Public, Private, or Home Education...What Are My Options?
- Friday, March 15, 2013
The No Child Left Behind mandate is quickly becoming the No Child Left at Home objective. One of the goals for the future in education includes programs to intercede on behalf of all children—starting at birth. This goes well beyond the educational realm and into the personal integrity of a child’s family. Here is the stated goal from the Department of Education: “Develop an infrastructure for a birth-to-grade-three system that includes readiness data, and aligned standards/assessment, curriculum, and professional development” (accessed July 11, 2012).
Each private school is distinct in its choice of supplemental programs and curricula. Often a school specializes in a particular area, for example, military schools, schools for gifted children, boarding schools, progressive schools, international schools, art schools, special needs schools, Catholic schools, Waldorf or Montessori schools, and Christian private schools. Therefore, a school’s supplemental curriculum would naturally support its philosophy of education, whether secular or not.
Supplementary curriculum comes in a multitude of forms for the homeschool family. We teach children to make it their aim to please God through excellence in character and service to their families, their churches, and their communities. Extra research, field trips, museums, job shadowing, community classes, and volunteer opportunities all enhance the child’s education and provide wholesome supplementary resources for learning. Homeschool parents are not required to teach diversity, tolerance, safe sex, environmentalism, or evolutionary theories to their children. Homeschooling offers a Biblically based education that avoids the normalization of negative social and anti-spiritual theories fed to traditionally schooled children in which their inborn sensitivities are immunized or disregarded.
Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ (Colossians 2:8).
Values promoted in the public schools include humanism, based on atheism—the doctrine that man is supreme in all things, thereby necessitating a complete and total rejection of God. Textbooks have been revised to promote the public school’s endorsement of a non-religious history, making it palatable to the masses. Revisionist history and Godless evolution are taught as fact.
Public schools also value hedonism—a “pleasing of the self” as the highest principle in life. Self-pleasure and self-exaltation are upheld in classrooms and curricula, as exposed in these examples of statements that support those principles: “You can reach for the stars. You can do whatever you want to do. Do what makes you happy.”
Public-schooled children who were raised in the church frequently exchange their value systems as they age. Peer pressure and indoctrination of social agendas from a young age are causing children to leave their faith (88% of the children raised in evangelical homes leave church by the age of 18, never to return)4 and their families. Their values shift away from God and family to a more self-directed secular focus.
Teachers and students do not always hold to the same faith or value systems. Children can be harassed or embarrassed when they don’t agree with a teacher. Many children adopt the value system of their private school instructors because they believe them either to be right or more educated than their parents. And, many children value their teachers’ input over their own parents’. The children’s hearts can be tied strongly to their teachers and their schools rather than to their family.
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