…and are we truly educating anyone anymore?
I have to pick my kids up from class in 30 minutes, so we’ll see if I can eke this out quickly while also inducing curiosity and conversation.
One of my children, recently 13, shared with me a video that a fellow homeschooled friend shared with her. It’s about 8 minutes long, but he’s engaging enough that you won’t get bored. Well, I didn’t get bored.
I don’t agree with every point this young man makes, but he does make a few excellent points that are rarely questioned in the current educational climate. The powers that be spend so much time clamoring for more money to education, no one stops to ask if money is the cure for what ails our education system. Meanwhile, the parents who have the time, money, and life margin to do so opt out of the system, leaving it mostly filled with students from families without the time, money and life margin to exercise alternative options.
It is easy to dismiss the “roll call of the uneducated” that this guy rattles off in defense of his condemnation of school. After all, most of the contemporary drop-outs he mentions were college drop-outs, not secondary school drop-outs. The older names he mentions carry much more weight. As a homeschooling parent, it resonates. It resonates because I recognize that “schooling” and “education” are not synonymous. That is why men such as Abraham Lincoln was sharp of mind and intellect despite a lack of formal schooling.
Right before I watched this video, I read this very insightful piece by Joshua Gibbs. We are heavily invested in the classical education model, including its ideals, so Gibbs’ ideas speak to me even as I recognize that present practical realities mean you have to tick off some boxes for the sake of expediency and legality.
In the ideal world of the passionate classical educator, however, grades, grade levels and all that jazz fade away into obsolescence as education returns to a focus on the good, the true and the beautiful:
Gibbs: As a conservative who generally sides with tradition, I don’t care a fig about progress, but I do care quite a bit about stability and sustainability. What most modern people call “progress,” I call “instability.” The changes this school has made over the last several years have not been accomplished in the name of “progress.” It would be fairer to say the changes are regressive, because they’re aimed at the past, not the future.
Parent: “Regressive” doesn’t sound good, though.
Gibbs: It doesn’t sound good to ears accustomed to hearing the word “progress” used as an unqualified good. Most progressive things are relatively new and based on theories, but conservatives are interested in what has worked and progressives are interested in what might work better.
Parent: So, will using catechisms work better than not using catechisms?
Gibbs: I believe catechisms have worked in the past. Catechisms aren’t something I dreamed up. They don’t work in theory, but in fact. The catechism is one of the most traditional forms of transmitting knowledge there is. Catechisms were abandoned some time ago to make room for progressive models of education, so in returning to catechisms, this school is actually removing what was unsustainable and unstable. A return to stability always involves change—not change for the sake of change but change for the sake of changelessness. I would say the same of the other changes the school has made lately, as well.
Parent: If catechisms and Greek are so traditional, why weren’t they put in place years ago when this school started?
Gibbs: I’ve been reading Ecclesiastes for many years and one of the most important lessons Solomon offers in that book is that no one gets everything they want. Not even the king gets everything he wants. To be frank, I would love to do away with grades entirely. You would be surprised how many teachers at classical schools would love to snap their fingers and make grades disappear. But I know how that would look to many parents. It would look like capitulation to the zeitgeist. It would look like this school was bowing to relativism or forsaking the objectivity of truth. I tend to think that in 20 years, grades are going to be so obviously broken and meaningless that everyone will see it, but I’m content to wait until then.
Go read the whole thing and if inclined, share your thoughts.
None of this is to say that practical things can’t be a part of formal education. By practical I mean the things mentioned in the above linked video: financial education and money management, cooking, practical hands-on skills in order to handle fundamental household needs, and basic technological skills. To those, I would add statistics and bare bones, no frills studies of the U.S. Constitution. Young people need to know these things and for everything else they need to be equipped with the tools to teach themselves.
Our classical education revolves around studies of writing, literature, logic, history, Latin, and contemplation. Math and science are handled in a more standard educational format for now. We’re not particularly interested in state standards and metrics for where my kid should be, but that doesn’t mean we disregard assessments and measuring progress. We simply know that those are not the principle things, and that at the end of the day, they aren’t the determining factor of success in life.
I’ve learned exponentially more about nearly every subject over the past ten years (except math) than I learned throughout my entire K-12 education plus college years. I have had to actively unlearn many things, in fact.
Lastly, I was conversing with a friend lately and she asked the question: If a high school diploma and 13 years of school cannot even secure a young person a decent job, why are we constantly being asked to pay more and more money in taxes to prop up K-12 education? The short, pat answer of course, is to get our students college ready so that they can pay tens of thousands more dollars to earn a degree and still not necessarily obtain lucrative employment. But now I just sound cynical when I don’t mean to. The real issue here is:
Can mass schooling produce a genuinely useful, valuable education? And if it can, how do we fix the systemic problems within it which currently prohibit that outcome?
By the way, I wasn’t able to crank this post out in the allotted time. I decided it was more important to peel and dice the sweet potatoes for dinner before picking up the kids. Such is the nature of homeschool life.