If you ever want to worry your friends, acquaintances, and colleagues, just share with them that you want to home school your kids.
That has certainly been my experience. The only time that we get anywhere near a sympathetic reaction is if we share that info with someone who already home schools their kids or who actually knows a home school kid/family well. For the majority of others–most of whom don’t interact substantially with any home schooled kid or home schooling family–the reaction is one of concerned looks.
This brings up a question: is our desire justified? Our reasons for wanting this are many, and therefore the objections are also many, so I can’t deal thoroughly with every concern. Let me deal with a few of the most salient ones, however.
First, the default position for my wife and I is that it is the parents’ job to educate their kids. Too often the knee-jerk, un-examined default position is in the other direction: for most, the default is public schooling, alternative methods are only considered in extreme cases. Many presume that it’s obviously someone else’s–most often the state’s–job. But we simply disagree. Our daughter’s (and our future kids’) minds and souls are ours to mold–that is one responsibility that God has given us, so this means that us doing the educating is the default position, and public schooling, though still a viable option, is the alternative, not the other way around.
Let’s be careful, however, what this exactly means. I don’t pretend to suggest that this means that home schooling is a moral obligation for every family: some families, due to circumstances beyond their control, simply cannot work it out time-wise or financially-wise. This is why I think public schooling is still needed. What’s more, each family has the freedom to outsource (and given what our default position is, sending your child to public school is outsourcing, though that doesn’t automatically mean it is bad) their child’s education to another party, if they intimately know and are comfortable enough with the competency of said party. In fact, even most home school families choose to outsource to tutors or co-ops to a degree.
All our starting point means is that home schooling and other “alternative” methods of education are on the table for us as viable options as we seek to be faithful in our duty to educate our children, and furthermore, these are not just “alternative” choices: they are the preferred options unless other factors outweigh (some of which are mentoined above).
With that in mind, what are some of the primary objections we hear from concerned onlookers? Perhaps surprisingly, it is not the quality of the academic education they might receive at home–and on that score, there is evidence to suggest home school kids do just fine . If it were a common objection, it wouldn’t be very striking to us anyway–we are competent as educators, and even if social studies were to show that home schooled kids as a group academically perform below public school kids, their knowledge of, say, math, though important and useful in life (my wife is an online math tutor, afterall!), by no means trumps other, more important concerns.
The main objection we hear goes something like this: “What about their social development? Won’t your home schooled kids not know how to interact with their peers?”
This objection, far from mitigating against home schooling, actually underscores a big reason why we are considering it. A question I have in response (one that Brett Kunkle alerted me to), is, “what are kids being socialized towards?”
I really have to ask my concerned friends, “What, exactly, are you conerned about socially?” Are you concerned about their knowledge of pop culture, or being cool, or knowing how to dress in a way that is accepted by most teenagers? Perhaps you are concerned with their ability to talk like a typical teenager?
I don’t care a whit about any of that, and that’s a good thing.
Though you will always find peers of good character in any school, far too often what youngsters are socialized to in public schools is not a pretty picture. If you doubt that, just be a fly on the wall for a day or two in the halls and cafeteria.
This is one reason why anti-bullying measures are such a focus in recent years. Kids are far too often simply mean and exclusionary when it comes to those who don’t fit in, and the peer pressure to conform to the thought and behavior patterns of the group is often overwhelming to someone raw and unformed.
You might ask, “can’t you steer them away from that as their parent and walk them through how to behave, while being in the midst of all that?” Yes. This is yet another reason why we’re considering home schooling: it gives the parent a measure of control that is not available to them otherwise. This is why we have so many kids being raised in strong Christian homes, who faithfully go to church and youth group, but they end up being thoroughgoing relativists. I’d rather them being socialized by me and my wife than by the peer group from 8-3.
Kids need friends their own age they can relate to, but when they spend the majority of their time with an overly large, ofen unregulated peer group , being socialized to act and think like the peer group (which usually isn’t good) is simply the nature of the beast when they are with the group more than they are with adults. Adults are there at school, and oftentimes do influence the kids (that is why I continue to be a public school teacher despite my misgivings), but when it comes to which force socializes them more, its a simple factor of numbers and time.
Being with the peer group most of the time does very little in helping youngsters properly relate to adults, and this is a much more important social need.
“But won’t they be socially awkward?”
Even if they will end up being “socially awkward” (and it’s not anywhere near obvious they will), I don’t care: as I previously mentioned, what is defined as “socially with it” is mostly superficial, and being “with it” is not my principal focus anyway: character is.
Public schools have precious little resources to attend to character education. Some try, by doing such things as sponsoring “character” weeks and so on, but their curriculum cuts against all that–the principal might announce over the PA that “today’s character word of the day is ‘compassion,’ blah blah blah,” but they continue on to the science class room where they learn that only science gives knowledge…morals are a matter of personal preference. They then go to the English classroom where that lesson on what is real is reinforced: they learn that when it comes to morality and religion, “what is true for me might not be true for you,” and it again all boils down to subjective taste. Relativism is the air they breathe. The school thus schitzophrenically combats its own feeble efforts in character education.
Why are schools shocked when they find things like rampant sexual harrassment, alohol abuse, bullying, and frequent steroid use on campus? This is just what you get when you teach that there is no moral knowledge, and it is all a smorgasboard of equally valid choices. To paraphrase C.S Lewis, our schools castrate and bid the geldings be fruitful.
What’s more, I have to ask if folks who give the “won’t they be socially awkward?” line have ever met a home-schooled kid. Every single one I have interacted with does just fine socially. They often know how to relate to adults much, much better than their publically educated peers, and can hold a more-than stimulating conversation with anyone.
Plus, they do get interaction with peers through co-ops, sports, and other extra curriculars. They interact with peers and adults frequently while with their parents. This, far from socially-stunting children, simply helps the parents socially mold the kids more directly while in the midst of society and culture. This is far from a disengagement with the outside world; it is an engagement of a different type, while the parent is more directly involved in the education of the child.
The stereotype of a kid locked behind closed doors at home not able to interact with anyone is just that–a stereotype.
If you ever do meet a socially awkward kid, just look to the parents. Most often what you’ll find is socially awkward parents. This is not an indictment against home schooling, but an indictment against the individual parents.
A few times I have met a home schooled kid that, when put with a peer group after a while, has had trouble fitting in and relating, but for all the right reasons: the kid was genuine, courteous, thoughtful, with manners, while the peer group was anything but. She was teased a tad and failed to pick up on some of the outcasting cues of the group, but this was ok. The fact that the kid had trouble relating was actually an encouragement. Fitting in is not the end all be all, and many times not fitting in is a virtue to be pursued, not a vice to be avoided.
“But I was publicly schooled, and I turned out just fine. My kids are publicly schooled, and they are upstanding citizens with character.”
I have no doubt. There are many like you. But consider yourself blessed. The peer group and the institution overall is not designed to turn out an individual like you.
Recently I heard an interesting one from a friend: “doesn’t this teach your kids that the world is to be avoided and separated from, rather than engaged with? I’d rather walk my kids through that without taking them out of it, showing them how to love others as Christ did.”
It’s a good objection, but the short answer is no. First, it again trades on a stereotype of home schooling as isolating your kids behind the closed doors of a home. There can be and is plenty of engagement with a lost and hurting world. Brett, whom I mentioned above, home schools his children and takes his children out on missions trips to Cal Berkely and other universities, where they primarily interact with atheists, agnostics, and folks from all sorts of backgrounds. There’s much interaction with non-Christians besides that. It is just with the parent as primary educator
Secondly, does the obligation to actively engage with and love a non-Christian world obligate us to put our kids into any and every educational situation whatsoever, in the name of love, especially in their most formative years?
Consider the following analogy: say there is a nearby school that has as its featured explicit goal to make kids into life-long radical-Islamic terrorists. The implausibility of the existence of such a school on American soil is beside the point. From a Christian perspective, the kids in that school definitely need Jesus. They definitely could use a witness there in that school, especially because they have so many other influences pushing them the other way. Would I, as a follower of Christ who takes the Great Commission seriously, be obligated to put my kids in that school so that they could be that witness?
No, such a venture would be foolish. My kids wouldn’t have a fighting chance: their minds, souls, and characters have not been fully formed yet. Why would I put them in such an environment when they are at their most vulnerable? Things would be quite different after they’ve been thoroughly discipled, mentored, etc. They would presumably then have the skills to be able to be a good witness in such an environment (but even then, though…). But *defnitely* in the younger years–which is the focus of this post–putting them in that school would most likely have the opposite witness–the chances are good that my efforts at home would be totally undermined.
Our public schools aren’t (quite) that far gone, so the illustration obviously breaks down, but it touches upon what I’m arguing, that the Christian duty to engage with the world does not justify putting the education of my unformed children into the hands of just anyone. If I am concerned with the kind of person a given institution frequently produces, I am quite within my biblical mind to maintain the ability to educate my children myself.
Thirdly, the objection misses that this is less a matter of separating from the world than it is opting for greater educational control of one’s children, rather than outsourcing it to the state. In my view, I am more able than the state is to form my children into productive Christ-centered ambassadors with sharp minds and holy characters who can winsomely and attractively love others.
“Isn’t your job as a teacher at a public school at odds with all this? Why are you a public school teacher?”
The fact that I work in a certain environment does not mean I want my children educated in that environment, and just because I operate within a certain institution doesn’t mean I want my children educated by that institution. I might work in law enforcement in juvenile detention, but I don’t want my kids to be there. I might work as a social worker to help kids find their way, but that doesn’t mean I prefer my kids be in the state system.
My motivation to be in public education is the same as it would be if I worked in the juvenile detention center or in social work: there are kids in each environment who desperately need the influence of caring adults, and I’m trying to fill that need. This does not conflict with my misgivings on public education in the least. I can still work in an instutution that I think is broken and needs fixing.
Despite the effects of the large peer group and the effect of the overall institution, I aim to “stem the tide” of those negative influences. There are many other like-minded colleagues of good faith in public schools, but not enough for me to be comfortable enough putting my kids in public schooling.
I admit that there might come a “tipping point,” where my efforts would no longer be fruitful, the majority of my resources being used against my will by the institution to erase the good, true, and beautiful. That is the case to a certain extent already (example: I must be a member of the union, and my dues are automatically removed from my paycheck. I cannot opt out, to my knowledge, and my dues go to causes that are anathema to everything I am about), but not enough to override the good my presence can bring. If I ever become convinced that the tipping point has been reached, I will most certainly pack up and move on to another occupation where my efforts won’t be wasted.
So this is where we’re at. The jury is still out on whether we will actually pursue home schooling. Maybe there will be something we encounter in the near future that will move us in the other direction, and even if we do end up homeschooling, we might still have our kids go to some outside school when they reach 9th grade. For now, though, we are trying to plan for and make room for the possibility of home schooling our kids in the most formative years.
The possibility of social retardation is a boogeyman of which we need not worry.