommended that we keep his IEP in place, just in case. Again, I trusted that they knew best, so I signed another one. The following year I withdrew my children to homeschool them, and I received a letter from the school district stating that I needed to have a Special Education teacher approve his homeschooling objectives because of his IEP. (This is in the PA Homeschool Law.) I called the district and explained that, while the IEP was still in place, he hadn’t actually been receiving any special instruction because he no longer needed it. Since he still technically was listed as Special Ed., however, I did have to comply.
After about a year of homeschooling him, we moved, and he asked if he could try school again because he wanted to see what middle school was all about. I reluctantly agreed. The new school took notice of his former IEP and decided to start putting him in special classes again. I told them that this wasn’t necessary, but they said they would just try it for a while. A few months in, I noticed that he was bringing home reading homework that was equivalent to what I was teaching his 3rd grade sister who was four grades behind him. I resolved then and there to take him back out and homeschool all of my children through graduation.
I called the Special Education Department of our school district and told them I wanted his IEP removed. A few days later I received a phone call from his learning support teacher telling me that he wasn’t ready to have his IEP removed. I immediately informed her that he had received straight A’s, and I was confident he would do just fine. I also explained that he wouldn’t be coming back in the fall anyway because I was planning on homeschooling him again. She reluctantly agreed. (I’d like to add that she had to because the law says that an IEP must be withdrawn if a parent requests it.)
Shortly afterward I discussed this ordeal with a friend of mine who is a retired teacher from that district, and she told me to never allow the schools to label any of my children because once they are labeled, they are always labeled. This is obviously bad for the students but lucrative for the schools who receive federal funding for these programs. The more students with IEP’s, the more money.
The ill effects of our experience with the Special Education label have not ended. Years later, my son still considers himself to be unintelligent and slow because that is exactly what was ground into him during that period of his life. I am not saying this was intentional, but that is exactly what happened, nonetheless.
The stigma of school-sponsored labels has no place in a home learning environment. One of the most awesome things about homeschooling is the fact that we, as parents, have the autonomy to educate our children in the way that we see fit. If they do well with textbooks, then that’s what we can do. If they need to move around quite a bit, we can offer lots of hands-on activities with shorter stints of written work. If our children love to read, what better way to learn than by reading a good historical fiction or any other books written by people with a passion for the subject? As a matter of fact, children who love to read can easily be the least expensive children to educate because the library is free!
Understandably, schools cannot and will not tailor their curriculum to meet the needs of each individual student. It would either require far more resources than schools could ever have, or it would necessitate a complete overhaul of the entire government school system, and I think we all know the likelihood of that ever happening.
So as it stands, parents of children who are not flourishing in the school environment simply because of learning styles have two options. We can either go with the status quo and agree to have our children labeled for life, or we can bring them home and design a method of learning that will work best for them, no matter what that method may be.
Now tell me, which sounds like the better option to you?
Join me next week as I address the issue of including our own values in our children’s education!
Every day millions upon millions of parents send their children off to school without a second thought. Schools are good, right? They’re there to educate the future of America, aren’t they?
What would you think if I told you that that’s not what schools were intended for at all? What many parents- and more than a few teachers- don’t realize is that compulsory schooling was not mandated to educate but to train obedient workers.
Don’t believe me? How about some history?
150 years ago, during the Industrial Revolution, factories were popping up everywhere and people like John D. Rockefeller were desperately in need of workers to run them. Unfortunately for them, however, people weren’t looking for jobs. At this point in time, the vast majority of Americans were self-sustaining. They grew their own crops, built their own houses, made their own clothes and toiletries, and bought only what was absolutely necessary at the general store. Most children learned their skills from helping with the family or apprenticeships and only attended a one-room schoolhouse for the few months out of the year they were least needed at home. Compared to modern society, these people were much more resourceful than we are today because they did everything for themselves, and it worked for them.
Since Rockefeller, among others, was a wealthy man, he had much clout with the government, who certainly saw the benefits of what he was trying to accomplish.
Enter compulsory schooling, when children began to be required, by law, to attend school. Students were instructed in specific subjects for a set period of time everyday, regardless of how relevant it was to their lives, and they were expected to drop what they were doing, no matter whether they wanted to continue doing what they had started or not, and change classes at the ringing of the bell. Students were also conditioned to blindly obey commands, as this would be beneficial for the foremen of these factories. Individual thinkers were not needed nor wanted in this setting. Factory owners wanted obedient, hard-working employees who did not mind the day-to-day monotony of what they would be doing and who did not rock the boat.
You may be thinking, but that was 150 years ago.
When I first began to read up on this, I thought the same thing. But let’s take a closer look at some common practices and see how they just might reflect this Industrial-era mindset of not-so-long ago.
School uniforms (conformity)
Mass instruction regulated by the government (conformity)
Senseless busywork (obedience)
Separate subjects which are to end immediately at the sound of the bell in order to move on to the next thing (obedience, conformity)
Singling out those who learn differently (conformity, elimination of individualized thinking)
Politicians love to talk about education reform- especially this time of year- but how sincere are they? Before any true improvements can be made, the true intention of compulsory schooling needs to change. And, honestly, I don’t think that will ever happen.