Essay Against Homeschooling
Modern international educational community characterized by a change in approaches to learning, especially learning that often characterized by mutual influence of formal and informal education. Various pedagogical institutions direct their work on the formation and development of children's ability to self-education and lifelong learning. The implementation of this principle provided by the system of lifelong learning, in particular, its varieties such as pre-professional and professional training. Home schooling is a learning process organized or planned at home in a family environment (Guess, 2010). Parents serve as the instructors or teachers interact with children of the family in roles of students. They are providing them with the necessary knowledge and skills. As a pedagogical phenomenon in the world home schooling has undergone several stages of its revival, one of which is the beginning of the 1970s of the twentieth century. During this period have flourishing popularity of this form of knowledge. At 2005, the number of American students who studied at the home base reached 2 million pupils. Experts of the US National Home Education Research Institute (NHERI) predict that to the end of 2010 in the US about 3 million students will learn in a family environment (Berlatsky, 2010). These figures explain the interest of scientists around the world to this phenomenon in the context of the study features of educational systems abroad. Scientific studies include standpoints of educative prognostication about the prospects of homeschooling appearance in US.
Student under features of home schooling is in a condition of desocialization. A child during home schooling does not know how to gain leadership, to fight for interests, overcome moral pressure. Isolation sometimes leads to excessive naivety or aggression. Also, children who taught at home detached from the phenomenon of social identity. The home student does not feel like a member of the group that is a driving unit of society. Home schooled children have problems with self-esteem based on the fact of absence of social environment. For a child is it embarrassing to assess their capabilities, it can enhanced self-esteem (Guess, 2010). It happens because the home pupil is unable to compare personal capabilities with other children in the context of group interaction. That is why among home schooling students are popular lessons with psychologist. Over 27,8% parents who’s children studying at home hiring psychologist once a week as a school counselor to communicate with a child (Isenberg, n.d.).
All responsibility for home schooling is the responsibility of parents. But can all parents ensure an appropriate level of quality educational services? Parents are not specialists or experts in the field of education. Moreover, they can not always provide adequate pedagogical approach to encourage the child to develop. Parents are not always clearly explaining some school material or assist in its understanding (Berlatsky, 2010). In addition, parents can not critically assess the quality of teaching own son or daughter through tolerance towards them because of family ties. Because unique home study lies in the fact that all family members related common life, mutual moral responsibility, and mutual assistance included in ongoing cognitive activity. Also, parents need to devote much time to the child learning to control quality of studying. Parents need regularly check homework and help to understand the material. Parents can not always cope with the fullness of obligement for the tutelage and upgrowth of the student. Even when parents hire tutors it has its drawbacks. The first problem is to assess objectively the quality of the tutor and his methods of approach to the individuality of the student. Also, qualified counselors are in high demand of payment for services that can not provide by all American families. That is why home schooling spreading with amount of no more than 47,6% for the last 7 years since 2007 (Cooper & Sureau, n.d.).
Also, lack of home schooling is that it is not preparing the individual for further education at college or university. And this problem is not only the aspect of social adaptation, and the issue of quality education, which was mentioned earlier. Surroundings of college are the most impetus for the formation of personality, determination of life priorities, formulating career goals, the first attempts to work on the part of the day. These aspects together with the financial responsibility of paying college are determinants of future employment and personal formation. It is impossible to provide those determinants while home education. Of course, after the student finished home schooling he or she can choose a similar method to study at college, but it is a sure path into the unknown future. After college by home schooling type a grown-up is totally unprepared for the job search and to the phenomenon of poverty. Person will be in a stage of adaptive shock when assess the economic and social situation after all the years of training at home (Guess, 2010). It is known, that 47% of home schooling students usually take the same condition of studying while they are at university. 38,6% of them become professionals at calm and silent analytical, publishing or laboratory sectors of different industrial producing (Langwith, 2008).
Views on the legitimacy and effectiveness of home education in particular reservations are about the fact that children with this form of education are usually passing one-sided approach to learning. It is due to the fact that their parents express only one view on the relevant multidiscipline question. And despite the fact that numerous studies point to the assuredly positive assessment of the quality compilation of standardized tests for students studying at home, there are some assumptions about the distinction between voluntary testing students' home department and credentials public school testing. As a result, there are no centralized compliance requirements for undoubted standards testing. Some states themselves offer parents to choose tests. The only exceptions are common tests SAT and ACT (Watkins, 2007). Also, legislative rights of home schooling are different in diverse countries. Every country decides the matter at its discretion, and the result of this decision does not depend on economic or geographical or geopolitical indicators (Immonen & Pichelli, 2010). So no wonder that the world picture of home schooling legalization varies. But, it is a problem for the family with home schooling children that is moving from one country to another. For example, families with husbands who are officers at militia often migrating over the world due to the duty of man. Children’s only chance to study is in conditions of home schooling. But who will check the quality of studying at senior year? And how schools or departments can pass grades or points for different subjects learned in different countries? (Kunzman, n.d.)
A counter-argument for learning at home is an opportunity to keep the child from the harmful effects of untrusted environment, drugs, and alcohol. It creates the conditions for a child's clear moral values and principles of Christian humanism, weighed spiritual components (Langwith, 2008). However, what is the value of the above-mentioned aspects, if the child is not practicing them in real life? What is the weight of moral beliefs without possibility to test them? Only independent child abandons bad habits, determinates personal vital reference and its significance as formed and prepared pattern for the life of the individual. But, it is a fact that the child has the opportunity to move freely at home while at school there are hours spend sitting at a desk. As a result, it spared the problems of posture, vision, emissions from energy accumulated during the forced immobility (Immonen & Pichelli, 2010).
The system of home schooling has the background and reasons for the operation. Among them are religious reasons, dissatisfaction with the educational environment, family circumstances by moral principles, because of distrust of teachers, dissatisfaction with school policy on learning motivation or other issues related to the school, special needs of children or inability to attend a traditional school, transport difficulties, inability of parents to accompany children to school, and other reasons. However, we need to remember that that social environment, sense of community, the quality of public education and self evaluation of personal priorities forms from students individuals who define and build the future on their own. Therefore, the system of public schools is still the determining factor for growing up without going against specific individual cases that need to apply the principles of home education (Immell, 2009). Regular school or kindergarten involves building relationships with children and other adults. In the context of family relationships they are not formed. It is a big minus. During education at public school student making first social contacts, evaluates personal skills and knowledge, forms specific circle of person who can be trusted, interact with other little group communities such as cross-country team, jazz band ensemble or reading club. In the future it converts in examples of business relationships, motivate personal position, desire for leadership in career. Public education shapes an individual from a person by further integration in social and community environmental.