Analysis of home education historical roots in the world and in Poland

This chapter outlines the current situation about homeschooling across the world today. It highlights its enormous growth over the last 40 or 50 years, since its reintroduction in the USA and the impact that has had on the world homeschooling movement. It describes the contested outcomes of home education, including the evidence that students' academic, social, and emotional outcomes are higher while also providing a solid basis for ‘graduates' of home education to experience success in adulthood. Theorizing the roots of this success, the chapter looks at the measures of success and the theoretical bases of the success of the mainstream schooled and explores how the features that make a successful graduate of mainstream schools are naturally and almost exclusively present in the home education setting, Finally, it considers how the current turn against home education and suggests how future research might be useful to counter these negative discourses about the practice while understanding this growing cohort of children across the world today.

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Rodzicielskie doświadczenia nauczania zdalnego w okresie pandemii Covid-19

Kultura i Spoleczenstwo ◽

10.35757/kis.2021.65.3.3 ◽

2021 ◽

Vol 65 (3) ◽

pp. 47-71

Author(s):

Małgorzata Łukianow ◽

Aneta Gop ◽

Joanna Skrzypowska

Keyword(s):

Thematic Analysis ◽

Practice Theory ◽

Home Education ◽

Remote Education ◽

School Closures ◽

Diary Method ◽

The World ◽

Family Practices

Parents taking on the role of home teachers has become one of the most important issues faced by societies around the world during the coronavirus pandemic. This paper aims to describe and analyse family practices related to the remote education of children resulting from school closures under the pandemic. Through the thematic analysis of statements and observations related to home education, the authors search for changes in the perception of learning. Using practice theory and the diary method, the paper aims to show how teaching, hitherto delegated to external institutions, has entered the home and how coping with this looks from the parents’ perspective.

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The Value of Home Education Including Physical Education

International Journal of Applied Exercise Physiology ◽

10.22631/ijaep.v6i3.210 ◽

2017 ◽

Vol 6 (3) ◽

Author(s):

Iradge Ahrabi-Fard

Keyword(s):

Physical Education ◽

Learning Process ◽

Educational Process ◽

Skill Learning ◽

Physical Growth ◽

Growth Stages ◽

Home Education ◽

The World ◽

Healthy Growth ◽

At Home

There is a false notion that public school can educate great students. Facing diversity of students’ potential, different timing of growth pattern and varieties of home preparation of students to be a assiduous learner it is serious challenging task. Schools offer a general education to all with some attention to the diversity of students. It is home education, dealing with concentration habits during learning process, valuing educational process and respecting the rules of group learning that are influential in acquiring most from the educational opportunities. School is not able to go against the home culture and re-educate students to behave as a concern and diligent learner if these habits are not emphasized or supported at home. Public education in US is ranked between 18 to 22 in the world (according to different sources). Comparing with the world, American schools as the whole rank first for school structures, are number one for allocation of school budget, the emphasis and requirements of teacher education is number one. America expenditure per student exceed the top ten of the world combined. It is the lack of home education of learning demeanor and respecting the learning process that causes the inferiority. Physical education faces the same general dilemma at school having a very diverse group of students within variety of growth stages, potentials, sizes and capabilities based on their previous experiences. Decent general physical education at school can only offer a limited advancement. It is the responsibilities of parents to learn about the specifics of healthy growth and suitable skill development for their unique child. It is their parental task to act responsibly for the healthy growth of their child concerning: bone density and health, muscular strength, size and endurance, heart development to endure the stress of activities and function well, the range of motion of joints and finally their weight management. All the above detailed items of children healthy growth present requirement for suitable activities to the development of skill learning. Suitably of activities matching the specification of child’s growth is crucial to their development. Expecting school with so many diverse population attend single child’s needs and direct the program to address them is an undue expectation. Home education make a difference in academic progress and proper physical growth and development of children. Being healthy and living healthy is a behavioral development to address potentials that can only be learned at home and may be strengthened at school, not the other way around.

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Home Education in the United Kingdom

Global Perspectives on Home Education in the 21st Century - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-6681-7.ch013 ◽

2021 ◽

pp. 178-199

Author(s):

M. Mahruf C. Shohel ◽

Naznin Akter ◽

Md Shajedur Rahman ◽

Arif Mahmud ◽

Muhammad Shajjad Ahsan

Keyword(s):

United Kingdom ◽

Historical Development ◽

Home Education ◽

Policy And Practice ◽

The United Kingdom ◽

The World ◽

History Of ◽

The Government ◽

Home Educators ◽

The Uk

Home education is the fastest growing educational movement in the world and the research remains limited on why and how it has become so popular. This chapter highlights the historical development of home education and its legal base in the context of the United Kingdom. It also explores many of the current issues facing the home educators, the government of the UK, and the wider community. Based on the existing literature, it briefly explores the history of the home education movement in the UK and how policy and practice come to this point at this time. It investigates the different perspectives on how and why home education is the fastest growing educational movement in the 21st century's UK.

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It Is All in the Name of Good

Global Perspectives on Home Education in the 21st Century - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-6681-7.ch009 ◽

2021 ◽

pp. 109-122

Author(s):

Avishag Edri ◽

Henriette Dahan Kalev

Keyword(s):

Home Schooling ◽

Home Education ◽

Children's Education ◽

The World ◽

Children’S Education

Homeschooling is a phenomenon in which parents seek to maintain the responsibility for their children's education, rather than sending them to school. In this chapter, mothers' motives for choosing home schooling in Israel are explored. Data were collected through semi-structured deep interviews with 27 mothers. The findings indicate that the main motives are set on a continuum of criticism against school and the notion that “home is the best resolution” to that criticism. It suggests further work needs to be undertaken in this area to connect Israel's unique situation to the experiences of mothers throughout the world who are choosing home education.

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All Education is Spiritual and Ergo Homeschooling is Resurging

Nauki o Wychowaniu Studia Interdyscyplinarne ◽

10.18778/2450-4491.12.16 ◽

2021 ◽

Vol 12 (1) ◽

pp. 244-259

Author(s):

Brian D. Ray

Keyword(s):

Empirical Evidence ◽

Private Education ◽

General Public ◽

Home Education ◽

The Past ◽

Home Based ◽

The World ◽

Family Based ◽

Education Process ◽

Directed Family

All education is spiritual and ergo homeschooling is resurging. Parent-directed, family- and home-based private education schooling – that is, homeschooling – is millennia old and has experienced a notable renascence around the world during the past 40 years. With respect to homeschooling, “Parent-directed means the parents have deliberately chosen to take responsibility for the education of their children, controlling both the education process and the curriculum (course of study). Family-based means the center of educational gravity is the home, with other resources being secondary” (homeschoolingbackgrounder.com, 2020). One of the key reasons that home education is growing is that more parents and more of the general public are recognizing that all education of children deals with values, beliefs, and, ultimately, an overall worldview (Weltanschauung). Because worldview is a comprehensive conception or apprehension of the world, especially from a specific standpoint, it is, de facto, spiritual. This paper shows that all education and schooling is the teaching, training, and indoctrination of children, that the worldwide rebirth of home education came with a focus on spirituality, that empirical evidence shows that all education is spiritual and spirituality is motivating many homeschoolers, and, finally, that scholarly theoretical arguments against homeschooling involve the spiritual.

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A pragmatist philosophy of psychological science and its implications for replication

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000626 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 3

Author(s):

Ana Gantman ◽

Robin Gomila ◽

Joel E. Martinez ◽

J. Nathan Matias ◽

Elizabeth Levy Paluck ◽

...

Keyword(s):

William James ◽

Mental Processes ◽

Psychological Science ◽

Behavioral Measurement ◽

The World ◽

Pragmatist Philosophy

AbstractA pragmatist philosophy of psychological science offers to the direct replication debate concrete recommendations and novel benefits that are not discussed in Zwaan et al. This philosophy guides our work as field experimentalists interested in behavioral measurement. Furthermore, all psychologists can relate to its ultimate aim set out by William James: to study mental processes that provide explanations for why people behave as they do in the world.

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Culture and the plasticity of perception

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002887 ◽

2020 ◽

Vol 43 ◽

Author(s):

Michael Lifshitz ◽

T. M. Luhrmann

Keyword(s):

Cultural Context ◽

Sensory Experience ◽

Cultural Learning ◽

The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

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Let's call a memory a memory, but what kind?

Behavioral and Brain Sciences ◽

10.1017/s0140525x19000360 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 1

Author(s):

Nazim Keven

Keyword(s):

Episodic Memory ◽

Animal Cognition ◽

The World

Abstract Hoerl & McCormack argue that animals cannot represent past situations and subsume animals’ memory-like representations within a model of the world. I suggest calling these memory-like representations as what they are without beating around the bush. I refer to them as event memories and explain how they are different from episodic memory and how they can guide action in animal cognition.

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Rotational Characteristics of the Green Solar Corona: 1947-1991

International Astronomical Union Colloquium ◽

10.1017/s0252921100025197 ◽

1994 ◽

Vol 144 ◽

pp. 139-141 ◽

Cited By ~ 2

Author(s):

J. Rybák ◽

V. Rušin ◽

M. Rybanský

Keyword(s):

Solar Corona ◽

World Wide ◽

Rotation Period ◽

Original Data ◽

Coronal Emission ◽

Time Intervals ◽

Data Set ◽

The World ◽

Coronal Emission Line ◽

Homogeneous Data

AbstractFe XIV 530.3 nm coronal emission line observations have been used for the estimation of the green solar corona rotation. A homogeneous data set, created from measurements of the world-wide coronagraphic network, has been examined with a help of correlation analysis to reveal the averaged synodic rotation period as a function of latitude and time over the epoch from 1947 to 1991.The values of the synodic rotation period obtained for this epoch for the whole range of latitudes and a latitude band ±30° are 27.52±0.12 days and 26.95±0.21 days, resp. A differential rotation of green solar corona, with local period maxima around ±60° and minimum of the rotation period at the equator, was confirmed. No clear cyclic variation of the rotation has been found for examinated epoch but some monotonic trends for some time intervals are presented.A detailed investigation of the original data and their correlation functions has shown that an existence of sufficiently reliable tracers is not evident for the whole set of examinated data. This should be taken into account in future more precise estimations of the green corona rotation period.

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