An Article by ASFAR

The following is an article on educational freedom from a youth rights organization called Americans for a Society Free from Age Restrictions.

"Educational Freedom Position Paper

The guarantee of education is essential in a civilized society. All Americans should benefit from the opportunity to prepare for a successful future. But many do not. For many students, their years of schooling amount to little more than a waste of time and energy. For some, the experience is even worse, degrading, demoralizing, destructive.

The damage wrought by our school system is largely due to three misconceptions:

That all students of normal intelligence are capable of mastering all of the concepts and facts in the public school curriculum, at the time they are presented. Adults who have achieved a level of security in life may find it easy to recognize and accept their own limitations, brushing them off with a ready confession, "I have no head for math" or "I could never understand poetry." But for a child whose entire sense of self-worth is tied to the school grades which will determine his or her future, such failings are not trifles. Today more than ever, when a high school diploma is considered an essential requirement even for minimum wage employment, failure to grasp a required school subject can understandably make a student feel as if the door to a prosperous future is closed forever.

It is well known that readiness to understand and appreciate certain subjects depends on life experience, motivation, and psychological development, which vary from student to student. In the Republic, Plato advised postponing most academic study until the age of at least thirty. For how can a person who has never earned, spent or invested money, paid taxes, or voted in an election be expected to fully appreciate the value of mathematics, economics, political science or history? Many of our most admired and accomplished individuals of the 20th century did poorly in school as children, among them Franklin Delano Roosevelt, Adlai Stevenson, Will Rogers, Henry Ford, Thomas Edison, Albert Einstein. Samuel Clemens quit school at the age of eleven, the same age at which Woodrow Wilson learned to read. Clearly, these individuals learned what they needed to succeed somewhere, at some time, but it was not in school.

That in order to be well-rounded and successful citizens, all adults need to have mastered, at least well enough to earn a passing grade, all of the concepts and facts in the public school curriculum. Most adults today manage their everyday lives quite competently having never understood or long forgotten much of their public school curriculum. It is a rare occasion when one finds oneself trying to remember a concept or fact taught in school because it is actually needed, and in such rare cases, there are plenty of resources to which one can turn which will provide the needed information on the spot. Aside from basic reading and math, most of the necessary skills for work or other areas of life are learned at the time they will be used, when they are most relevant.

Diplomas, advanced degrees and respectable grades are important for future success mainly because employers too readily accept them as predictors of workplace competence. They have little choice. Faced with a pool of applicants with no work or life experience, they have no other way to distinguish between them. Most supervisors know that some of the best employees are the ones with the most undistinguished academic records, but they generally view these individuals as exceptions. In fact, some studies have indicated that there is no significant relationship between academic achievement and job performance.

Because the importance of one's school record is so heavily stressed by parents, teachers and counselors (not to mention politicians and other community leaders), children who experience early failure in school may come to the conclusion that they can never compete in the world of "respectable" citizens, and look around for other options. Gangs and criminal organizations have no academic admission requirements, and often operate quite successfully in spite of it!

That people other than the students themselves are best equipped to determine the curriculum of public schools. Since the establishment of mandatory school attendance laws in America in the early 1800s, concerned parents, educators, business leaders and politicians have criticized the inadequacy of public education. Some complain that tax dollars are being wasted on teaching methods that don't work; some object to subject matter that does not conform to their belief systems; some simply feel that students are not learning what they need to know. Parents who are dissatisfied with the public school system may be able to place their children in private or parochial schools, but although the atmosphere and quality of teaching may differ, the curriculum is usually very similar, since all schools must meet certain criteria for accreditation. For the majority of families that cannot afford tutors and cannot manage to home-school their children, there are simply not many choices, below the college level, in education.

If public schools are failing our children, they are doing so under the direction of professional educators and educational administrators, with a fair amount of input from parents and community groups. To the extent that our high school graduates are illiterate or ill-prepared, they have become that way because of the incompetence or lack of foresight of the adults who oversee their schooling. In such a massive bureaucracy as the public school system, with administrators who often have little awareness of the world outside of their own communities, and teachers with too little time to address the individual needs of students, truly valuable and forward-looking changes are hard to implement.

In other American institutions, the free market reveals what products and services are desired by the public. If a product does not sell, it disappears. If no one uses a service, its providers stop offering it. But since students, as consumers of education, have no choice but to accept what is available, educational institutions have little need to evaluate whether their product is useful or valuable. They are assured of a captive audience and continued funding no matter how poor their product really is.

We believe that the American education system:

Fails to level the playing field for all. By branding as failures students whose backgrounds, personalities, or talents do not conform with the established curriculum, schools hamper those students' chances of making successful use of the talents they do possess.

Fails to prepare students. By teaching irrelevant information, or teaching relevant information at a time when the information cannot be practiced and used in "real life", graduates emerge with no clear understanding of what knowledge will be important or useful to them in the future.

Creates a society of non-readers and non-learners. Because primary and secondary education is compulsory, it is seen as undesirable, something which one must be forced to endure. In the public school experience, students learn to do the least amount of work which will earn an acceptable grade. This attitude often lasts a lifetime.

Discourages creative or alternative intelligence. Because of grading systems, examination of students is generally confined to the most easily measurable kinds of testing. School teaches students to develop a "multiple choice mentality," which may handicap their ability to think "outside the box" and explore new options in decision-making.

Deprives students of the opportunity to explore their own preferences, values and options. In our school system, students are passive recipients of what others have decided to teach them. Too often, they graduate with no confidence, self-motivation or self-worth, for they have almost never been permitted to exercise their own judgment, even in deciding their own futures. It is not uncommon for recent graduates to refuse to make necessary decisions in their lives because they think they are not supposed to!

Possible solutions.

Stop age segregation. If students must be grouped, group by ability levels in specific subjects. This will alleviate the boredom of students who are more advanced in certain areas, who feel that they are wasting their time with insultingly basic material. It will also send the message that everyone has strengths and weakness, and that school is there to help students find their strengths and capitalize on them, rather than to punish them for their failures.

Make public education available to people of all ages. Instead of cramming all of the education into a person's first eighteen years of life, and expecting that knowledge to be sufficient for a lifetime, does it not make more sense to spread out the educational experience? Allowing adults to enroll in public school classes would eliminate the permanence of early decisions, which may later be regretted. With public education open to all ages, the adult who wishes he had studied calculus, or French, or auto repair, still can. The state may still limit the amount of public education a person can receive for free, without prescribing the ages at which a person may take advantage of it.

Repeal regulations regarding the educational experience of homeschoolers and private schools. Many students who try to break free of the homogenized form of learning public education provides find themselves running into bureaucratic brick walls when they attempt to homeschool or attend an alternative private school which does not conform to the traditional models. Homeschoolers in some states are faced with onerous form-filling and time-keeping requirements which place great burdens on students and parents attempting to home-school, while alternative schools in some states are faced with state regulations that, while perhaps suitable for cookie-cutter traditional schools, interfere with their new educational paradigms. It's time to do away with this unnecessary interference.

Provide more varied educational opportunities, including apprenticeships. It is time for us to recognize that not all people have the same educational needs. Many people need the experience of work before they can appreciate all that school has to offer. Many children in poverty simply cannot benefit from a program that does not immediately improve their family's welfare, and their own. Creative and artistic children would also benefit from alternative types of education, which foster the capabilities that traditional schools tend to discourage.

Change from the report card system to a system of skill certification. By emphasizing achievements, schools would provide more positive reinforcements. This system would also allow employers to have a better under-standing of the competencies of prospective employees, and permit job-seekers to capitalize on their proven skills and abilities.

Allow students to design their own educational experiences. Educators, parents, and counselors will surely play a role in these decisions, but since the student's own future is at stake, it should be the student who chooses what to study. Of course, a student may choose unwisely (just as many educational experts have), but if the door is open for future educational opportunities, the mistakes need not be disastrous. Designing their own education will help students to discover their own talents and capabilities, and increase their motivation to succeed in their own chosen paths.

Abolish compulsory education. Education is a precious commodity, and before it was made compulsory, students recognized its value. Children of ages past would gladly undergo great hardships in order to gain an education. It is only since it has been forced upon unwilling or unready children that it has become a daily grind, something to be endured or avoided. Even children who want to attend may find school is not a good environment for learning because of the many angry, disruptive, and sometimes violent kids who simply do not want to be there. We bemoan the fact that, even having grown up with compulsory schooling, many young adults still cannot read and do not possess the basic knowledge we expect all of our citizens to have. If school attendance is no longer required, perhaps many children will not learn to read and write quite as early as they would have otherwise, but they will surely, of their own choosing, take advantage of the great opportunities that are offered to them. And they will gain all the more for having chosen it themselves."

Learning vs. Memorizing

Not long ago, a teacher struggled to explain the difference between learning and memorizing. This is certainly a difficult task talking within the context of a school. She finally arrived at the definition of learning as permanent memorization.

The dictionary offers this help:

learn
1 a (1): to gain knowledge or understanding of or skill in by study, instruction, or experience (2): memorize
b: to come to be able
c: to come to realize
3: to come to know : hear

memorize
: to commit to memory : learn by heart

What's done in schools is rote memorization. Learning would be something that is personally useful or meaningful to you: (knowledge, skills, ideas, etc.)

People forget what isn't useful or meaningful to them. It isn't a flaw of the mind, to be corrected by repetition; It is a natural and logical process of the brain that we should take a cue from.

In schools, children are learning only to forget. Later on, the information they memorized won't matter any more. There aren't any more quizzes and tests. They will have spent all their time memorizing things when they should have been learning things that matter.

The only reason it mattered in the first place is because it was part of the secret code. You must know it to move through the levels of school. You must memorize the secret code to move on, until you get to the end. A little like a video game.

So what is real learning? It isn't rote memorization, but exposure. Go to your library and read everything you can. Expose yourself to as many ideas as possible. Think about what you read and look for ways to apply it to your life. Look at everything that interests you.

If there is a body of knowledge that everyone should know, don't you think you should be able to pick it up from your environment? Observe the world you live in. Ask yourself questions, and learn how to find the answers.

Reading Up on a Real Education

For everything under the sun, moon, and stars about homeschooling, A to Z Home's Cool is a great website that is more like a huge encyclopedia.

Look for the classic Teenage Liberation Handbook at your library. It's a bit hippie-ish with some corny parts, like a metaphorical story about a toddler eating fruit. Just skip those things. In its defense, there are a lot of good ideas about the reasons and practicality of unschooling.

Homeschooling: the Teen Years

A page from Hoagie's Gifted on homeschooling gifted kids. Might relate if you're a gifted kid.

What's really good on Hoagie's Gifted is the list of free online courses and free online textbooks.

For all the haters who say drop outs can't go to college:

Cafi Cohen's Homeschoolers' College Admissions Handbook

Homeschooler's Guide to Portfolios and Transcripts

And What About College?: How Homeschooling Leads to Admissions to the Best Colleges & Universities

Don't be just another automaton that schools churn out by the hundreds. You're an individual and a human being with rights. Start living in reality. Don't walk in the safe and careful path they have drawn out for you. You're not a sheep and you're not a robot. If what goes on doesn't make sense to you, get out.

The funny ideas surrounding school actually make me laugh sometimes. Open your mind and you'll see that it's simply absurd.

A Great Way to Spend Your Days

MATH was particularly educational today. I learned from my fellow students that private schools are cheaters because they don't take state exams. I seem to have thought that was the whole point of a private school: choosing what to do?

Also, the state grades the algebra exam on a ridiculous curve so that everyone passes! And then they can say that all the kids are meeting graduation requirements!

In HOMEROOM, I learned that wearing a hood is both "offensive and rude". (When was the last time you saw somebody ream someone out for wearing a hood on the street?) Such detestable creatures, hoods are. The very sight of them pains sensitive souls! It was raining today, but kids need a sense of decorum! All hoods must be banned, regardless of weather and logic!

In HISTORY, I learned that South American independence movements happened, not because of the conditions faced by the poor, but because they were copying the Americans. Okay, yes, I'm sure it helped, but look: give people ideas, great, but take away their food and you've got a revolution.


This from the same people who write in your textbook that the students who protested in Tiananmen Square in 1989 carried a model of the statue of liberty. (Every culture really wants to be American, don't they?) It was called the Goddess of Democracy, and its creators specifically said it wasn't the statue of liberty. In reality, the statue happened to be based on a sculpture called "Worker and Kolkhoz Woman": a statue of a man and woman carrying a hammer and sickle. Whoops.

Good Learnin's for Your Day

Some teachers are realizing that a lot of work for us (say a final exam, research essay, and a final project) means a lot of work for them! Others are still dishing out more assignments (assignments that grade themselves! i.e. online assignments). The only review happens, of course, afterschool, when you need to get crackin' on things like, um, homework? And all those end of year projects?

If it's difficult to get done, it's because you can't manage your time. If you do get it done, you probably didn't "take pride in your work".

Fine Learnin's of the Near Summer Months:

Today in HISTORY, I learned it's okay if the teacher makes spelling and grammatical mistakes, because they're teaching history, not English. Exposure to inaccuracies will certainly not confuse any students.

Today in MATH, I learned that you lose points on the state math exam if you spell something wrong. Funny, I always thought a math exam tested your math ability.

Then I learned in SCIENCE that it doesn't matter how you spell anything, because you can just look it up anyway! It seems the same logic does not apply to things you can look up in reference tables.

Yesterday in GYM, I learned that standing around in a field while three to five people move about constitutes physical activity. This must be a difficult lesson, because we do it everyday. Sometimes inside the gymnasium. They say variety is the spice of life.

Cramming in the Learnin'

It's June and kids must earn two months of freedom to choose what they do each day with hard work. The faculty, in their infinite wisdom, have planned the school year to end with an inhuman amount of work. They call it "going out with a bang" and hope that the shrapnel blast will leave an imprint that survives the summer months. Afterall, we all know that kids don't do anything important with their free time and have such teeny brains that they will forget everything they have learned.

That is why we must stress redundancy in the Three Pillars (mediocrity, mundanity, and monotony). A belief in the Pillars is a belief in everything you are told. Preserve them at all costs.

Now, get back to work on that powerpoint presentation on anicent empires, the online science quiz, the research essay on Steinbeck, the lab report on titration, the English project on Ethan Frome, the write-up for every art project you've done this year, and the reflective paragraphs for your elective science class.

Some Ideas on the Purpose of this Blog

I have created this blog not to rant, but to cause people to think about the things they see everyday, but have been trained to accept without question.

I hope the more critical side of this blog (Fun Facts, Quotables, Daily Lessons) will help people feel that they're not alone in their convictions. Through these ironic elements, they can find a place to vent.

The more helpful side of this blog will aim to encourage people to try some alternative that will make them happier. I hope to help people gain confidence in their beliefs and methods for educating themselves.

So Much Learnin'

Mucho Quotables:

"The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men."
-Bill Beattie

Whoa, man. If we didn't tell you what to think, all you'd ever think about are video games. Everyone knows kids have no ideas or aspirations of their own.

"Everywhere I go I'm asked if I think the university stifles writers. My opinion is that they don't stifle enough of them. There's many a best-seller that could have been prevented by a good teacher."
-Flannery O'Conner

Flan!! If only you had more learnin's you'd see through your sarcasm with your educated eyes that writers do need to be stifled. The artists of the world are the ones who shake it up! Free-thinking, individualistic people are the death of mediocrity. The faithful Pillars of mundanity, mediocrity, and monotony are our only defense against natural curiosity. A belief in the Pillars is a belief in everything you are told.

"Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts."
-Henry B. Adams

Facts are all that matters, because without inert facts--everyday, filling up their lives--students would start to use their brains and begin thinking for themselves. The Pillars must be preserved at all costs.

"Theories and goals of education don't matter a whit if you don't consider your students to be human beings."
-Lou Ann Walker

We don't, so that makes any theory and goal legitimate. They're littler than us, so we have the right to step on them.

"Many public-school children seem to know only two dates--1492 and 4th of July; and as a rule they don't know what happened on either occasion."
-Mark Twain

You think they should know? Then they would have to learn about two things: discovery and rebellion. These are bad things because kids shouldn't have the freedom to discover anything for themselves. They exist only to be workers someday, so the closest they'll ever come to discovery is having us force disconnected facts down their throat. They also shouldn't question authority, because we are bigger than them and always right. We attribute rebellion to the silly mood swings of teenagers. The sooner you induce apathy and dispassion, the better.


***Credit for this image is due to an awesome artist called Luke Chueh. (I particularly like the ones with rainbows coming out of the necks of animals with their heads cut off.)***

Tais-toi!

Fun Fact: Bet you didn't know that it's okay to tell students rudely to shut up... as long as you say it in a foreign language!


Quotables:

"It is a miracle that curiosity survives formal education."
-Albert Einstein

Buddy, din't choo know that the only place learnin' happens is in school? Curiosity!? We all know that it exists simply to waste away while we fill up them kids' empty brains with facts, facts, facts. Curiosity is overrated. It killed the cat, remember? It'd kill kids' chances of being unremarkable and average, if we didn't kill it first.

"Nine tenths of education is encouragement."
-Anatole France

If this were true, then we'd have to accept the fact that kids are humans. Even worse, we'd have to 'encourage' them... what does that word mean? Does this refer to paddles, dunce caps, or tootsie pops?

"Thank goodness I was never sent to school; it would have rubbed off some of the originality."
-Beatrix Potter

Dear Beebee! What are you talking about? Had you been filled up with learnin's you could've slaved meaninglessly like an automaton rather than make up silly stories! What's originality if it keeps you from a boring, conventional job, making real money?

A Fine Day of Healthy Learnin' Indeed

It may be nearing the end of the school year, when zombie children walk outside to be blinded by the sunlight, but that sure don't mean learnin's done happening quite yet! Empty brains need a-fillin' and it's only the first of June. Little children, they own you for a whole 'nother month. (Oops. Really, they own you for the next howevermany years, but don't tell nobody.) And so here, in all its glory, is the fine day's learnin's and the evidence of a day of life well spent. You may get this day back if you steal a time machine from the aliens, but I never will. Good thing I learned all this stuff with my time(!!!):

Today in HISTORY class, I learned that when a student realizes he forgot to sign up to present a project and the teacher calls him a moron, it's funny! Laugh, zombies, laugh!

Today in SPANISH class, I learned that kids are mindless fools, who copy everything off the board without question even if they don't need to. How cheery!


Plus, the people teaching you make mistakes all the time! But they've gone to college, so it's okay.

Oh, and don't ever forget this fine tidbit of knowledge: Any problem in your school, whether it be the delicious healthy foodstuffs or the broken copy machine, is due to the economic recession, even if that problem has been going on forever! Well, there you go. Murder? Cancer? Leprosy? It's the recession. Now shut up and do your work.

Today in FRENCH class, I learned a whole bunch! Every student has a "question quota", a secret number of questions you are allowed to ask your teacher--the person in charge of feeding your curiosity--before the teacher gets sick of you. Thank God for this, because we all know no one learns by asking questions. I hear tell that this secret question number is calculated through the use of a complicated algorithm involving, among many other factors: a precise measurement of how much the teacher likes you, the teacher's general attitude on a given day, and what the teacher had for breakfast.

Always remember this during your adventures in public education: Say a teacher of a foreign language must explain, in that foreign language, that their mother is sick, and a student who is no stranger to parent loss provides a gesture of comfort. It is customary for the entire class to laugh at that student, remarking that she understood the foreign language for once.

In SCIENCE class, I learned that it's okay for the teacher to poke students and tap them on the head with yardsticks while they try to work. I also learned that it's funny when students who have trouble with the material make mistakes! So much humor, all of it derision!