The Classical Scholar

Home education theory is an interesting discussion, but we need precise instructions for turning the idea of an authentic classical Christian home education into reality. Navigating any journey requires planning the course from start to finish. That’s why I have prepared my road maps for mastery of reading, thinking, and speaking skills. These checklists represent my personal goals for my children. You can use them as a springboard for developing your own homeschool curriculum goals.

In my opinion, these are the six specific language abilities that every literate homeschool child needs to master: (1) how to read, (2) how to spell, (3) how to write, (4) how to punctuate and capitalize, (5) how to use proper grammar, and (6) how to decipher unfamiliar vocabulary.

If you are one who needs more detail in achieving and assessing the skill, I have listed some basic abilities that I look for in my own children, but the list is certainly not all-inclusive. The beauty of classical education lies in the fact that you get to customize the content and methods to your own family’s needs.  Here is the complete Home School Curriculum Road Map to Mastery of Reading Skills:

How to Read

• Read aloud (from/to)
• Inflect voice
• Decipher phonetics
• Recognize sight words
• Read independently
• Narrate and predict content

How to Spell

• Apply rules in context
• Find and correct errors
• Divide syllables and hyphenate
• Record dictation and correct errors
• Play spelling games
• Participate in spelling bees

How to Write

• Learn lower and uppercase alphabet
• Create ABC book
• Refine print and cursive handwriting
• Copy classic authors
• Learn to type

How to Punctuate and Capitalize

• Learn rules of usage
• Add missing marks and capitalize
• Find and correct errors
• Learn proofreading marks

How to Use Proper Grammar

• Memorize the eight parts of speech
• Substitute eight parts in context
• Learn gender, case, and declension of nouns
• Learn comparative and superlative rules of modifiers
• Learn conjugation of verbs
• Apply syntax rules
• Diagram sentences
• Familiarize with verbals

How to Decipher Unfamiliar Vocabulary

• Interpret contextual meaning
• Practice dictionary usage

Please feel free to tailor this road map to your own needs. Simple goals allow us to teach out of a position of rest instead of anxiety. Keep your eyes on the big picture and be creative in achieving the goals of your homeschool curriculum.

As the sparkling lights of the symphony hall were dimmed, a hush fell over the matinee crowd full of home schooling families. All chattering ceased as the distinguished maestro confidently walked across the stage and silently addressed the musicians with his baton. After many years of diligent practice, the concertmaster was perfectly equipped to escort his audience on a musical journey that would quicken hearts and challenge minds.

Over the years, the maestro had mastered the language of music theory: melody, harmony, and rhythm. The longer he studied music, the more he understood the deeper mysteries of his art. Instruments, movements, and themes became his playground for critical analysis and experimentation. Finally, he learned how to interpret the unique meaning of the music and convey the composer’s intent by coaching the performers in their craft. His mastery of language, thought, and communication within his area of expertise would bless his community today during the concert and for many years to come as he continued to influence his culture with his passion for bringing music to life.

The maestro demonstrates four unusual qualities that we want to foster in our rising homeschoolers:

• He masters the material.

• He disciplines himself.

• He interprets meaning.

• He influences his culture.

Why call these qualities unusual? Because most of today’s preteens and teenagers are captives of an educational system that breeds opposing characteristics and behaviors. Authentic classical Christian home schooling requires a profound shift in thinking about education. Think about your own public school experience.

Mastery is difficult if you only skim the surface. You went to school for 12 years. You had one textbook for each class. Every textbook had 36 chapters - one chapter for each week of the school year. You read one chapter a week. You were segregated by age into a grade. You studied the same textbook as your peers. That textbook was approved by a committee of certified educators who decided what information every child in your grade needed to know about that particular subject. If you couldn’t keep up with the instruction, you felt like an inadequate failure. If you understood the concepts, you were bored with the repetitive drills. The time restrictions of the calendar dictated the material taught, and there was no leeway for slowing down or accelerating learning.

No time for mastery.

Self-discipline is not necessary if someone tells you what to do. You were assigned a home room, and you had your own desk. You were given a timed schedule. Tardy arrivals and absences were noted on your record. You went where you were told including the bathroom and lunchroom at specific times. You read the chapters, you took the tests, you wrote the essays, and you memorized the material, but for some reason, you can’t remember much of what you learned! You were a good student who did what you were told. Good behavior was dictated not by the heart’s desire, but by the law. As soon as the teacher left the room, chaos broke loose.

No room for learning how to make informed decisions or teach yourself.

Interpretation is impossible when someone else tells you what to think. That committee of certified educators made the important decisions for you about what facts were important in literature, grammar, science, math, social studies, health, home economics, and all the other electives. Surveys, also known as secondary sources, formed the backbone of your education. The highlights of human knowledge were offered. Some might say your education was a mile wide and an inch deep. Education experts decided that you were unable to handle the heavier “classics” (other than a token play by Shakespeare or novel by Dickens). Anyway, we all know that the classics are too difficult for teenagers, right? You were required to parrot back the facts that you’d memorized on multiple choice and true-false exams.

No chance for independent thinking or interpretation of meaning.

Influence is negative when your highest goal is self. Public schools no longer teach history; they teach social studies. At the center of all social studies is the individual. Next comes his family then his community then his world. In public school, motivation for action is centered around the individual and his or her vocation. You worked hard to get good grades to get a good job. In our family, we refer to this dilemma as “me is me to me.” If educators dream of shaping kids who will influence their community, these dreams are limited to the creation of “good” citizens although good is defined in a Greek sense and not necessarily a Biblical sense. References to the God of human history are non existent, and as such, young people fail to understand their purpose. Since one of the responses of faith is sacrificial service to others, a major motivation for blessing the community cannot be discussed in public schools. Service to others requires a redirection of focus from the self to the community.

No incentive to influence or share what you have learned with others.

Thankfully, you have chosen home schooling, a radically different path for your children! You have the luxury of time to help your homeschoolers master the three skills of the trivium. You have the luxury of gradually training them to be independent, self-directed thinkers who are responsible for their own learning. You have the luxury of determining your own homeschool curriculum content so that your kids can learn to grapple with the great ideas of Western Civilization as they read and discuss the classics, selected surveys, and biographies. Finally, you have the extreme privilege of being able to lead your children into an eternal relationship with the Living God, teach them how to use Scripture as the spectacles through which to view the world, and show them how to serve others in a way that influences and blesses. Adopt a counter-cultural stand, and experience the joy of classical Christian home schooling today!

Are you incorporating classical rhetoric in your child’s home education?  According to the honorable Zell Miller, former governor of the state of Georgia and United States Senator,

“Twenty years of votes can tell you much more about a man than twenty weeks of campaign rhetoric. Campaign talk tells people who you want them to think you are. How you vote tells people who you really are deep inside.”

Although you’ve heard the word “rhetoric” used in contemporary conversations, you might not have a clear idea of what it means in terms of an authentic classical home education. The two most common usages of the word rhetoric in my community of Christian homeschoolers are as follows: (1) the inflated verbosity of politicians to win votes at all costs, and (2) the misuse of the original term to describe a “stage” of classical home education, generally the homeschool high school years. Our lack of understanding stems from the fact that the term rhetoric belongs to an art (remember the seven liberal arts of a classical education?) that was constructed during ancient times, practiced for thousands of years, yet abruptly abandoned as a fundamental discipline in our public schools during the middle to late 1800s. In short,

Rhetoric is the art of oratory.

For thousands of years, classical rhetoric was classified as (1) verbal, (2) conciliatory, (3) persuasive requests (as opposed to coercive demands) that were (4) delivered by a single orator. More recently with the invention of the printing press, the term rhetoric was broadened to include written as well as spoken oratory. Oratory, derived from the Latin infinitive “orare” which means “to pray”, is simply the art of speaking in public and writing for the public. The same principles of rhetoric are applied to both oral and written disciplines.

Classical rhetoric is the art or discipline of using written and spoken discourse to persuade, inform, or motivate an audience…the very essence of the speech or essay is meant to move the listener or reader. According to Scottish Presbyterian Minister and Master of Rhetoric, George Campbell,

“we discourse to enlighten the understanding, to please the imagination, to move the passions, or influence the will.”

Although Campbell was primarily interested in the art of rhetoric because he believed it would result in better preachers, contemporary home educators see the application of rhetoric to a whole slew of opportunities from platform, interpretive, and limited preparation speeches and essays to books, sermons, and face-to-face encounters in the community.  Now that you know the definition of classical rhetoric, will you incorporate it into your child’s home education?

The home education philosophy of Oliver Van DeMille is fascinating and provides the impetus for George Wythe College (of which he is President and founder) and his book, A Thomas Jefferson Education: Teaching a Generation of Leaders for the Twenty-First Century, which espouses one variation on classical home education called “leadership education.”

Prior to the completion of his undergraduate degree, DeMille acutely felt the gap between his expectations and the reality of his textbook education. He greatly desired a deep and broad education which would prepare him to positively impact society. DeMille had read with admiration about the mentor/protégé relationship between George Wythe (signer of the Declaration of Independence) and Thomas Jefferson. He decided to take responsibility for this ‘conveyor-belt’ deficit; he asked an elder scholar to mentor him just as Wythe mentored Jefferson. It was during this unusual course of study that DeMille’s concept of leadership education was born.  Later, he incorporated leadership education in his own home.

According to DeMille, teachers do not educate…they inspire students to educate themselves. Teachers teach; students educate. He argues that education occurs when students get excited about learning. Great teaching leads to excited students.  His home education philosophy applies in both the collegiate environment and in a classical home school.

Using the leadership approach, the two great teachers are mentors and the classics. “Mentors meet face-to-face with the student, inspiring through the transfer of knowledge, the force of personality, and individual attention. Classics were created by other great teachers to be experienced in books, art, music, and other media.” The combination of great mentors and great classics will result in an educated statesman who will apply the depth and breadth of knowledge in practical ways that help others.  This approach to home education in high school in consistent with the Socratic Paideia years in which dialogue between homeschool parent and homeschool teen drives instruction.

Beyond the educational philosophy, DeMille offers concrete steps for facilitating a leadership education in the classical home school.  Regarding mentors, he offers six fundamental keys: use the classics, personalize the study program, read/write/discuss, apply lessons to life, only accept quality work (“great work” or “do it again”), and set the example by doing all of the above for yourself!

He provides a comprehensive list of age-appropriate books to read although they are not all widely accepted as classic literature.  He contends that future leaders should study the classics because they:

1. teach human nature
2. bring face-to-face with greatness
3. reveal unconquered frontiers
4. force thinking
5. connect cultural stories
6. teach that personal and national canons give life purpose

Finally, DeMille answers frequently asked questions as to how to implement this leadership home education method and gives specific direction as to subject areas.

Much of the direction of the course of study is set by the student as he matures and determines his passions. The concept of depth and breadth require rigorous study on the part of both parents and students; however, the result is likely to be a family of lifelong learners who significantly impact their community.

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To learn more about the “pillars” of DeMIlle’s leadership education, read the history of George Wythe College.

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Does “leadership education” sound like a home education philosophy that you might want to explore? Learn more about it by joining one of the following free Yahoo Discussion Groups. [The descriptions of each group come directly from Yahoo.]

IEW-TJE (382 members)

“Started by a group of Christian women who use The Institute for Excellence in Writing materials, this group discusses the ideas and implementation of “A Thomas Jefferson Education” by Oliver DeMille and “Teaching the Classics” by Adam Andrews in the Christian homeschool. This group does not necessarily reflect the views of IEW.”

MentoringOurOwn (997 members)

“This group is for those of us who are making the transition from the conveyor belt education paradigm and into the world of mentoring our own children. As we apply the principles we are learning, we can share our experiences and new-found understanding with each other, through our articles. Topics appropriate for this site might include, but not be limited to: Thomas Jefferson Education (TJEd), Leadership Education (LEd), American Hebraic Classical Leadership Education, 5 Pillars Certification, 5 Pillars of Statesmanship, Liber, Divine Providence, Georgics, Public Virtue, Central Canon/Classic, Gospel Scholar, The Lord’s Library, Family Work, Family Rhythms, Core, Love of Learning, Scholar, Depth, and Mission Phases of life and learning.”

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Have you read about the unschooling home education option of John Holt, “living books” home education philosophy of Charlotte Mason, or the systematic classical home education model of the mother-daughter team of Jessie Wise and Susan Wise Bauer yet? Discover that they all encourage love of learning even though different paths are suggested to achieve such a love. How are you doing at verbalizing your own home educational philosophy? Answer ten questions in my post, “What Is Your Home Education Philosophy?”, to determine your family’s philosophy of home education.

Originally written in 1999 by the mother-daughter team, Jessie Wise and Susan Wise Bauer, The Well-Trained Mind: A Guide to Classical Education at Home (revised in 2004) systematizes the “lost tools of learning” educational theory of Dorothy Sayers to train the child over a twelve year period. The authors are wildly popular within the classical home education community, and rightly so since they satisfied the desires of the many parents who were not classically educated by providing them with a detailed road map, by grade, for the rigorous content of a classical home education.

Learning is organized around three main stages in a child’s mental development which hypothetically correlate to the three stages of the classical trivium: grammar, logic, and rhetoric. According to Wise and Bauer, the grammar stage comprises the early elementary years when the child is absorbing facts and experiences like a sponge. Both oral and written narration is key to this stage. During the logic stage, the authors propose that the maturing youth begins to critically analyze information while the rhetoric stage involves the refinement of personal communication skills through public speaking and writing.

History is the foundational building block in this philosophical home education method and is segregated into four major periods: ancient, medieval, renaissance or revolutions, and modern. The family who follows this method all 12 years will rotate through each period of history three times.

Science and literature are coordinated with the period of history being studied. For example, when the student studies ancient history, he also studies life science which is what the people of that age would have known. Astronomy is studied with medieval history, chemistry is studied with revolutions, and physics is tackled with modern history.

Classical literature like Homer’s Iliad is read three times. During the grammar stage, the parent reads an abridged picture book version; during the logic stage, the student reads an abridged version. Finally, the student reads the original classic during the rhetoric stage. This pattern lends coherence; as the student matures, knowledge, understanding, and wisdom widens and deepens. Latin, formal logic, art, and music are also covered in this approach.

According to the authors, there are three major characteristics of their classical home education philosophy. Primarily, the “well-trained mind” classical education is language-focused; the conversion of words (symbols) into mental concepts requires different skills from those required for image-focused methods. Secondarily, skills are built over time in that knowledge is gained (grammar stage), logical tools are acquired to analyze such knowledge (logic stage) , and reasonable personal conclusions are expressed (rhetoric stage.) Finally, to the classical student, all knowledge is interrelated as evidenced by the coordination of disciplines like history, science, and literature.

Not only do Jessie Wise and Susan Wise Bauer provide a thorough analysis of the philosophy of classical education but they also provide extensive practical application in resource lists and schedule by stage. This interpretation of classical home education is rigorous and demanding on both parents and students because it layers additional subjects like Latin on top of what looks like a traditional public school model of education.  Don’t try to do everything that is recommended in The Well-Trained Mind; instead, use it as a reference tool and tailor the suggestions to your own family situation if your own home education philosophy leans toward a highly structured, systematic education paradigm.

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Are you a fan of Susan Wise Bauer’s four volume, Story of the World, history for children? If so, you might want to download a few excerpts of her newest (released March 2007) adult history, The History of the Ancient World.

You can read more about Susan Wise Bauer at her blog.  She and her husband planted a church with her parents, she homeschools four kids, and she writes book after book. She is a 1st generation homeschool graduate.

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If you are interested in sharing ideas with other homeschool parents who relish the home education philosophy of “the well-trained mind,” consider joining one of the following free Yahoo Discussion Groups. [The following descriptions are provided by each Yahoo group.]

WellTrainedMindDscn (2835 members)

“The participants on this list discuss the book “The Well-Trained Mind: A Guide to Classical Education at Home” (TWTM or WTM) by Jessie Wise and Susan Wise Bauer. Although we have a moderator, we do not have any “experts” — we’re all trying to figure out how to apply these principles in our own home, according to our own experiences. This group is open to all homeschoolers who are interested in learning more about classical education methods. Therefore, although religion may be mentioned, it is not to become a point of contention. The focus of the discussion is to remain on-topic, with short friendly side comments allowed. We will discuss one main topic per week, along with whatever items members want to bring to the group (questions, successes, comments).”

WellTrainedMindFamilies (556 members)

“The families on this list discuss the book “The Well-Trained Mind: A Guide to Classical Education at Home” by Jessie Wise and Susan Wise Bauer. This group is open to all homeschooling families who are interested in learning more about classical education methods. This list is here to discuss how to implement TWTM into everyday life and all that goes along with it…from legal issues, to book suggestions, to discipline problems, to sleeping issues, to how to teach how to share. We believe homeschooling is 24/7, so for us, basically life is one big school.”

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Read more about the John Holt’s unschooling home education philosophy, the living books of the Charlotte Mason home education, and the leadership home education of Oliver DeMille, and discover that they all encourage love of learning even though different paths are suggested to achieve such a love. Do you need some help verbalizing your own home education philosophy? My post, “What Is Your Home Education Philosophy?,” offers 10 questions to get you started.

The profound influence of Charlotte Mason, a dedicated educator of young women in Victorian England, continues to shape the classical home education philosophy of many contemporary parents. During the mid to late 1800s, Miss Charlotte Mason served as headmistress to an “infant “ school, founded a teacher’s college for young women, and wrote numerous books and letters on her philosophy of education. Many parents find the reading of the six volume set entitled The Original Home Schooling Series to be a slow but extremely valuable endeavor. If you have less available reading time, you might prefer to read A Charlotte Mason Companion, written by Karen Andreola, pioneer in the modern Charlotte Mason movement.  Mrs. Andreola has called her interpretation of the Charlotte Mason method “the gentle art of learning” which involves narration, copywork, nature notebooks, music and art appreciation, and the use of “living books.” In defining living books, Mason explains that entire works of good, classic literature and original source documents are preferable to textbooks which excise portions of whole books in order to shape agendas. Like the home education philosophy of John Holt, Mason’s philosophy of education centered around a love of learning: “nourish a child daily with loving, right, and noble ideas…which may bear fruit in his life.” Practical advice on cultivating such love is extensive in her six volume series as well as in Mrs. Andreola’s companion book.

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If you are interested in sharing ideas with other home education parents who embrace Charlotte Mason’s “living books” philosophy, consider joining one of the following free Yahoo Discussion Groups. The descriptions of each group come directly from Yahoo.

Cmason (1877 members)

“This list is for persons who are using or are interested in using the Charlotte Mason Philosophy for education (including homeschooling), or to enrich their own lives. We will research and discuss the original Home Education Series by Charlotte Mason but also other materials. While we use a lesson format for topical parent discussions, any CM question is welcome at any time and ‘newbies’ are encouraged to ask questions. For the Summer we will be using quotations directly from the Original Home Schooling Series (found online in our File section) for our weekly topical discussions.”

CM4earlyyears (972 members)

“To discuss the Charlotte Mason method of homeschooling for children, ages birth through 6 years. Please realize that Charlotte Mason was NOT an advocate of “formal” schooling for these years, instead, she stressed the formation of habits, exploring, and playing.”

CMSeries (851 members)

“This is a focused list for those wishing to learn more about the Charlotte Mason method of education by reading her books and Parents Review articles, and engaging in discussions of a philosophical nature. We welcome anyone who would like to dig deeper with us into the writings of CM, and who enjoys lively discussions.”

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What variations of classical home education do other parents embrace?  Those who prefer unschooling like the home education philosophy of John Holt.   Some parents prefer to develop a well-trained mind with the systematic instructions for a reinterpretation of classical home education proposed by Bauer and Wise.  Other homeschool parents yearn to raise leaders, so DeMille’s home education philosophy satisfies.   Regardless of how these home education methods differ, each author agrees that love of learning is a priority. Are you still wrestling with describing your own family’s home education philosophy? Read 10 Questions: What Is Your Home Education Philosophy?

The home education philosophy called unschooling was revealed in the landmark book, How Children Learn,  written by John Holt, a former 5th grade math teacher in an elite private school, during the early 1960’s before the modern homeschooling movement gained momentum. Since then, it has been embraced by one segment of the home education community as the quintessential reference on unschooling.

Primarily a journal based on Holt’s observations of children from birth to around age 10, the book proposes that children are born with an innate ability and desire to learn about the world around them, and given the freedom to explore the things that interest them, children will develop thinking skills.

Contrary to establishment educators, Holt argues that the traditional school model forces children to “learn” which results in a changed personality. Persistent testing and compulsory learning (often of subjects of no interest to the child) creates mistrust, anxiety, and low self-esteem. Instead of developing a love of learning, the traditionally schooled child loses his natural curiosity.

Unlike other books on home education philosophies, How Children Learn does not outline detailed methods for a successful home education; rather, he asks the parent to thoughtfully observe and respect the child —trusting that real learning will occur over time if the child is given space and freedom to explore.

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If you are interested in a free online support network with daily discussion,

you might want to consider joining the following Yahoo Groups:

Always Learning (1578 members)

“Discussion for homeschooling fans of John Holt, whose books Learning All the Time, Never Too Late, and Teach your Own have made unschooling a sweet and viable option for thousands of families. This is a moderated group, with trapdoors for the uncooperative. (Not moderated in the advance-approval way, but in the be-nice-to-play way.) It’s an idea group and is intended to lean more toward pure unschooling than neutral, general homeschooling discussion.”

Unschooling Basics (1866 members)

“A list designed for those new to the philosophy of unschooling. Ask experienced unschoolers all those niggling questions, and find out how unschooling works in real families. If you’re familiar with John Holt’s work, but unsure of how to begin or what an unschooling day really looks like, this is a place for you to discuss,question, ponder and become deeply familiar with natural learning and how it affects our entire lives. From parenting issues to learning from the whole wide world and beyond, come explore the issues that unschooling families have dealt with in the past and how to get beyond “school-think” to a joyful unschooling lifestyle!”

Christ Centered Unschooling (338 members)

“CCU stands for Christ Centered Unschooling. Unschooling is a style of home schooling based on the ideals of natural learning. John Holt, who is credited with coining the term “unschooling” espoused the idea that children, like all people, are born with an innate desire to learn. Learning is unavoidable and if given the encouragement and environment in which to flourish will happen without coercion or structure. Rigid structure, forced learning and contrived curriculum can be destructive to the desire to learn. Unschooling, practiced for several decades and by many families, has resulted in confident, productive and independent thinking adults. This list was formed as a place for Christians who are either unschooling, attempting to implement more unschooling into their lives or just interested in learning more about the ideas.”

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Are you interested in learning about other home education philosophies? Charlotte Mason believed in living books. Jessie Wise and Susan Wise Bauer systematize classical home education more like a public school model.  Oliver van DeMille preaches the leadership home education model.  One thing that they all have in common with John Holt and his home education philosophy called unschooling:  love of learning is a priority even though their methods for getting to that point differ.

Has your family developed a home education philosophy?  A common sensation grips both novice and veteran home educators when they encounter the vendor hall at the annual convention: panic! Row after row of eager vendors touting the essential benefits of their products often unintentionally confuse, overwhelm, and frustrate. The sheer magnitude of home education choices can be stupefying. Textbooks, DVDs, maps, CDs, cassette tapes, workbooks, flashcards, VHS tapes, art supplies, lab equipment, and even bread-making supplies are all for sale! Even the most prepared parents sometimes find themselves purchasing materials that do not meet the needs of their children nor do these materials accomplish the objectives of their home education philosophy. Knowing your family’s philosophy of home education can give you clear vision while you confidently peruse the multiple resources in wonder and excitement.

Although the number of home education methods is considerably less than the number of resources available to implement these methods, there are several approaches from which to choose. Your family’s home education philosophy is simply how you think about education — that is, your system of motivating beliefs, concepts, and principles. In determining your philosophy, consider the following 10 questions:

1. What do we believe about education?
2. What do we believe about our children?
3. What do we believe about our role as parents?
4. How do each of our children learn?
5. What parental experience is necessary?
6. What knowledge will we seek?
7. What character traits are most desirable?
8. How much control over content and time will we exercise during each phase of the journey?
9. What overall goals do we hope to accomplish?
10. How will we execute our dreams?

Such weighty questions are not easily answered. Significant reflection, research, and discussion over time will eventually reveal your family’s unique vision for educating your children. A universally correct answer does not exist; each family must personalize the final goals and execute accordingly.  Can you verbalize  your home education philosophy?

To get you thinking, here are some selected authors who propose five differing philosophies of education:

John Holt advocates unschooling as a home education philosophy

Charlotte Mason believed living books were important to education

Jessie Wise and Susan Wise Bauer systematize classical education

Oliver Van DeMille endorses leadership home education

Diane Lockman explains the simplicity of authentic classical homeschooling

Each author is highly respected within the home education community. Proven observations and solutions that effectively challenge and shape students (and parents!) serve as testimony to the validity of these authors’ approaches. Some might avoid certain books labeled as liberal or conservative; however, exclusive reliance on labels can rob us of the gems revealed in each book. One common theme of each author is love of learning, so take a look at the home education philosophy of each and then compare it to your family model to see where you fall on the spectrum.

Dear Classical Scholar,
What is a Christian home education?                  -Just Wondering

Dear ‘Just Wondering‘,

In contemporary Western culture, education is defined as the objective transfer of knowledge from an expert to a novice. Using various tools, techniques, and skills, the trained classroom teacher delivers “neutral” content, and the student is expected to master these facts. Public schools, private Christian schools, and even some Sunday Schools typically follow this educational paradigm which assumes that knowledge is simply a vast ocean of objective data which needs to be acquired by the student like the commercial fisherman catches a net full of fish. Consider three commonly accepted “neutral” fact families:

• multiplication tables
• punctuation rules
• chemical elements

Students are taught unrelated facts by cool, clinical technicians as if they had no interrelated deeper meaning or greater purpose than to be regurgitated on a test at the end of the semester. However, Christians know that knowledge is not neutral, and all data can be interpreted in light of God’s nature. Suddenly, multiplication tables have profound meaning as the careful observer sees the concept at work in the multiplication of plant and animal cells. Punctuation rules become significant for clear and effective communication and exposition of truth. The Periodic Table takes on new meaning as the student discovers the differing atomic weights and chemical properties of the elements. In short, observations about our world become opportunities to express decidedly passionate responses as we stand in awe of the greatness and infinite goodness of the Living God!

So what is a Christian home education? If you break down the term to its simplest interpretation, Christian home education would be “learning about Christ at home.” In fact, Proverbs 1:7 says that:

“the fear of the LORD is the beginning of knowledge; fools despise wisdom and instruction.”

According to this verse, we cannot even begin to acquire knowledge without first fearing , or respecting, the LORD from whom all truth originates. Instruction in truth comes from a relationship with the LORD.

Jesus didn’t send his disciples off to a trained technician who would teach them unrelated data from textbooks in a classroom with their peers. His educational system was rooted in a lifestyle of 24/7 community. He lived with his students. Where ever they were together was home. He taught and they imitated. Learning was not just about repetition of unrelated facts but about behavior and action. He didn’t artificially separate knowledge into categories or stand-alone subjects. Torah was His primary text. Loving God and loving neighbor was something they did…not just something they thought or read about. Interestingly, knowledge as Jesus gave it was certainly not objective - He was not in the least interested in transferring neutral data about life. His teaching was profoundly subjective, life-changing knowledge that created outrageous loyalty and love for God and men.

So what’s the first thing YOU need to do in order to give your kids a Christian education? You need to get to know Jesus personally. Spend time with Him, and let Him instruct you in His character, His passions, and His purposes. The better you know Him…the better disciple you will be; your relationship and knowledge of Him will directly impact the education of your children. You want to raise little image-bearers who reflect His glory everywhere they go and through everything they do. At the end of the home schooling journey, the Lord will not judge you on how much book knowledge you were able to impart to the kids. He’s concerned about how much your kids learned about Him through the home education they received.

Make time in your day to spend quiet time being discipled by your Lord; your own personal “Christian education” is crucial to the successful home education of your children. Don’t be a fool and despise His instruction. He wants to spend time with you today!

Just give me Jesus,

Diane

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If these posts are valuable to you, tell a friend about this blog. We all need encouragement in this home schooling endeavor, and you can actively show your love by sending the link to this post about Christian education.

Socratic Dialogue refers to a method of classical home education that was first recorded in ancient Greece by Plato. In two of his more famous works, The Republic and The Apology, Plato records the conversations between the teacher, Socrates, and a variety of students. Although not immediately apparent, these conversations represented a method of inquiry in which an abstract moral concept such as justice, temperance, or virtue was examined through the process of asking questions. In effect, the master Socrates taught the pupil a concept by asking instead of telling.

So, how do you use Socratic Dialogue in your own home school? Well, the parent decides what concept he or she wants to explore and plans a series of specific questions that will eventually eliminate contradictions and reveal underlying beliefs. The questions are intended to…

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