Objection to High School Homeschooling?

One of the most difficult objections to “field” is the one that says “I can understand homeschooling little ones. But high school homeschooling poses much greater difficulties, if for no other reason than the subject matter.”

As a homeschooling parent – and professionally an educator in several fields including logic and debate – I can attest to the fact that high school homeschooling can, and often does accomplish, educational objectives in a much more thorough and academically sound manner than its government (public) school counterpart.

There is no better area to illustrate this fact than one in which government high schools invariably neglect … well… logic. All too often formal and informal logic is replaced by what is referred to as “critical thinking”. And all too often high schoolers receiving such instruction are treated to an array of materials presenting the capacity to “conceptualize”, “analyze”, “synthesize”, and “evaluate” information. All laudable goals but usually formed around socially-engineered concepts having next to nothing to do with the known laws of logic and argument forms.

The result is socially engineered “acceptance” and conformity to world views aberrant and even dangerous to students in all walks of life, not just thinking Christian people. Yes, you read that correctly. I just said that what often passes as “critical thinking” can be nothing more than socially-engineered thought programming. There are “in-class” reasons for the dangers found in secular schools in our country today. That for another article, perhaps.

A Little History

It used to be the case that students in both Europe and early America were educated in norms which included the study of logic. Indeed, reference to the renowned history by BF Morris (1864)
entitled The Christian Life and Character of the Civil Institutions of the United States demonstrates, among other issues, that educational goals and objectives were very high among our colonial forefathers. Many of them were so well educated that they graduated college, entered diplomatic service, and engaged in political and judicial forums as teenagers. John Quincy Adams comes to mind.

Logic was one major core study which helped catapult them to excellence and maturity. And so it can be today. This is especially true for those who aspire as high school homeschooling parents, to train their teenagers in mature thinking, identification of argument forms, fallacious arguments (counterfeit argument forms), and clarity of thought.

Let’s not forget, of course, that identification and use of the known laws of logic and argument analysis is one powerful (and primary) approach for enabling students to “conceptualize”, “analyze”, “synthesize”, and “evaluate” information – and make decisions themselves instead of through peers or teacher pressure.

But, a problem arises. One, incidentally, which can be solved most effectively through high school homeschooling. In other words, high school homeschooling parents can choose such curriculum – without waiting for curriculum decisions made by others.

Avoiding the Sterile: High School Homeschooling Logic

Too often what passes as “Logic” is sterile and unproductive.

All too often training in logic leaves nothing “practical” for application. The reason is that most “Logic” courses take their cue from Greek thinkers, especially Aristotle. That is very true of the vast majority of logic texts, even those used in high school homeschooling course work (and publishers don’t know the difference so they can’t help you identify the problem). Christian texts often fall into this trap as authors know no other approach to the laws of logic.

So, in essence, we leave the school systems to avoid the “traps” of non-Christian thinking, and turn around and purchase materials based upon Greek philosophy (much of the same philosophy that guides the government schools!).

Here’s the “Revolution”

Who hasn’t marveled at the answers given by our Lord in the Gospels? But, we tend to assume that a study of anything “New Testament” must be “Bible study” or “theology”, as opposed to academic subject matter. But what if… just what if… there was an approach which incorporated the following:

- High school homeschooling students learn the laws of logic from a study of Christ’s arguments in the Gospels.

- High school homeschooling students are taught deductive and inductive argument forms from a Christian perspective as Christ used them perfectly in the Gospel narratives.

- The argument attacks against Christ used by such groups as the lawyers, scribes and Pharisees were renowned in their day for their ability to trap even Greek debaters. What if their arguments, as recorded in the Gospels, were studied for fallacious argumentation (counterfeit argumentation) forms?

- There are many other issues involved in the study of logic, all of which can be identified in the Gospel narratives as well as elsewhere in the Bible. Certainly, illustrative cases throughout history, pointing to the use of the same principles in historic debates and famous statements, can and should be utilized to enhance the learning experience.

As Creator, Christ created the laws of logic. Why wouldn’t we use His perfected argument approaches and forms?

The principles and arguments used by our Lord as He used the Laws of Logic can be one of the most fruitful studies in the field of logic and debate one could ever hope to embark upon. Presentation should be thorough so that the high school homeschooling parent and student can learn to use them powerfully in their daily life and work.

The real benefit comes from the fact that our high school homeschoolers can see the sheer genius of the Christian faith as a system of reasoned truths and logical arguments, as opposed to anything else “out there” on the world view menu of “belief systems.”

Isn’t that what homeschooling should accomplish?

Copyright (C) 2007 Alain Georgette / Copyright (C) 2006 Frantisek Hliva. All rights reserved.