Home Schooling And Socialisation
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Home Schooling And Socialisation
Home Schooling and Socialisation
by Craig S. Smith National Director Home Education Foundation PO Box 9064 Palmerston North, New Zealand Ph. +64 (6) 357-4399 Fax +64 (6) 357-4389 craig@hef.org.nz www.hef.org.nz
Without a doubt this is the one question, reservation and objection that is raised most often. It is usually the one raised first. It is often the one most hotly debated. And common experience among home educators is that socialisation, rather than academic achievement, is the issue over which friends, relatives and educational authorities show the most concern. What is it, how and where does it take place? Popular opinion assumes that children need long periods of interaction with a large group of age-segregated peers to acquire social skills. Now assuming that most of the time spent in the classroom is not spent in interacting but in paying attention to the teacher and doing the assigned work, where does most of the interaction take place? During lunch and break times, and before and after school. And who is supervising this interaction on the playground, on the school bus and on the streets to ensure that the right kind of socialisation is taking place? It is not the teachers but the children themselves. In the typical public school setting, children are being left to socialise themselves as best they can. This fits in with today’s prevailing philosophy which holds that children are inherently good or perhaps neutral, like blank cassette tapes, and that left to themselves, they will inevitably develop and adapt toward the highest good attainable by the group as a whole. (Although it is unpopular to say so, when this is translated into practical reality it means conformity to the lowest common denominator.) This inevitable “upward” development and adaptation is an idea developed from the theories of evolution. Unfortunately it was developed in the absence of a) other tenets of evolutionary thought, b) common experience and c) traditional...
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