Thursday, December 2, 2010
Tuesday, November 23, 2010
Friday, November 19, 2010
Tuesday, November 9, 2010
Week 11: Post your Blog Entries as Comments to my Main Post Each Week
Post by Sunday at midnight.
REMEMBER: Tell me your ethnography site by Monday, November 15. I approve it and offer suggestions.
REMEMBER: Tell me your ethnography site by Monday, November 15. I approve it and offer suggestions.
Tuesday, November 2, 2010
Sunday, October 24, 2010
Week 9: Post your Blog Entries as Comments to my Main Post Each Week
Post by Sunday (10/31, next Sunday!) at midnight.
We turn in exams in one day, Monday. I accept late exams with small points off each day, if you talk to me about it.
We turn in exams in one day, Monday. I accept late exams with small points off each day, if you talk to me about it.
Sunday, October 17, 2010
Week 8: No Blog This Week; Work on Mid-Term
I emailed the class the mid-term a few hours ago. If you didn't receive it, contact me via my preferred email at mwhitake @ ssc.wisc.edu
Monday, October 11, 2010
Week 7: Post your Blog Entries as Comments to my Main Post Each Week
Post by Sunday at midnight.
Some selected examples of the first mass media, mass culture, mass music, mass entertainment based cultures--in which mass youth first made thir mass consumer appearance.^^
As noted in the Savage reading (starting on p. 115), many things in mass youth culture happened between 1880s-1913, making the U.S. mass cultural area the first example of mass challenges intermixing worldwide--thus the U.S. version of the various cultural forms within these challenges set the imprimatur for mass culture export as "Americanization."
1880s - First Amusement Park by the World's Largest City 'Challenge' New York City, youth without mass schooling, could work, wider general youth and both genders opportunities to create a world without adult or even older youth supervision
1893 - Chicago Exhibition, the Fantasy "White City"
1895 - First films made (Melies, Lumiere; French, soon first U.S. films near New Jersey close to New York City)
1901 - first 10 inch grammaphone record, mass music industry born with youth adopting it as part of their culture--buying most of the records, particularly "adult subversive" dances and music (ragtime in 1900s, soon jazz and blues by the 1920s and 1930s; rock'n'roll by 1950s) around a mass commercial and mass media form where you might never see your 'favorite' singers or musicians, though millions of other people in the same homogenized situation
1903 - Second Amusement Park in the World, Luna Park, Opens--next to the other one at Coney Island
More Luna Park:
1903 - first powered airplane flight
1903 - first massively popular narrative film, The Great Train Robbery, 12 minutes:
The Great Train Robbery is a 1903 American Western film by Edwin S. Porter. Twelve minutes long, it is considered a milestone in film making, expanding on Porter's previous work Life of an American Fireman. The film used a number of innovative techniques including cross cutting, double exposure composite editing, camera movement and on location shooting. Cross-cuts were a new, sophisticated editing technique. Some prints were also hand colored in certain scenes. None of the techniques were original to The Great Train Robbery, and it is now considered that it was heavily influenced by Frank Mottershaw's earlier British film A Daring Daylight Burglary. The film uses simple editing techniques (each scene is a single shot) and the story is mostly linear (with only a few "meanwhile" moments), but it represents a significant step in movie making, being one of the first "narrative" movies of significant length. It was quite successful in theaters and was imitated many times. ; Savage mentions 10-20 million people watching films weekly in first decade of films, The U.S. population in 1900 was 76 million. In 1950, it rose to 152 million. So around 10-20 million of 76 million in 1900 watching films weekly. Mass image based culture, geared increasingly toward institutionalizing youth themes.
1904 - commercial lithography (mass pictures for first time much cheaper to mass publish, advertising entirely changed)
1905 - first nickelodeon (personal movie machine, like an arcade game)
1906 - first regular radio broadcasts
1908 - first mass car
1909 - Sigmund Freud and Carl Jung invited to the United States by Stanley Hall to popularize psychology (they come to have a huge influence on the "admen", that grew 10x in 1900-1910 as an industry. Freud hated the U.S. mass culture, calling U.S. culture an "abortion"; Freud's later years filled with fear for the power of organized irrationality and emotionalism upon society like the U.S. was doing)
1913 - first mass car so popular led to first assembly line by Henry Ford, where labor was plentiful: another mass challenge city: Detroit, "The Highland Park Ford Plant was a production plant for Ford Motor Company in the city of Highland Park, Michigan, which is surrounded by Detroit. The Highland Park Ford Plant was designed by Albert Kahn in 1908 and was opened in 1910. The complex included offices, factories, a power plant and a foundry.[3] Because of its spacious design, it set the precedent for many factories and production plants built thereafter. In 1913, the Highland Park Ford Plant became the first automobile production facility in the world to implement the assembly line. In the late 1920s Ford moved automobile assembly to the River Rouge Plant complex in nearby Dearborn. Automotive trim manufacturing and tractor assembly continued at the Highland Park plant."
Some of the original hits, sounding just like they did then thanks to mass media freezing that experience here as the same as anyone else's experience then:
Maple Leaf Rag Played by Scott Joplin
Joplin - Maple Leaf Rag Played by Asian American youth
Teenagers Still Enjoying Ragtime Today - same song played really fast on the last day of school year
Even faster:
Joplin: Elite Syncopations
Max Morath: Living a Ragtime Life! Part 1
Joplin - The Entertainer
Dances of the Ragtime Era, Review
Cab Calloway, Harlem Renaissance, Mass Music, Mass Movies, Mass Ethnic Mixing
The Nicholas Brothers when they were young, tap dance
Fred Astaire once called this performance "the greatest dance number ever filmed."
Females Cut Their Hair! 1920s "Flappers" (discussed in the readings by Savage)
Some selected examples of the first mass media, mass culture, mass music, mass entertainment based cultures--in which mass youth first made thir mass consumer appearance.^^
As noted in the Savage reading (starting on p. 115), many things in mass youth culture happened between 1880s-1913, making the U.S. mass cultural area the first example of mass challenges intermixing worldwide--thus the U.S. version of the various cultural forms within these challenges set the imprimatur for mass culture export as "Americanization."
1880s - First Amusement Park by the World's Largest City 'Challenge' New York City, youth without mass schooling, could work, wider general youth and both genders opportunities to create a world without adult or even older youth supervision
1893 - Chicago Exhibition, the Fantasy "White City"
1895 - First films made (Melies, Lumiere; French, soon first U.S. films near New Jersey close to New York City)
1901 - first 10 inch grammaphone record, mass music industry born with youth adopting it as part of their culture--buying most of the records, particularly "adult subversive" dances and music (ragtime in 1900s, soon jazz and blues by the 1920s and 1930s; rock'n'roll by 1950s) around a mass commercial and mass media form where you might never see your 'favorite' singers or musicians, though millions of other people in the same homogenized situation
1903 - Second Amusement Park in the World, Luna Park, Opens--next to the other one at Coney Island
More Luna Park:
1903 - first powered airplane flight
1903 - first massively popular narrative film, The Great Train Robbery, 12 minutes:
The Great Train Robbery is a 1903 American Western film by Edwin S. Porter. Twelve minutes long, it is considered a milestone in film making, expanding on Porter's previous work Life of an American Fireman. The film used a number of innovative techniques including cross cutting, double exposure composite editing, camera movement and on location shooting. Cross-cuts were a new, sophisticated editing technique. Some prints were also hand colored in certain scenes. None of the techniques were original to The Great Train Robbery, and it is now considered that it was heavily influenced by Frank Mottershaw's earlier British film A Daring Daylight Burglary. The film uses simple editing techniques (each scene is a single shot) and the story is mostly linear (with only a few "meanwhile" moments), but it represents a significant step in movie making, being one of the first "narrative" movies of significant length. It was quite successful in theaters and was imitated many times. ; Savage mentions 10-20 million people watching films weekly in first decade of films, The U.S. population in 1900 was 76 million. In 1950, it rose to 152 million. So around 10-20 million of 76 million in 1900 watching films weekly. Mass image based culture, geared increasingly toward institutionalizing youth themes.
1904 - commercial lithography (mass pictures for first time much cheaper to mass publish, advertising entirely changed)
1905 - first nickelodeon (personal movie machine, like an arcade game)
1906 - first regular radio broadcasts
1908 - first mass car
1909 - Sigmund Freud and Carl Jung invited to the United States by Stanley Hall to popularize psychology (they come to have a huge influence on the "admen", that grew 10x in 1900-1910 as an industry. Freud hated the U.S. mass culture, calling U.S. culture an "abortion"; Freud's later years filled with fear for the power of organized irrationality and emotionalism upon society like the U.S. was doing)
1913 - first mass car so popular led to first assembly line by Henry Ford, where labor was plentiful: another mass challenge city: Detroit, "The Highland Park Ford Plant was a production plant for Ford Motor Company in the city of Highland Park, Michigan, which is surrounded by Detroit. The Highland Park Ford Plant was designed by Albert Kahn in 1908 and was opened in 1910. The complex included offices, factories, a power plant and a foundry.[3] Because of its spacious design, it set the precedent for many factories and production plants built thereafter. In 1913, the Highland Park Ford Plant became the first automobile production facility in the world to implement the assembly line. In the late 1920s Ford moved automobile assembly to the River Rouge Plant complex in nearby Dearborn. Automotive trim manufacturing and tractor assembly continued at the Highland Park plant."
Some of the original hits, sounding just like they did then thanks to mass media freezing that experience here as the same as anyone else's experience then:
Maple Leaf Rag Played by Scott Joplin
Joplin - Maple Leaf Rag Played by Asian American youth
Teenagers Still Enjoying Ragtime Today - same song played really fast on the last day of school year
Even faster:
Joplin: Elite Syncopations
Max Morath: Living a Ragtime Life! Part 1
Joplin - The Entertainer
Dances of the Ragtime Era, Review
Cab Calloway, Harlem Renaissance, Mass Music, Mass Movies, Mass Ethnic Mixing
The Nicholas Brothers when they were young, tap dance
Fred Astaire once called this performance "the greatest dance number ever filmed."
Females Cut Their Hair! 1920s "Flappers" (discussed in the readings by Savage)
Saturday, October 9, 2010
Tuesday, September 28, 2010
Sunday, September 26, 2010
Wednesday, September 15, 2010
Week 3: Post your Blog Entries as Comments to my Main Post Each Week
Post by Sunday at midnight.
Remember, if your post doesn't appear, it is in the filtered area courtesy of Google/Blogger. I have to look at it first, and then push it to the blog.
Remember, if your post doesn't appear, it is in the filtered area courtesy of Google/Blogger. I have to look at it first, and then push it to the blog.
Wednesday, September 8, 2010
Week 2: Post your Blog Entries as Comments to my Main Post Each Week
Post by Sunday at midnight.
Remember, if your post doesn't appear, it is in the filtered area courtesy of Google/Blogger. I have to look at it first, and then push it to the blog. Below, someone has already posted:
1. Mark Whitaker
2. School Organization is Someone's Choice Instead of a Neutral Social Issue
3. The following article describes the "unschooling" movement, with a case study of some parents/children in Canada.
Think sociologically: what do our modernization theory summaries say is the 'natural issue' with schooling socialization for youth in 'modernizing societies'? What happens 'naturally' to the family in this theory? Is it really natural? I am skeptical it is: read this. There are many paths of choices (if allowed by the State) that are 'swept under the rug' if such a modernization theory is believed to be based on case study (which it is not, as we shall see).
Moreover, think about how much most 'modernized' youth culture socialization is dependent upon a specific form of mass schooling (which fails to benefit everyone). Think about children now socialized outside of it for a comparison.
It interests me to find some research dealing with 'unschooled/home schooled' children to examine these children's socialization and educational attainment in 20 years, to see if there are different educational and youth culture socialization outcomes or job outcomes.
In Korea, organizational issues are mostly decided for you by the state or by the Confucian culture. To what extent is this true, however? Not really a prominent decision, though the laws in Korea allow for it:
"Compulsory Education Ages:
Children ages 7 to 15 are subject to the federal compulsory attendance law. High school is not mandated.
Legal Status:
The law is vague and the business community is supporting homeschooling, so homeschoolers are largely left alone.
Number of Korean Homeschoolers:
Estimated at 600 to 1,000 families
Currently, homeschooling is not technically permitted by law in South Korea—but neither is it prohibited!
Homeschoolers have been able to peacefully remove their children from public school without any government intervention. The South Korean government’s new 2008 administration has announced plans to legalize homeschooling by 2010. Despite this good news, it is not yet clear what restrictions and requirements might be attached to this legalization. Chris Klicka of HSLDA plans to provide model legislation and assist the process.
The current Christian homeschool population is estimated to exceed 1,000 families; the total homeschool population is about double that number. [http://www.hslda.org/hs/international/SouthKorea/200811060.asp]
Contact Information
Homeschool Information
KHomeschool
President: Stephen Kim
Contact: Pastor Daniel Chang
Email: gjchl@hanmail.net
Website: www.khomeschool.com (Korean language)
Homeschooling is Growing in South Korea
Korea has experienced a steady growth in homeschooling in recent years, fueled in part by the leniency of the country's education laws, and via the support of the business community.
South Korean law does require school attendance for children ages 7 to 15, and homeschooling is not specifically protected. However, the laws are rather vague, and many business leaders are supportive of homeschooling, so few families have experienced difficulties with government authorities.
Recently a group of South Korean homeschool leaders and families visited the offices of Home School Legal Defense Association, and met with Mike Smith, President of HSLDA and Chris Klicka, HSLDA's Senior Counsel. The South Korean leaders represented the Church and Home Educators Association (CHEA) of South Korea, and have been working hard to promote homeschooling in their country.
HSLDA is committed to supporting the work of CHEA and the homeschooling community in South Korea as they continue to expand. [http://www.hslda.org/hs/international/SouthKorea/200408190.asp]
----------------------------
[the Canadian news article:]
More families are deciding that school’s out – forever
Carlo Ricci teaches his daughter Karina, 5, centre, at home in Toronto.
Annabel, 7, goes to regular school.
JENNIFER ROBERTS FOR THE GLOBE AND MAIL
It may sound flaky, but the ‘unschooling’ movement's ideas are going mainstream as parents are increasingly opting to keep their kids out of class
by Kate Hammer
From Saturday's Globe and Mail Published on Friday, Sep. 10, 2010 5:00PM EDT Last updated on Saturday, Sep. 11, 2010 5:46PM EDT
It has been Saturday in the Laricchia household for nearly a decade.
The family's three teenagers, Michael, Lissy and Joseph, have known nothing of alarm clocks, races for the school bus, arguments over homework or report-card angst since their parents started “unschooling” them in 2002.
The small but growing movement the Laricchias have joined is known by many other names, including deschooling, life learning and edu-punk. At base, unschooling is home-schooling returned to its postwar progressive roots, far from the [religious instruction based] Bible-thumping mould that has come to dominate the modern image of home-schoolers.
“ An unschooling family mostly just looks like a family living life … hanging out on the weekend. But there is lots of learning going on. ”— Pam Laricchia, mother
Unschooling takes children out of schools, but, unlike a lot of home-school approaches, it doesn't import the classroom into the home. It does away altogether with educational clutter such as curricula and grades.
Unschoolers maintain that a child's learning should be curiosity-driven rather than dictated by teachers and textbooks, and that forcing kids to adhere to curricula quashes their natural inclination to explore and ask questions.
To an outsider, unschooling may sound like pedagogical tofu: a shapeless, idealistic substitute for an education. But there's a growing consensus that unschoolers might be on to something. Their ideals have been quietly infiltrating public education.
“An unschooling family mostly just looks like a family living life … hanging out on the weekend,” says mother Pam Laricchia, a former nuclear engineer who lives in Orangeville, Ont. “But there is lots of learning going on when you take the time to look at it from the kids' point of view.”
Anita Roy and her husband Mehdi Naimi decided to 'deschool' their sons Kian, left, and Zaman Naimi-Roy.
Home-schoolers – and unschoolers in particular – are by nature difficult to count. But observers say that, thanks in part to social networking and the blossoming of Internet resources, their movement is growing.
One sign is that dozens of unschooling families will converge near Ms. Laricchia's home this weekend for the fifth annual Toronto Unschooling Conference. Another is that since 2002, unschoolers have had their own publication, Life Learning Magazine. (More recently, it has metamorphosized into
LifeLearningMagazine.com.)
Meanwhile, school boards and education ministries are embracing experiential learning.
There was a time when students were drilled and heavily tested on rote memory, such as the names and dates of British sovereigns. But research suggests that this is a temporary, limited form of learning: Kids gain more when they can ask questions and learning is tied to emotion.
The change in thinking has been slow, but it surfaces in the expansion of high-school co-op programs, or the emphasis on play in the new full-day kindergarten curriculum Ontario launched this week.
Some children thrive in the ["one-size doesn't-fit-all"] classroom and others don't and, despite the best of intentions, the system sorts them into winners and losers.
Recent initiatives by education ministries and school boards to shrink dropout rates, promote alternative schools and improve kindergarten are all fundamentally an effort to reduce the sorting. Unschooling's underlying idea is that all kids are winners.
Gretchen Theakston-Larabee, seated on the couch, watches over the studies of her children, from left to right, Sarina, 12, Silas, 7, and Samantha Theakston, 14, at home in Toronto.
A LIBERATION MOVEMENT FOR THE LOVE OF LEARNING
The foundational tome of the unschooler is How Children Fail, the first book by an American teacher named John Holt published in 1964. The writer suggested that smart children struggle “because they are afraid, bored, and confused.
[back to the article:]
“They are afraid, above all else, of failing, of disappointing or displeasing the many anxious adults around them, whose limitless hopes and expectations for them hang over their heads like a cloud.”
Mr. Holt supports his thesis with observations from a sort of classroom diary he kept throughout the 1950s and 60s. He concludes that “a child who is learning naturally, following his curiosity where it leads him, adding to his mental model of reality whatever he needs and can find a place for, and rejecting without fear or guilt what he does not need, is growing – in knowledge, in the love of learning, and in the ability to learn.”
The idea puts a lot of faith in children, their innate interest in learning and in their intelligence. It also restores faith in parents, returning some control over their children's growth that they handed to educators and politicians more than a century ago.
This was the philosophy behind home-schooling when it emerged in the 1960s and 70s as a way for children to learn from the world around them. Then, in the past few decades, home-schooling was embraced by the Christian right, which saw it as a way that kids could be shielded from the secular world.
Then the Internet galvanized unschoolers. It provided a support network for parents seeking alternatives, and made satisfying the whims of a child's curiosity a lot easier. Why is the sky blue? Google it. How do you make a baking-soda volcano? Ask YouTube.
This type of experiential learning suits boys and concrete learners in particular, who “are set up to fail in the regular school system,” according to Ron Hansen, a professor at the University of Western Ontario.
He says the school system favours abstract learners, the half of the population who find it easy to think in symbols and signs, for whom written work comes naturally. Concrete learners “need action, they need projects, they need to be tactile as well as using their eyes and their ears.”
Although Mr. Hansen believes that unschooling might not work in every home, he thinks its emphasis on experiential learning is laudable and has a thing or two to teach public education.
There is an obvious objection, and one familiar to home-schoolers of any stripe: Does any kid who hangs out all day with his parents and who lives by the whims of his own curiosity have any hope at being anything less than a dork?
Though unschooled children tend to have highly developed critical-thinking and problem-solving skills, some find it difficult to socialize with large groups of children, according to Paige Fisher, an instructor in education at Vancouver Island University who has observed unschooled children.
Another concern more specific to unschooling is if children's education is formed by their own interests, or solely by those of their parents, there are likely to be gaps.
“Individual children might be happy, but it's not clear that this makes for an autonomous or well-rounded adult, or for a better community,” Christopher Lubienski, an associate professor at the University of Illinois, writes by e-mail.
Structured learning, with external direction, “can force people to experience things that they wouldn't otherwise, and quite often find new interests. ... Ones that may also have some wider social value.”
OFF THE BUS, BUT NOT ENTIRELY OFF THE GRID
This week, as most children kissed their parents goodbye and boarded yellow school buses, a group of home-schooling families gathered in a park in Toronto's west end for a Welcome Back to Not-School party.
They represented a fair cross-section of the city's home-schooling community, and most would place themselves somewhere on the unschooling spectrum.
Generally white and well-educated, the unschoolers were the kind of middle-to-upper-middle-class parents who don't dream of a home in Rosedale or their kids graduating from medical school.
They didn't fit any other stereotypes, except that all were able to stay home at least part-time. And they knew their kids' daily lives in a detail that made the average helicopter parent seem negligent.
They stood in clusters, discussing current events and their children, who buzzed about from swings to picnic tables in swarms of mixed-age groups. The sight was a bit jarring to eyes accustomed to traditional school playgrounds, where kids tend to stick with their classmates.
Carlo Ricci, an associate professor at Nippissing University, was pushing his younger, unschooled daughter, Karina, 5, on a swing. His older daughter, Annabel, 7, attends Grade 2. He had gradually figured out the differences that made one girl prefer unschooling while the other was drawn to the classroom.
“[Annabel] is like a movie star when she goes to school. She gets a lot of praise," he said. Karina is more shy.
John Day's 10-year-old daughter, Brenda, has never seen the inside of a classroom. Still, he specified, “I'd say we're part-unschoolers.”
Mr. Day, an engineer who holds graduate degrees from Oxford, the Massachusetts Institute of Technology and Stanford, lets his daughter's interests drive most of her learning. That may mean writing Artemis Fowl fan fiction, watching the pop science program Mythbusters or a trip to the Ontario Science Centre.
“It's awesome,” said Brenda, a spindly pre-teen with sun-bleached hair. “I spend more time outside and I see my friends every day.”
However, Mr. Day added: “I think potentially one of the problems with the unschooled kids is they haven't been prepared with the basics.” So on top of her self-directed learning, Brenda follows a math curriculum and solves problems in graded workbooks.
THE MANY SCHOOLS OF UNSCHOOLING
There are other factions within the movement, from the radical unschoolers, who extend the philosophy beyond education to parenting, to those who reject the term unschooling altogether.
Some unschoolers will refer to the occasional exercise book for math lessons. Others will never consider a number outside a speedometer or a grocery receipt. Some are vegans, while the unschoolers who let their children eat more liberally quietly refer to them as the Granola Gestapo.
“There's everything from very earthy grassroots people to very educated professional people,” says Judy Arnall, a Calgary-based author on parenting who has unschooled her five children. She is on the phone from Newfoundland, where she is dropping her 18-year-old son off at Memorial University.
“I think the one thing everyone agrees on is that we want our kids to foster a love of learning that's intrinsic.”
“Unschooling is an acknowledgment that schools and education are in many ways contradictory, that there's an implicit tension between them,” says Jason Price, an assistant professor at the University of Victoria.
“Education is about the production of more democracy, production of peace, production of happiness whereas schooling is often the production of global economic competitiveness.”
In Orangeville this weekend, over campfires and potluck dinners, unschoolers will discuss ways of supporting their children's learning at Ms. Laricchia's Toronto Unschooling Conference.
Throughout the day, guest speakers will address quandaries such as the ways kids learn math without a textbook and how to transition your children out of the regular school system – a sort of psychological-detox process known as deschooling.
When the conference is over, Ms. Laricchia will return to collaborating on building an online business with her son, Michael, 13. Her daughter, Lissy, 16, is a photographer who was recently invited to participate in a show in New York. The oldest child, Joseph, has turned 18 and is no longer being actively unschooled. His mom happily admits that the change has had almost no effect on his day-to-day life.
Kate Hammer is The Globe and Mail's Education Reporter.
---
http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/more-families-are-deciding-that-schools-out-forever/article1703185/
Remember, if your post doesn't appear, it is in the filtered area courtesy of Google/Blogger. I have to look at it first, and then push it to the blog. Below, someone has already posted:
1. Mark Whitaker
2. School Organization is Someone's Choice Instead of a Neutral Social Issue
3. The following article describes the "unschooling" movement, with a case study of some parents/children in Canada.
Think sociologically: what do our modernization theory summaries say is the 'natural issue' with schooling socialization for youth in 'modernizing societies'? What happens 'naturally' to the family in this theory? Is it really natural? I am skeptical it is: read this. There are many paths of choices (if allowed by the State) that are 'swept under the rug' if such a modernization theory is believed to be based on case study (which it is not, as we shall see).
Moreover, think about how much most 'modernized' youth culture socialization is dependent upon a specific form of mass schooling (which fails to benefit everyone). Think about children now socialized outside of it for a comparison.
It interests me to find some research dealing with 'unschooled/home schooled' children to examine these children's socialization and educational attainment in 20 years, to see if there are different educational and youth culture socialization outcomes or job outcomes.
In Korea, organizational issues are mostly decided for you by the state or by the Confucian culture. To what extent is this true, however? Not really a prominent decision, though the laws in Korea allow for it:
"Compulsory Education Ages:
Children ages 7 to 15 are subject to the federal compulsory attendance law. High school is not mandated.
Legal Status:
The law is vague and the business community is supporting homeschooling, so homeschoolers are largely left alone.
Number of Korean Homeschoolers:
Estimated at 600 to 1,000 families
Currently, homeschooling is not technically permitted by law in South Korea—but neither is it prohibited!
Homeschoolers have been able to peacefully remove their children from public school without any government intervention. The South Korean government’s new 2008 administration has announced plans to legalize homeschooling by 2010. Despite this good news, it is not yet clear what restrictions and requirements might be attached to this legalization. Chris Klicka of HSLDA plans to provide model legislation and assist the process.
The current Christian homeschool population is estimated to exceed 1,000 families; the total homeschool population is about double that number. [http://www.hslda.org/hs/international/SouthKorea/200811060.asp]
Contact Information
Homeschool Information
KHomeschool
President: Stephen Kim
Contact: Pastor Daniel Chang
Email: gjchl@hanmail.net
Website: www.khomeschool.com (Korean language)
Homeschooling is Growing in South Korea
Korea has experienced a steady growth in homeschooling in recent years, fueled in part by the leniency of the country's education laws, and via the support of the business community.
South Korean law does require school attendance for children ages 7 to 15, and homeschooling is not specifically protected. However, the laws are rather vague, and many business leaders are supportive of homeschooling, so few families have experienced difficulties with government authorities.
Recently a group of South Korean homeschool leaders and families visited the offices of Home School Legal Defense Association, and met with Mike Smith, President of HSLDA and Chris Klicka, HSLDA's Senior Counsel. The South Korean leaders represented the Church and Home Educators Association (CHEA) of South Korea, and have been working hard to promote homeschooling in their country.
HSLDA is committed to supporting the work of CHEA and the homeschooling community in South Korea as they continue to expand. [http://www.hslda.org/hs/international/SouthKorea/200408190.asp]
----------------------------
[the Canadian news article:]
More families are deciding that school’s out – forever
Carlo Ricci teaches his daughter Karina, 5, centre, at home in Toronto.
Annabel, 7, goes to regular school.
JENNIFER ROBERTS FOR THE GLOBE AND MAIL
It may sound flaky, but the ‘unschooling’ movement's ideas are going mainstream as parents are increasingly opting to keep their kids out of class
by Kate Hammer
From Saturday's Globe and Mail Published on Friday, Sep. 10, 2010 5:00PM EDT Last updated on Saturday, Sep. 11, 2010 5:46PM EDT
It has been Saturday in the Laricchia household for nearly a decade.
The family's three teenagers, Michael, Lissy and Joseph, have known nothing of alarm clocks, races for the school bus, arguments over homework or report-card angst since their parents started “unschooling” them in 2002.
The small but growing movement the Laricchias have joined is known by many other names, including deschooling, life learning and edu-punk. At base, unschooling is home-schooling returned to its postwar progressive roots, far from the [religious instruction based] Bible-thumping mould that has come to dominate the modern image of home-schoolers.
“ An unschooling family mostly just looks like a family living life … hanging out on the weekend. But there is lots of learning going on. ”— Pam Laricchia, mother
Unschooling takes children out of schools, but, unlike a lot of home-school approaches, it doesn't import the classroom into the home. It does away altogether with educational clutter such as curricula and grades.
Unschoolers maintain that a child's learning should be curiosity-driven rather than dictated by teachers and textbooks, and that forcing kids to adhere to curricula quashes their natural inclination to explore and ask questions.
To an outsider, unschooling may sound like pedagogical tofu: a shapeless, idealistic substitute for an education. But there's a growing consensus that unschoolers might be on to something. Their ideals have been quietly infiltrating public education.
“An unschooling family mostly just looks like a family living life … hanging out on the weekend,” says mother Pam Laricchia, a former nuclear engineer who lives in Orangeville, Ont. “But there is lots of learning going on when you take the time to look at it from the kids' point of view.”
Anita Roy and her husband Mehdi Naimi decided to 'deschool' their sons Kian, left, and Zaman Naimi-Roy.
Home-schoolers – and unschoolers in particular – are by nature difficult to count. But observers say that, thanks in part to social networking and the blossoming of Internet resources, their movement is growing.
One sign is that dozens of unschooling families will converge near Ms. Laricchia's home this weekend for the fifth annual Toronto Unschooling Conference. Another is that since 2002, unschoolers have had their own publication, Life Learning Magazine. (More recently, it has metamorphosized into
LifeLearningMagazine.com.)
Meanwhile, school boards and education ministries are embracing experiential learning.
There was a time when students were drilled and heavily tested on rote memory, such as the names and dates of British sovereigns. But research suggests that this is a temporary, limited form of learning: Kids gain more when they can ask questions and learning is tied to emotion.
The change in thinking has been slow, but it surfaces in the expansion of high-school co-op programs, or the emphasis on play in the new full-day kindergarten curriculum Ontario launched this week.
Some children thrive in the ["one-size doesn't-fit-all"] classroom and others don't and, despite the best of intentions, the system sorts them into winners and losers.
Recent initiatives by education ministries and school boards to shrink dropout rates, promote alternative schools and improve kindergarten are all fundamentally an effort to reduce the sorting. Unschooling's underlying idea is that all kids are winners.
Gretchen Theakston-Larabee, seated on the couch, watches over the studies of her children, from left to right, Sarina, 12, Silas, 7, and Samantha Theakston, 14, at home in Toronto.
A LIBERATION MOVEMENT FOR THE LOVE OF LEARNING
The foundational tome of the unschooler is How Children Fail, the first book by an American teacher named John Holt published in 1964. The writer suggested that smart children struggle “because they are afraid, bored, and confused.
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In How Children Fail John Holt states his belief that children love to learn, but hate to be taught. His experiences in the classroom as a teacher and researcher brought him to the conclusion that all children are intelligent. They become unintelligent because they are accustomed by teachers and schools to strive only for teacher approval and for the “right” answers, and to forget all else. In this system, children see no value in thinking and discovery, but see it only in playing the game of school.
Children believe that they must please the teacher, the adults, at all costs. They learn how to manipulate teachers to gain clues about what the teacher really wants. Through the teacher’s body language, facial expressions and other clues, they learn what might be the right answer. They mumble, straddle the answer, get the teacher to answer their own question, and take wild guesses while waiting to see what happens- all in order to increase the chances for a right answer.
When children are very young, they have natural curiosities about the world and explore them, trying diligently to figure out what is real. As they become “producers”, rather than “thinkers”, they fall away from exploration and start fishing for the right answers with little thought. They believe they must always be right, so they quickly forget mistakes and how these mistakes were made. They believe that the only good response from the teacher is “yes”, and that a “no” is defeat.
They fear wrong answers and shy away from challenges because they may not have the right answer. This fear, which rules them in the school setting, does their thinking and learning a great disservice. A teacher’s job is to help them overcome their fears of failure and explore the problem for real learning. So often, teachers are doing the opposite — building children’s fears up to monumental proportions. Children need to see that failure is honorable, and that it helps them construct meaning. It should not be seen as humiliating, but as a step to real learning. Being afraid of mistakes, they never try to understand their own mistakes and cannot and will not try to understand when their thinking is faulty. Adding to children’s fear in school is corporal punishment and humiliation, both of which can scare children into right/wrong thinking and away from their natural exploratory thinking.
Holt maintains that when teachers praise students, they rob them of the joy of discovering truth for themselves. They should be aiding them by guiding them to explore and learn as their interests move them. In mathematics, children learn algorithms, but when faced with problems with Cuisenaire rods, they cannot apply their learning to real situations. Their learning is superficial in that they can sometimes spit out the algorithm when faced with a problem on paper, but have no understanding of how or why the algorithm works and no deep understanding about numbers.
Holt believes that end of year achievement tests do not show real learning. Teachers (Holt included) generally cram for these tests in the weeks preceding. Meanwhile, the material learned is forgotten shortly after the tests because it was not motivated by interest, nor does it have practical use.
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“They are afraid, above all else, of failing, of disappointing or displeasing the many anxious adults around them, whose limitless hopes and expectations for them hang over their heads like a cloud.”
Mr. Holt supports his thesis with observations from a sort of classroom diary he kept throughout the 1950s and 60s. He concludes that “a child who is learning naturally, following his curiosity where it leads him, adding to his mental model of reality whatever he needs and can find a place for, and rejecting without fear or guilt what he does not need, is growing – in knowledge, in the love of learning, and in the ability to learn.”
The idea puts a lot of faith in children, their innate interest in learning and in their intelligence. It also restores faith in parents, returning some control over their children's growth that they handed to educators and politicians more than a century ago.
This was the philosophy behind home-schooling when it emerged in the 1960s and 70s as a way for children to learn from the world around them. Then, in the past few decades, home-schooling was embraced by the Christian right, which saw it as a way that kids could be shielded from the secular world.
Then the Internet galvanized unschoolers. It provided a support network for parents seeking alternatives, and made satisfying the whims of a child's curiosity a lot easier. Why is the sky blue? Google it. How do you make a baking-soda volcano? Ask YouTube.
This type of experiential learning suits boys and concrete learners in particular, who “are set up to fail in the regular school system,” according to Ron Hansen, a professor at the University of Western Ontario.
He says the school system favours abstract learners, the half of the population who find it easy to think in symbols and signs, for whom written work comes naturally. Concrete learners “need action, they need projects, they need to be tactile as well as using their eyes and their ears.”
Although Mr. Hansen believes that unschooling might not work in every home, he thinks its emphasis on experiential learning is laudable and has a thing or two to teach public education.
There is an obvious objection, and one familiar to home-schoolers of any stripe: Does any kid who hangs out all day with his parents and who lives by the whims of his own curiosity have any hope at being anything less than a dork?
Though unschooled children tend to have highly developed critical-thinking and problem-solving skills, some find it difficult to socialize with large groups of children, according to Paige Fisher, an instructor in education at Vancouver Island University who has observed unschooled children.
Another concern more specific to unschooling is if children's education is formed by their own interests, or solely by those of their parents, there are likely to be gaps.
“Individual children might be happy, but it's not clear that this makes for an autonomous or well-rounded adult, or for a better community,” Christopher Lubienski, an associate professor at the University of Illinois, writes by e-mail.
Structured learning, with external direction, “can force people to experience things that they wouldn't otherwise, and quite often find new interests. ... Ones that may also have some wider social value.”
OFF THE BUS, BUT NOT ENTIRELY OFF THE GRID
This week, as most children kissed their parents goodbye and boarded yellow school buses, a group of home-schooling families gathered in a park in Toronto's west end for a Welcome Back to Not-School party.
They represented a fair cross-section of the city's home-schooling community, and most would place themselves somewhere on the unschooling spectrum.
Generally white and well-educated, the unschoolers were the kind of middle-to-upper-middle-class parents who don't dream of a home in Rosedale or their kids graduating from medical school.
They didn't fit any other stereotypes, except that all were able to stay home at least part-time. And they knew their kids' daily lives in a detail that made the average helicopter parent seem negligent.
They stood in clusters, discussing current events and their children, who buzzed about from swings to picnic tables in swarms of mixed-age groups. The sight was a bit jarring to eyes accustomed to traditional school playgrounds, where kids tend to stick with their classmates.
Carlo Ricci, an associate professor at Nippissing University, was pushing his younger, unschooled daughter, Karina, 5, on a swing. His older daughter, Annabel, 7, attends Grade 2. He had gradually figured out the differences that made one girl prefer unschooling while the other was drawn to the classroom.
“[Annabel] is like a movie star when she goes to school. She gets a lot of praise," he said. Karina is more shy.
John Day's 10-year-old daughter, Brenda, has never seen the inside of a classroom. Still, he specified, “I'd say we're part-unschoolers.”
Mr. Day, an engineer who holds graduate degrees from Oxford, the Massachusetts Institute of Technology and Stanford, lets his daughter's interests drive most of her learning. That may mean writing Artemis Fowl fan fiction, watching the pop science program Mythbusters or a trip to the Ontario Science Centre.
“It's awesome,” said Brenda, a spindly pre-teen with sun-bleached hair. “I spend more time outside and I see my friends every day.”
However, Mr. Day added: “I think potentially one of the problems with the unschooled kids is they haven't been prepared with the basics.” So on top of her self-directed learning, Brenda follows a math curriculum and solves problems in graded workbooks.
THE MANY SCHOOLS OF UNSCHOOLING
There are other factions within the movement, from the radical unschoolers, who extend the philosophy beyond education to parenting, to those who reject the term unschooling altogether.
Some unschoolers will refer to the occasional exercise book for math lessons. Others will never consider a number outside a speedometer or a grocery receipt. Some are vegans, while the unschoolers who let their children eat more liberally quietly refer to them as the Granola Gestapo.
“There's everything from very earthy grassroots people to very educated professional people,” says Judy Arnall, a Calgary-based author on parenting who has unschooled her five children. She is on the phone from Newfoundland, where she is dropping her 18-year-old son off at Memorial University.
“I think the one thing everyone agrees on is that we want our kids to foster a love of learning that's intrinsic.”
“Unschooling is an acknowledgment that schools and education are in many ways contradictory, that there's an implicit tension between them,” says Jason Price, an assistant professor at the University of Victoria.
“Education is about the production of more democracy, production of peace, production of happiness whereas schooling is often the production of global economic competitiveness.”
In Orangeville this weekend, over campfires and potluck dinners, unschoolers will discuss ways of supporting their children's learning at Ms. Laricchia's Toronto Unschooling Conference.
Throughout the day, guest speakers will address quandaries such as the ways kids learn math without a textbook and how to transition your children out of the regular school system – a sort of psychological-detox process known as deschooling.
When the conference is over, Ms. Laricchia will return to collaborating on building an online business with her son, Michael, 13. Her daughter, Lissy, 16, is a photographer who was recently invited to participate in a show in New York. The oldest child, Joseph, has turned 18 and is no longer being actively unschooled. His mom happily admits that the change has had almost no effect on his day-to-day life.
Kate Hammer is The Globe and Mail's Education Reporter.
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http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/more-families-are-deciding-that-schools-out-forever/article1703185/
Thursday, August 19, 2010
Week 1: Opening Thread: Post your Blog Entries as Comments to my Main Post Each Week
Post Comments like this:
1. Your Name
2. A Title
3. A short personal commentary what you learned from it or what made you curious about it given the week's class content. However, it doesn't have to be about the week's content, only something related to human-environmental interactions.
4. Then put a long line ('-------------------)'.
5. Then cut/paste A SMALL PART of the article or topic you found. (This is because blogger.com now has a limit of "4096 characters" in blog comments. However, that should be enough to concentrate on your own comments, and provide an excerpt and a link to the original article. If you do want more space, and I encourage it, post a second time to get another "4096 characters".)
6. Then a small line '---'.
7. Then, finally, paste the URL (link) of the post.
Post for the first week on this thread. I'll set up a new main post each week, and then we will do the same.
1. Your Name
2. A Title
3. A short personal commentary what you learned from it or what made you curious about it given the week's class content. However, it doesn't have to be about the week's content, only something related to human-environmental interactions.
4. Then put a long line ('-------------------)'.
5. Then cut/paste A SMALL PART of the article or topic you found. (This is because blogger.com now has a limit of "4096 characters" in blog comments. However, that should be enough to concentrate on your own comments, and provide an excerpt and a link to the original article. If you do want more space, and I encourage it, post a second time to get another "4096 characters".)
6. Then a small line '---'.
7. Then, finally, paste the URL (link) of the post.
Post for the first week on this thread. I'll set up a new main post each week, and then we will do the same.
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