How many homeschooling families are there on AFF?

[tbpew]

As a home educator for over 20 years, I would be at the front of the line for acknowledging that each person's life track will need to consider when and where specialty mentoring is appropriate and effective.

Foundations are general and applications are specific, but both the foundation and application require an accuity to process content.

There is a season for everything...but lets not rob the vulnerable members of families to send them to the tudors and governors. The school of Tyranneous (sp?) was a place where men gathered to study and consider.

Lets take an example from Churchanity:
If the preacha interprets the text (source), chews and digests it, then, using the action of reverse Parostosis (aka puking), delivers it to the students....what is the students interpersonal involvement with the source?

Virtually nothing!

The delivery system has introduced another transfer point that seperates the beneficiary from the benefactor. Any chance for a love of the source by the recipient is lost due to a corruption pertaining to the delivery system.

The recepient may develop a love, or a codependancy, with the delivery system, but the content has a greatly diminished value in the experience of the recipient.

[MissBrattified]

Originally Posted by tbpew

As a home educator for over 20 years, I would be at the front of the line for acknowledging that each person's life track will need to consider when and where specialty mentoring is appropriate and effective.

Foundations are general and applications are specific, but both the foundation and application require an accuity to process content.

There is a season for everything...but lets not rob the vulnerable members of families to send them to the tudors and governors. The school of Tyranneous (sp?) was a place where men gathered to study and consider.

Lets take an example from Churchanity:
If the preacha interprets the text (source), chews and digests it, then, using the action of reverse Parostosis (aka puking), delivers it to the students....what is the students interpersonal involvement with the source?

Virtually nothing!

The delivery system has introduced another transfer point that seperates the beneficiary from the benefactor. Any chance for a love of the source by the recipient is lost due to a corruption pertaining to the delivery system.

The recipient may develop a love, or a codependency, with the delivery system, but the content has a greatly diminished value in the experience of the recipient.

[Pressing-On]

Originally Posted by tbpew

As a home educator for over 20 years, I would be at the front of the line for acknowledging that each person's life track will need to consider when and where specialty mentoring is appropriate and effective.

Foundations are general and applications are specific, but both the foundation and application require an accuity to process content.

There is a season for everything...but lets not rob the vulnerable members of families to send them to the tudors and governors. The school of Tyranneous (sp?) was a place where men gathered to study and consider.

Lets take an example from Churchanity:
If the preacha interprets the text (source), chews and digests it, then, using the action of reverse Parostosis (aka puking), delivers it to the students....what is the students interpersonal involvement with the source?

Virtually nothing!

The delivery system has introduced another transfer point that separates the beneficiary from the benefactor. Any chance for a love of the source by the recipient is lost due to a corruption pertaining to the delivery system.

The recipient may develop a love, or a codependency, with the delivery system, but the content has a greatly diminished value in the experience of the recipient.

Always good stuff, tbpew!

[noeticknight]

Originally Posted by tbpew

The delivery system has introduced another transfer point that seperates the beneficiary from the benefactor. Any chance for a love of the source by the recipient is lost due to a corruption pertaining to the delivery system.

The recepient may develop a love, or a codependancy, with the delivery system, but the content has a greatly diminished value in the experience of the recipient.

I'm not sure I can agree with this conclusion entirely. However, I do agree with your thoughts on the "corruption," or institutionalization of something, whether that be schools, churches, etc. I firmly believe that all students are people, and people are genuinely different, possessing diverse talents and abilities. Our modern day educational system fails in this regard, because it is slow, and perhaps incapable of effectively tailoring the experience to the individual. Emphasis is given to certain fields such as science and math, while students who excel in the arts or whathaveyou are left feeling inadequate and inferior. In fact, as was in my case, many are forced through a curriculum laden with science because that is what the job market values most these days.

With that said, I was never homeschooled, but went the traditional route. My wife takes piano lessons from a South African family, and they do homeschooling for their children. I am quite impressed with their experience. Apparently, they are able to socialize with others, play sports, music, clubs, and a host of other amenities I wasn't aware of intially. I actually like the fact that they seem to be more about competency than competition. Of course, competition is a reality that never really goes away, not after college, or even after the first job. My concerns as a parent would be, does this environment prepare them for that? Will their worldview be limited to my own? Will colleges view them as serious candidates if they decide to apply? Possibly a good solution may be a mix: some public, some private, etc. My bottom line? Whatever approach works best for the individual, whatever method best addresses the personal need, aptitude, and talents of the person, that is the one that should be pursued.

Good thread MissB.