My wife and I have often thought about homeschooling, but have always "chickened out." Well, as the school year approaches, we are again thinking about homeschooling. We like the current school where our children attend, so it is not something against them, but we are thinking of making the switch this year.
We have a 6th grader, 4th grader, and a 4 year old. We are thinking of using the BJU Hard Drive Distance Learning option for this year, but are still thinking. I recognize that some hardcore homeschooling families will probably think this is a cop-out, but in our situation we are thinking this may be a way to see how we like educating them at home without overwhelming us. It looks Missy will still have to work some - even with not having the expense of Christian School - so I would be involved with this as well. (Of course, I would still like to be involved even if the Lord somehow provided in such a way that Missy did not have to work at all.)
Anyway, I am not looking for a big debate about homeschooling. I am aware of many positives and negatives from having worked with a number of homeschooling families over the years. I am more interested in hearing about the following things:
1. Is anyone familiar enough with the BJU Hard Drive system to offer some thoughts regarding it? (Also, we have heard that you can get a good deal by going to one of the "hotel meetings." The closest one to us is about three hours away - are the deals enough to make such a trip worth it?)
2. Any thoughts or advice for a family thinking of making the move in our situation?
3. One of the reasons we are considering this move is to give some more focused attention to one of our children who is struggling academically. In doing so, we are also trying to decide if it is a better option to have her stay in the grade she would be in if she stayed at the school and work extra with her to shore up the weak areas or if we should have her repeat the grade she just completed.
4. At Hardingville, we had a large church with a number of opportunities outside of school for the children to have interaction with others. I believe the homeschoolers at HBC who were involved with King's Kids and Youth Group got "the best of both worlds" in regards to time at home and interaction. Our little church does not yet have these options. Should this be a concern?
Anyway, I would love to hear some input.
Thanks,
Frank
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Wednesday, July 30, 2008Posted by Frank Sansone at 11:58 PM 9 comments
Labels: Education, Family, Homeschooling
What does a teacher make?
Tuesday, June 10, 2008In most of the United States, school is out or is getting out very soon. With the end of the school year comes a lot of excitement, some sadness, a sense of relief on the part of some and sense of dread on the part of others.
One of the time-honored traditions regarding the end of the school year is to get a gift to thank the teacher for their work with your children during the school year. It is a shame that this is often the only time that the teacher gets such recognition, but it is hopeful that most teachers at least get some type of recognition during this time of year.
Over on IVMan's Blaque, I found this item that I thought was fitting in thinking about the impact of teachers.
What does a teacher make?
The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided his best option in life was to become a teacher?”
He went on to tell the other dinner guests that he thought it was true what they say about teachers - “Those who can, do. Those who can’t, teach.”
To corroborate his statements, he said to another guest, “You’re a teacher, Susan. What do you make?”
Susan, who had a reputation of honesty and frankness, replied, “You want to know what I make?”
“I make kids work harder than they ever thought they could. I can make a C+ feel like the Medal of Honor and an A- feel like a slap in the face if the student did not do his or her very best.”
“I can make kids sit through 40 minutes of study hall in absolute silence.”
“I can make parents tremble in fear when I call home.”
“You want to know what I make?”
“I make kids wonder.”
“I make them question.”
“I make them think critically.”
“I make them apologize and mean it.”
“I make them write.”
“I make them read, read, read.”
“I make them spell “definitely and beautiful” over and over again, until they will never misspell either one of those words again.”
“I make them show all their work in math and hide it all on their final drafts in English.”
“I make them experience music and art and the joy in performance, so their lives are rich, full of kindness and culture, and they take pride in themselves and their accomplishments.”
“I make them understand that if you have the brains, then follow your heart … and if someone ever tries to judge you by what you make, you pay them no attention.”
“You want to know what I make? - I make a difference.”
“Now, what do you make?”
Just some borrowed thoughts,
Frank
Posted by Frank Sansone at 2:41 PM 0 comments
Labels: Education, Leadership
Some thoughts on scholarship and presenting of arguments
Tuesday, December 04, 2007I recently read a review written by a Dr. Paul Henebury of Dr. Rolland McCune's book Promised Unfufilled: The Failed Strategy of Modern Evangelicalism. I have not finished reading the book (I admit to my shame), so my comments here are not intended to be a defense of the book, but rather some thoughts about a couple of comments found in the review that I found to be interesting. (Dr. Henebury's review can be found here. For a more detailed review and a response from Dr. McCune, check out the review by Andy Neselli.)
Anyway, my comments are not really about the book, per se, but about something I read in the review.
In the fifth paragraph, Dr. Henebury comments,
"...the most glaring fact about this chapter is McCune’s reliance upon the very people whom he criticizes in his book! The names of Nash, Marsden, Brown, McGrath, Demarest, Davis, and Schaeffer (who is identified as neo-evangelical later on) are appealed to for the substantiation of the writer’s data and critique. And while a writer may legitimately quote an author with which he disagrees, it should be recognized that no fundamentalist is called upon in this chapter - an indication at least that the charge of anti-intellectualism against American fundamentalism does contain enough adhesive power to call any critic of neo-evangelicalism to a little self-examination once in a while."
Now, as far as I know, I have not met or interracted with Dr. Henebury before, so I hope that those reading this do not view this as an attack on him, instead I am using this statement as simply a representation of many similar statements I have heard and read over the years.
When I read a statement like this, two particular questions come to my mind:
1. What is so glaring about quoting from people within a movement to help make a case against the movement?
It seems to me that this is actually a good strategy, rather than a glaring weakness. Calling a proponent of an idea or position or institution as a testimony against that very same idea or position or institution seems even more condemning that merely quoting from opponents or stating your own case. A proponent who admits to a particular problem or error seems to add some credibility to the idea that this is not just an outside observer who recognizes this, but that even some on the side being criticized even recognize this. It is also harder for other proponents of that same issues or institution to argue against or to just dismiss, whereas if the same thing were said by someone who was from the outside or viewed as an opponent, it could more easily viewed as something from someone who just has an "axe to grind" or "has it out for" the particular idea or institution.
Is this not part of what Paul is doing in Titus 1:12?
One of themselves, even a prophet of their own, said, The Cretians are alway liars, evil beasts, slow bellies. (Titus 1:12)
2. Why does a lack of writing or a lack of being published equal "anti-intellectualism"?
The charge of anti-intellectualism - or at least of a lack of scholarship - has been leveled against Fundamentalism from many sources. It has gotten so much press, that it has become a "self-evident truth" that does not even seem to need support by the one making the claim - after all, everybody knows that Fundamentalism is anti-intellectual.
One of the "proofs" often thrown up regarding this is the lack of writing by Fundamentalist. In fact, it was a discussion on this topic a couple of years ago that led to my original "The Best and the Brightest" post.
Here's part of the problem with that thinking.
* It assumes that the end of scholarship is the production of a book.
While I think it is great to produce a valuable book on an important topic, the assumption that "published" equals scholarly and that "non-published" equals "non-scholarly" is unsupportable. Many pastors and professors have made the conscious choice that the focus of their lives and ministry - and study - is to be the maturing of saints for the work of the ministry. They do not denigrate the value of books - yea, the ones I know love books, but they do make a deliberate choice to directly pour their lives into people, not pages.
* It fails to recognize the reality of unpublished scholarship.
Every published scholar was, at one point, an unpublished scholar. While it is certainly true that the act of refining material to produce a book may enhance a person's understanding and expertise in a subject, the usual reality is that a person who knows his stuff is a "scholar" even if he has not yet - or ever is - a scholar. Dr. Barrett did not suddenly become a "scholar" by the publishing of his first work - the publishing of the first work merely confirmed to a wider audience the nature of Dr. Barrett's scholarship.
Not only do men not become a "scholar" by publishing, some of the wisest and most scholarly men were unpublished.
The obvious example of this, of course, is Jesus Christ. In speaking regarding the judgment due to those of His generation that rejected Him, he commented that, while the queen of Sheba had come "from the uttermost parts of the earth to hear the wisdom of Solomon," that He Himself was "greater than Solomon." (see Matthew 12 and Luke 11).
In the secular realm, most people consider Socrates one of the world's greatest philosophers, yet we have nothing written from Socrates.
In more recent days, it was said of Dr. Charles Brokenshire (a former professor at Bob Jones College before it became Bob Jones University) that "on his faculty record (dated 1930), one finds an impressive list of the languages of which he had mastered a reading knowledge or better: French, German, Dutch, Spanish, Italian, Swedish, Norse, Latin, Greek (classical and koine), Hebrew, “Chaldee” (Biblical Aramaic), modern Greek, Yiddish, Arabic, Syriac, Samaritan, Ethiopic, Babylonian, Coptic, Egyptian Hieroglyph, and Esperanto (an artificial “universal language”). By the end of his career he had added Chinese, Japanese, and Russian to this list." Does Dr. Brokenshire's lack of publishing make him less of a scholar?
* It fails to recognize the reality of publishing
While this is beginning to change due to the decreasing cost of some publishing forms, the publishing of a book requires more than just the producing of quality materials. Book publishers are wanting materials that will sell. A scholarly work on "A Study of Greece in the Fourth Century B.C., from the Peloponnesian War to the Reign of Alexander—404 B.C. to 336 B.C" (Brokenshire's Master's Thesis) is not as likely to be put into print as "Five Ways to Grow Your Church" by Mega-church Pastor. The Mega-Church Pastor already has a larger potential audience and is writing on a subject more likely to produce revenue.
* It fails to understand the financial and workload issues at play.
When someone like John MacArthur writes a book, a lot of the work is done by his editor, Phil Johnson (of Pyromaniacs fame). Someone takes what MacArthur has preached and does some of the necessary research leg-work and then they go over the final product and re-write sections, etc. with the main author. Others take writing sabbaticals. That is great, if you have the funds available from your church or institution to hire a guy like Phil Johnson to help with the writing/editing of your material or to pay the Pastor or professor while he is on sabbatical. Most Fundamentalist churches and schools do not have that kind of finances. Not only do they not have the finances to hire someone like Phil Johnson to do a lot of the leg-work, the churches are not generally large enough to have enough Pastors on staff to cover for a Pastor on extended sabbatical. In addition to this, many of the professors at the Fundamentalist schools are teaching a full-load and don't have the kind of extra time needed in order to write a book.
I would love to eventually get to the point where I can actually write a book that others would want to read and I rejoice that we are starting to see more and more books become available that are written by Fundamentalists. I just think that we need to re-think this idea that "scholarship" = "published" and its reciprocal, "unpublished" = "anti-intellectual" (or at least, "unscholarly").
Just my thoughts,
Frank
Posted by Frank Sansone at 12:34 AM 34 comments
Labels: Books, Christianity, Education, Fundamentalism
Some Greek and Hebrew Humor
Saturday, September 15, 2007Sorry I haven't put up anything substantial lately. I will try to get back to some real posting next week.
In the meantime, I found a couple links for those of us nerds who actually have taken some time to study Hebrew and Greek - and perhaps others of you will find funny as well.
I don't know much about the site over all, but I thought these were funny (and brought back some memories).
Abbot and Costello Learn Hebrew
and
Dr. Seusss Learns Greek
HT: Joe Fleener
Just my thoughts,
Frank
Posted by Frank Sansone at 10:24 AM 0 comments
What do they teach at the University of California, San Diego?
Wednesday, October 12, 2005Recently I came across an article by the opinion editor of the UCSD (University of California, San Diego) Guardian Online regarding the University of California system move to reject students who have been taught high school science from books that teach Creationism, such as books from A Beka Books and from Bob Jones University Press.
What I found particularly interesting was the lack of understanding displayed by this particular author.
Imagine walking into a college calculus course on the first day only to have the lecture interrupted by a student who rejects the mathematical tenet that 2+2=4. Or watching your study partner struggling with physics assignments because she refuses to acknowledge the law of gravity. Or listen to your roommate creating a ruckus in his history class when he publicly disavows the existence of Nazi concentration camps.
Sound absurd? Sure it is. It goes without saying that to grasp certain subjects at a college level, one must accept the keystones of various disciplines from which all else follows: the syntax of the English language for a writing class; properties of numbers in a math class; or evolution in a biology class.
First of all, she wrongly equates laws of science and math (gravity, 2+2=4) with the theory of evolution.
Second of all, she assumes that to grasp biology, one must accept evolution. Not only is an acceptance of evolution not necessary to grasp biology, it is not even necessary in order to grasp evolution.
A little while later she offers this gem.
When a student’s high school education is so obviously lacking, the University of California is hardly displaying “hostility towards Christianity” (as the suit alleges) in rejecting such courses or such students. It is displaying hostility toward ignorance and closed-mindedness.
Again, it seems that the University of California is hardly displaying enough hostilitiy towards ignorance and closed-mindedness when this lady has been admitted and allowed such a prominent position.
Talk about ignorance - she does not even consider the fact that many times the students educated with the very textbooks in question actually have a better grasp of evolution that the typical student entering college. A lack of acceptance of evolution does not equal a lack of understanding of evolution. In fact, I would say that in many ways the opposite is true, but that is the subject for another post sometime, perhaps.
Talk about closed-mindedness, she is unwilling to even check out the facts regarding what is being taught in these schools, as she so aptly demonstrates with the following comment.
What, then, are these kids being taught,... A few words of Spanish between Bible study and chapel, perhaps?
It seems that if the University of California system is genuinely concerned about the understanding of its students regarding evolution, they could provide a profiency test for the students desiring to enter the school who have been educated using the texts that they are questioning. Of course, a similar test by all incoming freshman may be very revealing.
Just some thoughts.
Frank
File under Education_, Culture_War, Hot_Issues
Posted by Frank Sansone at 12:18 AM 1 comments
Labels: Christianity, Culture War, Education, Evolution



