deltagal
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Posts posted by deltagal
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I see these programs as more like helping kids to identify the unsaid, or sometimes even the unrealized viewpoints, even in things that sound good to us. I think one of the classic examples is from The Deadliest Monster, which looks at two books which might seem pretty similar - Dr. Jekyll and Frankenstein. Without going into the details on the book, it's used to demonstrate that they come from opposite views on the "nature of man" -- one comes from the worldview that we are a blank slate and shaped by our environment, while the other comes from the worldview that man has a dual nature within him. Or something like that :tongue_smilie:
This examination of literature can be extended to everything from political stances to bioethics. I feel like I'm not saying this right, but it's not really "here are the reasons I disagree with some idea and here are the reasons I think another person might agree..." Instead, I see it as more like helping kids identify "what does a particular stance really represent?" and "can we identify the worldviews that are inherent in that idea?" Instead of "it would be bad because it would affect X," saying, "it represents X view of God's relationship with man."
:iagree: Great thoughts, Julie. Thank you.
This does look really good. Have you begun to use it? What are your thoughts so far?
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DH and I have often discussed the role of the Devil's Advocate. In Catholic settings, this was the person appointed to argue against the cannonization of a saint. They were expected to put their full talents into research, reasoning and argument. The goal was that to move the process as much toward a correct decision as was possible.
We do quite a bit of this around our dinner table. I like this process.
I think that it's important for the discussion to not just include a measuring of systems and philosophies and positions against one standard, but to delve into why the advocates for the other side have come to that position. You may in the end still decide that the other side is wrong. Or you might see that there are rational reasons for someone be advocating a certain position. Those reasons are then a place to start discussion.
:iagree:This is so true. It's what I call "context."
We take a lot of magazines and newspapers. In part because I want my kids to read about a lot of opinions and ideas, not because I run a cafeteria style idea market, but because I want these encounters to happen when I'm in a position to help them do research and think through the issues (and not just depend on their college roommate or classmates for opinion forming).
I appreciate the fact that at this point I see my son being a "free thinker." I want to nurture this. I have just in the last year or so been intentional about leaving other "ideas" in books, newspapers, etc. around for him to pick up and peruse and ponder with us. I wasn't quite so open when he was younger.
One concern that I have with my own children is if the discussions we have about politics/religion/economics end with an appeal to authority (even one I have confidence in) there isn't much rebuttal to someone who doesn't believe in the same authority. In other words, if Person A says that homosexuality/abortion/slavery is wrong because the Bible says XYZ about it and Person B says that they don't believe the Bible is true/faithful or original text/divine/relavant, there isn't anywhere for the conversation to go.
I agree and that seems to happen all the time across all lines, which in part is where I was when I started this thread. I want my dc to stay in the conversation out of respect for others.
I'm also trying not to make comparisons between the ideal philosophy of views I hold and the gritty failings of the opposing side. There can be real ideals on both sides, real failings and also real typical manifestations.
One book I read years ago and kept in order to read it with my high schoolers is Foolishness to the Greeks by Leslie Newbigin. I expected to disagree with a lot of it, because his political leanings were not my own. But I found a lot to embrace about taking faith seriously.
Interesting. I'll have to check it out. I'm not familiar with it.
Thank you for all these good thoughts.
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Also, you might want your students to work through a Logic course. That will help them with recognize false logic.
Any suggestions?
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I used Starting Points for my ds in 8th grade because I really wanted to get my son thinking about worldview before we started another 4 year cycle. What I liked about the curriculum was there were no "answers". The student is encouraged to form his own opinion and really think about the "big" questions, while recognizing that all authors are writing from a viewpoint, whatever that may be. We only made it 2/3 of the way through the curriculum, but we thoroughly enjoyed it.
That's very encouraging.
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This is what we used for Freshman year. I thought it was quite rigorous and my son LOVED it!
Earth Science, Holt McDougal 2010, ISBN-13: 978-0-55-400579-9 or ISBN-10: 0-55-400579-4
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I think it would be much better to follow the WTM pattern (note: you don't have to use the book, I think some of the curriculum out there can follow the pattern) and pay attention to what the authors of works are saying and assuming. The strength of this is you can encounter world view from the most eloquent writers of that point of view.
I've listened to various "world view" materials over the years and part of what makes me nervous about these materials is how often arguments are boiled down to too little making those views straw men instead of the vital views they are in the hands of their proponents. While I want my children to have a strong and vital Biblical world view, I see the danger in having them later discover that much of what we studied isn't really true. I suspect this might be a devastating blow to a world view that speaks of truth as being one its core values.
That said, I have considered using a package world view curriculum to allow us to think directly on these subjects and compare them to what we are reading.
Candid, Yes, I agree with everything you've said! And I definitely want to head in the WTM direction. That's a skill we all need for life in our reading and listening and watching. I think, however, our family needs some sort of primer to help us get started with questions and examples. At a glance, it looks like Starting Points might offer that. Not sure, though. ;)
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Thank you for those threads. Good reading. And I completely agree with the thread that speaks of the term "worldview." I'm intrigued by Starting Points, it sounds like it might be a good jumping off point for book list and possible discussion starters. I'll have to check it out. I had emailed Jeff Baldwin of Worldview a question or two and his very gracious and thoughtful response led me to believe that his books and study guides might not be the way to go.
It would be icing on the cake if I could find a book or two with my own bias thrown in - seeing the world through a Wesleyan lens. :001_smile:
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Laura,
Thank you for taking the time to reply. Your comments are helpful. I'm leaning towards selecting some books by classic authors for him to read and for us to discuss around the dinner table. I think for me personally the hesitation about using packaged worldview materials is they are primarily published and made available by only one facet of the Christian community due to George Barna's initiatives in this area. OF course, I really respect Barna's work, but I'm hesitant to jump on what looks like a bandwagon, if what we're aiming for is "thinking independently." Just mulling this one over.... Thank you again.
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Hello all,
I'm interested in my Sophomore doing some study of Worldviews this fall. However, I'm completely overwhelmed by the materials available. My primary concern is I would like a course that expands his thinking and helps him discern viewpoints and and where they are coming from. I do not want to use materials that attempts to indoctrinate a certain viewpoint. We are Christian, but in our particular tradition the viewpoints on issues are wildly varied. Although we don't necessarily agree with all the viewpoints, I would like for him to have understanding on why people think as they do AND are Christian. I want to use material that fosters respect for viewpoints, while assisting him in articulating his own. Could anyone offer some suggestions on reading/materials that might be beneficial? Thank you.
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My 13 yo son is making progress in his Math...at last. We are using Singapore and have finally made it to 4B. I think we'll be fine through 5B, but then what? I anticipate he'll finish up 5B this summer and I'm at a loss as to where to go from here. It just takes him a lot of time to understand concepts. And, yes, he is college bound.
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I'll have to give all these a look. My main desire is finding a program that works for a highly visual 13 yo boy student - who gets overwhelmed easily.
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Hello,
My 13 yo has a great deal of interest in learning languages. He's dabbled a bit with several, but he's eager to go deep. What is a good choice for learning German?
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Thank you. That is very helpful. Did you use the tests? How long does it take per day? How many days a week on average?
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We are looking at doing our 2nd year of Latin using the Cambridge materials. We are currently in a tutorial. What would we need to do this on our own AND how easy or difficult is it to do on your own? We've finished book 1 and are part way through book 2.
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I emailed Derek Owns and received this reply regarding my questions. It was quite helpful.
"For Geometry, he should expect to spend about as much time as he would in traditional school. Roughly 50 minutes to an hour, 4 or 5 days a week. Since the online classes are very flexible, the actual time taken can vary a good bit from one student to another, but that should give you an idea.
I provide a syllabus that tells the students what to do each week and what assignments are due each week. One lesson per day is not strictly required, but I encourage them to do some work each day rather than doing the entire week’s work all at once."
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Just an update. Your thoughts prompted me to visit with my ds once again regarding the tutorial and the social aspect. I remembered that the reason we began the tutorial was he was clamoring for more social interaction feeling that things were a bit of a drag at home. So, I reminded him of that and he said he remembered that, as well, but that he's changed and is ready to get back to doing the bulk of his work at home. I believe him. He's a great student, very focused. So, we'll make that change. Thank you all for your insight. This has been very helpful in getting us to process the right questions.
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I, too, think the advice to wait and see if good. Why? Because even if you came up with a Plan B and your child came home then chances are it would mean that they are in a differently place emotionally and perhaps, academically than when they went. Change happens so quickly in their minds and bodies so quickly at this stage. You just never know.... I have no doubt, if need be, you could pull together a plan easily at the last minute. The only think I might suggest is begin to set some money aside, so if you need to do a spontaneous purchase you'll have the funds ready. And, if you don't need it, then....
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How much of your son's social life is wrapped up in these outside classes? Perhaps he is just feeling a little overwhelmed with the workload right now. This is definitely the time of year when the workload weighs heavily. At least that's the case in my house.
My son goes to a similar program for one course, and he loves it there. He enjoys the course, but I think the social opportunities have been as or more important than what he's learning in the class. He does do other outside activities besides the class at the tutorial place, but if he were to drop the class, I know he would not be happy socially. Around here, there are not many social outlets for teenage homeschoolers, so finding something else would be tough.
So -- before he drops totally, think about the dynamics of his day/week without the classes and whether he really needs the outside motivation.
Best wishes with whatever you decide,
Brenda
Brenda,
DS and I discussed this very thing this weekend. He feels that between football, basketball, youth group, and conference youth events he has a good outlet socially. I even asked him if he wouldn't like to take a class and stay for an extra hour for lunch and study hall. He said, "no." We'll see.
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Bumping for you.
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I feel this is important to do as well, but NOT every year. In SWB's get ready for college talk, I'm pretty sure she says to make sure you do it at least once, but definitely doesn't say do it every year through high school.
If dh is dead set on every year, would an online course work, perhaps an elective? Honestly, though, he's done 2 years, and he can take off a year and still do it again.
Thank you for your thoughts. We've been grappling with this and I think your thoughts are solid. We're down to one course or no course. If I can find good support materials for the one course I think we'll do the whole load at home next year. I think this is exciting! I appreciate your affirmation.
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I'm interested in Derek Owens, as well. How long would you say it takes to do one day on the syllabus? And have any of you simply purchased the workbook and videos and not the test grading?
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I was just about to post this very question. We've finished Latin 1 and are ready to move on and I read somewhere that the FL requirement needed to be a spoken language. I guess we'll need to do a little more research with potential schools.
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Thank you all. This has been very helpful for using MUS and supplementing.
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We did math 3x per week. MUS A/D, MUS B/E, MUS C/Test. LoF Algebra 1 is broken down into 108 lessons. That's 3x per week for 36 weeks. So, ds did 1 LoF lesson with 2 MUS pages each day.
Sue - what a great rhythm for the MUS! I think we'll do this, as well. How helpful this is! Did you ever NOT do all the MUS lessons? And did you do the honors pages?
Homeschoolers who choose not to do co-op or many extras
in General Education Discussion Board
Posted
When my dc were all elementary and younger we got together with a couple of families once a week for nature study, 4-H projects and field trips! It was great.
BUT as children got older each families priorities changed and the group no longer met everyone's criteria.
As my children have gotten older I feel like the time I have with them is so limited. So the one day a week that we might do a co-op we reserve to use as a family learning day. Everything we do on that day is together - free-writes, movies, art and music appreciation, poetry readings, nature study, field trips, community service. It is my gang's favorite day of the week and a memory they will never forget. I doubt a co-op could do that.