I was put down by a blogger about my "Oh No, I Don’t Think So" post not even about the content of the post itself. I had submitted into the Carnival of Homeschooling, and I was questioned how that had to do with homeschooling. Now I know it may not have had to do directly with homeschooling, but it would affect homeschooling and women just the same. I felt that it was something people needed to know about and it did have to do with researching for my government class.

  Anyway, while thinking over this, I questioned myself on what it really had to do with homeschooling. I came to the conclusion that it did have to do with homeschooling, and more specifically my homeschooling. This whole situation brought to my mind the question: What is homeschooling??

  I know there are many different ways to decide that. There are many different types of homeschooling and it all depends on the homeschool itself. My homeschooling may be getting the textbooks out and sitting down to learn my math, while yours may be to go outside and take a nature hike and catalog all the insects, flowers, trees and minerals you see. The bottom line is that homeschooling is learning from home. Learning, more specifically, your education at home. Here is what the dictionary gives as the definition of homeschooling:

HOMESCHOOLING - the practice of teaching one’s own children at home, instead of sending them to school. [Origin 1985-1990]

  So teaching one’s own children at home is homeschooling. But we all know there are many different genres or methods of homeschooling. How can you decide what homeschooling is for someone else?? You really can’t because of all the different ways there is to homeschool. I thought I would take an in-depth look at the different ways to homeschool.

  I found alot of information about methods of homeschooling and what they include and what is the purpose of the specific methods.

Here are "Common Educational Philosophies":

Essentialism assumes that there is a core body of knowledge that must be mastered in order for a person to be considered "educated". It focuses on the "essentials" and is subject oriented. Essentialism could be summed up in this phrase: "Information is the key to a good education."

Perennialism is more "idea" oriented, and considers education to be consisting of becoming acquainted with the great writing and thinking throughout history. To perennialists, "understanding is the key to a good education."

Progressivism seeks to make education practical and applicable to the needs of the students and society. It assumes that making knowledge and skills meaningful are the keys to good education.

Existentialism stresses "authenticity" the commitment to finding true being. To the existentialist, discovering one’s own meaning and purpose in life is the key to a good education.

  Here are "Common Teaching Approaches". They are divided up into 2 main curriculum teaching groups: Traditional (Textbook and workbook or worktext categories) and Non-Textbook (Classical, Unit Studies, Living Books, Principal, Unschooling, and Mixed categories)

  The Traditional Approach - In the Traditional Approach, graded textbooks or workbooks follow a scope and sequence that covers each subject in 180 daily increments over a span of 12 years. Teacher’s manual’s, tests, and record keeping materials are usually available that correspond with each of the texts. Textbook curricula assume you will run your home school like an institutional school. Worktext programs present textbooks in consumable workbook format. The student learns his lesson, is given assignments, and is tested all in the workbook. The worktexts include tests or check points to ensure that the material in each section is mastered before the student moves on the next.

  Worktexts also allow more independent study and require minimal teacher preparation time and supervision. Video programs are also available that are actual classrooms on video. The child follows along with the video as if he or she were attending the class, and uses the accompanying textbooks or workbooks. Traditional curricula are also available on computer. Many satellite school as well as universities now offer computer courses on CD or through the internet.

  Non-Textbook Approaches - Although there are a number of excellent textbook and worktext programs available, many home educators object to the fact that textbooks are teacher-directed, chalkboard-oriented, and seldom take into account different teaching approaches or the different way children receive and process information.

  John Gatto says, "Real books educate. School books school." With textbooks many parents feel they are "bringing the classroom home" instead of educating their children in a way that is uniquely home-based. These parents have found alternative teaching approaches that allow them to tailor their homeschooling to their family’s particular needs.

  The following is a brief explanation of the five most common non-textbook approaches:

The Classical Approach is derived from successful courses of study throughout history and recently revived through the writings of Dorothy Sayers.

The Principle Approach is based on the premise that our nation is a unique and vital link in the westward chain of Christianity.

The Living Books and Life Experiences Approach of Charlotte Mason treats children as persons, not as containers to be filled with information. The Unit Study Approach integrates several subject areas around a comment theme.

The Unschooling Approach assumes that children are natural learners and gives them the resources to do so.

The Eclectic/Mixed Approach is a blend of the all the different approaches.

The Heart of Wisdom Approach is a Bible-based mix of many excellent teaching methods.

The Internet/Computer Class Approach is an internet based study that uses the internet and computer for all its teaching.

The methods descriptions in detail:

  The Classical Approach - In the Classical Approach, children under the age of 18 are taught tools known as The Trivium. The Trivium has three parts, each part corresponding to a childhood developmental stage.

  The first stage is the Grammar Stage. It covers early elementary ages and focuses on reading, writing, and spelling; the study of Latin; and developing observation, listening and memorization skills. The goal of this stage is to develop a general framework of knowledge and to acquire basic language arts and math skills.

  At approximately middle school age, children begin to demonstrate independent or abstract thought (usually by becoming argumentative or opinionated). This signals the beginning of the Dialectic Stage in which the child’s tendency to argue is molded and shaped by teaching logical discussion, debate, and how to draw correct conclusions and support them with facts. The goal of this stage is to equip the child with language and thinking skills capable of detecting fallacies in an argument in an argument. Latin study is continued, with the possible addition of Greek and Hebrew. The student reads essays, arguments, criticisms instead of literature as in the Grammar Stage. History study leans toward interpreting events. Higher math and theology begin.

  The final phase of the Trivium, the Rhetoric Stage, seeks to produce a student who can use language, both written and spoken, eloquently and persuasively. Students are usually ready for this stage by age 15.