God Schooling: How God Intended Children to Learn

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God Schooling: How God Intended Children to Learn

God Schooling: How God Intended Children to Learn

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In this talk I offer a new way of framing the goals and functions of schooling in the United States. Schooling in the United States has never been a public good, nor has “the public good” been its primary goal. Instead, I will argue that since its origins in the early nineteenth century, schooling has been a white good, designed to promote white advantage. Insofar as schooling has approached being a public good, that tendency has emerged as the result of counter-majoritarian, explicitly racial activism led by non-white people. The struggle for racial justice has been the struggle of moving schooling from a white good to a public good. In the book of Proverbs, a son is exhorted to heed his father’s instruction, and the application of the knowledge learned is called wisdom. The word education may not appear in the English form in the Bible, but Scripture does say a lot about the process of education, and it begins with the parent and child. The command to parents is to nurture their children in the Lord (Ephesians 6:4), and the Greek word paideia, translated “nurture” in the KJV, carries with it the idea of training, education, instruction and discipline. If you want to know more about what unschooling looks like, especially from a Christian perspective or if you just want some encouragement and ways you can integrate more real life learning into your student’s education God Schooling: How God Intended Children to Learn is a great book. ** Also, she has a 1/2 price sale on the e-book version until August 22nd**

During and after Reconstruction, however, white people adapted to these changes, applying exclusion to new groups (notably Mexican and Chinese in the West), expanding boarding schools for Native children, and developing the interrelated practices of spatial and bureaucratic segregation in ways that ensured white advantage. Footnote 62 In its Plessy decision of 1896, the Supreme Court gave federal legal cover to segregation as a strategy of white supremacy, arguing, illogically, that providing services separately according to categories of domination (races) was legally permissible as long as the allocation of services was equal. Footnote 63 Julie makes valid points that we all need to consider as moms and teachers. My favorite question she asks us to prayerfully ponder is “What is God’s will for this family?” instead of, “What curriculum should we be using”? The Bible has a positive view of education. In fact, even Jesus learned. Luke 2:52 says, "And Jesus increased in wisdom and in stature and in favor with God and man." For two hundred years schooling in the United States has provided a formal education rooted in colonial knowledge—defining civic insiders and outsiders, framing right and wrong perspectives, promoting “facts” from geography and science—all with white settler identity at the core. Footnote 79

The abider advantage

With the October deadline fast approaching, how well-informed do you feel about your child's application to start secondary school in a year's time? Corinthians 1:30 “It is because of him that you are in Christ Jesus, who has become for us wisdom from God – that is, our righteousness, holiness, and redemption.” ( Jesus Bible verses) The church has historically promoted education and the improvement of the mind. The Reformer John Calvin was a strong advocate for universal education, believing that every child should be trained in reading, writing, math, and grammar, as well as religion. Martin Luther taught that education was essential, “both to understand the Word of Scripture and the nature of the world in which the Word would take root.” The modern Sunday school movement began in 1780 when Robert Raikes began educating poor children who were otherwise overlooked by society. Most universities, including Harvard, Yale, Princeton, Oxford, and Cambridge, were founded by Christians as religious schools. As my kids approach an older stage of middle and upper elementary age, my kids do need more life skills than academic knowledge. I’d rather have my kids understand how to solve a problem using logic than memorize facts. FINAL THOUGHTS This book is wonderful regardless of it your new to homeschooling or not. It really feels like your listening to a dear friend tell you all she's learned and what's worked for her family and why. It could be a great deal of encouragement for someone struggling or wonderful wisdom for parents with children at any age. I really enjoyed reading about high school

The Bible also cautions that education isn't everything. Solomon wrote, "… Of making many books there is no end, and much study is a weariness of the flesh" (Ecclesiastes 12:12). He is not saying not to study, but that because there is no end to learning, we should not place undue emphasis on it. In summary, I would highly recommend adding this book to your top 10 homeschool book list and as a reference guide. It’s meant to encourage you to pursue your calling as a homeschool teacher and try to understand your child’s motivation and passions. So far my argument begs the question: How did white Americans maintain their advantages in schooling, when people of color have put up so much resistance? Proverbs 18:15 “The mind of the prudent acquires knowledge, and the ear of the wise seeks knowledge.” In America, the demographic circumstances of a child’s birth substantially shape academic success. Sociologists have spent decades studying how factors beyond students’ control – including the race, wealth and ZIP code of their parents – affect their educational opportunities and achievement.

UNSCHOOLING EXAMPLES

Her chapter on children ages eight to twelve touches on many areas but I really liked what she had to say about entrepreneurship and service. In our family we believe that serving others is a Biblical command and we try to teach our children to serve from a very young age. During this eight to twelve range, they become capable of more complex service and taking more ownership in serving others. It is an important part of learning and development. Entrepreneurship is another important component of education for that age group. Learning to do meaningful work and contribute is a vital skill for successful adulthood. It is also a Biblical command and she shares several scriptures including 1 Thessalonians 4:11 and Ephesians 3:28 which talk about working with your own hands. Grab this free planner and master home and homeschool organization in an easy-to-understand and implement method.

My analysis of the interview data revealed that many abiders, especially girls from middle-upper-class families, were less likely to consider selective colleges. In interviews, religious teens over and over mention life goals of parenthood, altruism and serving God – priorities that I argue make them less intent on attending as highly selective a college as they could. This aligns with previous research showing that conservative Protestant women attend colleges that less selective than other women do because they do not tend to view college’s main purpose as career advancement. Grades without God In my book, I examined whether intensely religious teens had different academic outcomes, focusing on three measures: secondary school GPA; likelihood of completing college; and college selectivity. This is an excerpt from the interview with Julie Polanco on God Schooling. Listen to this broadcast for the entire content.

GOD SCHOOLING SUMMARY

Ilana Horwitz does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment. Partners Solomon wrote, “Of making many books there is no end, and much study wearies the body” (Ecclesiastes 12:12). Any student who has pulled an all-nighter, crammed for a test, memorized an equation, or pored over a textbook can verify the truth of that statement. Solomon’s point was that there are more important things than simply amassing knowledge—namely, fearing God and obeying Him (verses 13-14). Now, we do not unschool our children, nor did this book make me want to jump on the unschooling bandwagon. However, because I believe that as a mother I can receive personal revelation for what is best for my children, I firmly believe that God called this mother to unschool her children because that was what was best for them. And it's okay that it isn't what is best for us. Wisdom of God will lead to a life of ultimate joy. We were created to live eternally in the presence of God, where we will be with the source of all wisdom. To fear God means to fear running away from Him. It is keeping blinders around our eyes so that we can’t see anything else around us – just the straight path before us, laid out by Scripture, pointing us to our Savior. God will meet our needs. God will take care of our enemies. God will guide us on our path. In God Schooling, Julie Polanco uses research, Biblical references, and her own experiences to encourage readers in their homeschooling journey. She emphasizes intrinsic motivation, collaboration, entrepreneurship, developmentally-appropriate learning, and seeking God’s leading. She helps readers understand how to implement these things in their own homes and advocates relationship-based homeschooling.

It is important at this point to distinguish between a white good and the tempting idea of a “racial good.” The problem with naming something a “racial good” is that race is not a general category of social difference; it is a specific category of social dominance and subordination. There can be racial things, but a racial good is by definition also a racial harm, since race is a system of domination. The difference depends on which “race” we are talking about. The racial paradigm, globally, is known and needs no abstraction—indeed, abstracting becomes its own sort of racial project by denying the very real power of whiteness as a global and local variable in human relations. Footnote 42 Likewise, limited attempts at a theory of “relational goods” obscures or ignores real-world racism and the allocation of relational harms. Footnote 43 This aspect of white things—that they have no equivalent for other groups—means that non-white people often have to navigate them, as sociologist Elijah Anderson explains, “as a condition of their existence.” Footnote 44 A second, less common but influential account of schooling frames it in economic terms: schools allocate public and private goods, generate society-wide human capital, and individual social mobility. The economic framing of schooling also sidelines racism, however. The classical economic way of seeing schooling might partially explain why those nine children (and their parents) were putting themselves in harm's way (although they had other motivations too), but I don't see how the economic framing accounts for the mob, who are not there for their individual private interests or to support the economic development of Arkansas. Corinthians 2:6-10 “Yet when I am among mature believers, I do speak with words of wisdom, but not the kind of wisdom that belongs to this world or to the rulers of this world, who are soon forgotten. 7 No, the wisdom we speak of is the mystery of God—his plan that was previously hidden, even though he made it for our ultimate glory before the world began. 8 But the rulers of this world have not understood it; if they had, they would not have crucified our glorious Lord. 9 That is what the Scriptures mean when they say, “No eye has seen, no ear has heard, and no mind has imagined what God has prepared for those who love him.” 10 But it was to us that God revealed these things by his Spirit. For his Spirit searches out everything and shows us God’s deep secrets.” She also goes into experiential learning in that chapter. Children learn much better when they can experience that which they are trying to learn. She gives multiple examples from field trips and nature walks to living books and hands on crafts. These have been a vital part of our educational experience and I appreciated the encouragement to continue with this type of learning even as my children get older.To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account.



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