Learning at home has been part of education since the beginning of civilization. As far back as ancient Greece, only the elite went to schools while most children received instruction to some extent at home. Ancient Romans valued literacy, and even the poor learned to read and write so that they could participate in the economy. The Jewish people of the Middle East of the first century established schools for all children to age 13, after which only the brightest were able to study under a master teacher.
By the Middle Ages, education became something only for the very wealthy or the clergy. The Renaissance brought about new interest in formal education, and the Reformation brought about the first hints of a universal and public education for children of all income levels. A decline in the 17th and 18th century was followed by a resurgence of philosophy and epistemology that began with Johann Comenius, progressed through John Locke and Jacques Rousseau, and expanded with Benjamin Franklin and Noah Webster in the New World.
The cycle of education trends continued through the illiteracy of child laborers during the Industrial Revolution that preceded the advent of the first Kindergarten by Johann Heinrich Pestalozzi. Harbart developed and idea of teacher/curriculum centrality of education, while Montessori followed with more child-centered pedagogies.
As the cycles commenced, there was always a segment of the population that considered itself independently taught. Whether this was the surreptitious education of girls or the secret teaching to slaves, home school has been part of education, either underground or in public.
One of the major criticisms of the home school movement has been the isolation of the students. Perhaps this was legitimate concern at one time, but that is no longer the norm. There are, and probably always will be, families who choose homeschooling in order to prevent their children from interacting with the world beyond the home, but today, the resources available to home school families ensure interaction with other students of multiple ages in multiple venues. Museums, farms, galleries, aquariums and other attraction offer group rates for home school groups, and many offer special programs designed for students who have special interests in specific topics.
Some parents choose to home school because their children excel in sport or dance or competitive ventures that preclude attendance in a traditional school setting. These students are far from isolated; in fact many of them have connections with their peers in multiple geographic locations and from a wide variety of cultural backgrounds.
For those home schooled students who are at risk for isolation because of location, health, or other inhibiting factors, the internet offers a way to connect without leaving home. There are massive open online courses and a multitude of derivatives that allow teens to connect with one another on line and form friendships. Short term events like #walkmyworld and #digiwrimo allow parents and students to participate in national and international forums without lengthy commitments. Sites like Youth Voices and KQED Do Now allow students to write about important issues from politics to social justice and interact and collaborate with other students without regard to location, school schedules, or test materials. This interaction allows students to engage in meaningful collaboration which is sometimes missing in the traditional classroom.
In addition to the asynchronous opportunities, there are a number of accredited hybrid schools that allow students to meet in a traditional setting one or two days a week and work independently the other days. This affords the synchronous learning opportunities to supplement the at home learning. Students are able to collaborate face to face, participate in class discussions, and connect with each other as well as with a teacher who can come alongside parents. In many cases these students are fully independent; their parents support, but do not instruct.
These schools also allow for online collaboration. Projects can be worked on both online and in the classroom, mimicking the pattern of projects in the business world. This benefits students as they learn the essentials of communicating in multiple modes.
I have taught in multiple venues and I see the affordances and constraints of both the traditional classroom, the hybrid school, and homeschooling. The most important element is keeping the needs of the students at the forefront, no matter what the educational model may be.
My gratitude to Robert Guisepe at http://history-world.org/history_of_education.htm for the background information!
Once again, thank you for blogging on topics I’ve always wanted to have in my back pocket, so to speak. Meaning this: I need trusted information and visuals on subjects I know very little about but have need to refer to from time to time. In short, you are my personal “wikipedia.” Onward…
Any argument for changing the status quo is a good argument. All of my children were unschooled, all of them are adults now, all of them did just fine. My wife and I unschooled in “straddle time”–before and after Internet. At neither time did we feel in any way isolated. You cannot imagine the pressure from all directions to ‘socialize’ our kids, to offer them up to the not so tender mercies of institutionalized schooling. We refused and therein rests the tale.
If you haven’t read any of John Taylor Gatto’s work especially A Different Kind of Teacher or The Underground History of American Education, then I highly recommend if only to dip in and skim a bit (you will get hooked especially by Gatto’s stories of facilitating learners in NYC.
I have friends who are unschooling with gusto. When parents are involved, kids learn. Naturally curious, as Dewey says.
On Thu, Mar 24, 2016, 7:12 AM Unorthodox but Effective wrote: