Home Schooling - A Rational Choice in a Postmodern World or “There’s a Little Child Saying the Emperor hasn’t Got Anything On”

By Ari Neuman and Aharon (Roni) Aviram.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Home schooling (or home education) is the term frequently used in literature to describe the framework in which children of all ages do not learn in a school environment, usually as the result of a choice made by their parents. Today, an increasing number of children are being educated at home in various countries throughout the world. A qualitative research of home schooling families indicates that contrary to common belief, they are not a collection of eccentric families who have an unconventional approach to life, with a non-rational and metaphysical thinking patterns, but rather a group of people who show rational structured decision-making process and logical arguments.

This paper endeavors to identify these decision-making processes, to extract the arguments and to asses them.

Examination of the decision-making process shows that there was a rational process that complies with rational decision-making models and comprises: (1) identification and definition of the problem; (2) search for alternatives; (3) selecting an alternative; (4) application of the chosen alternative; (5) coping with the implication of the chosen selection This process is a dynamic description of the logical structure of an argument – or of a chain of secondary arguments. These arguments will be described in this paper. The rational decision making process of the home schoolers, the logical structure of the arguments that they raise, and the large amount of available literature that give their claims foundation, require that serious consideration be given to the home schooling concept in its broader social context as a significant phenomena which represents an important social and educational trend.

Keywords: Home Schooling, Home Education, Parent Involvement, Rationality, Decision-Making, Constructivist Paradigm, Qualitative Analysis, Criticism of the Education System

International Journal of Interdisciplinary Social Sciences, Volume 3, Issue 9, pp.185-194. Article: Print (Spiral Bound). Article: Electronic (PDF File; 487.101KB).

Dr. Ari Neuman

Israel

Dr. Ari Neuman holds a Ph.D. from Department of Education at Ben Gurion University and M.Sc. (cum laude) from the department of zoology at Tel-Aviv university in Israel. He is mainly Interested in home schooling and in Program Evaluation. Ari Neuman have been practicing program evaluation for more then 12 years and is now working as an Evaluator for the “Karev Program for Educational Involvement”. He also heads “Muvanim – Evaluation Team”. He is a member of “The Center for Futurism in Education” at Ben Gurion University, and teaches program evaluation in the Westren Glilee College.

Prof. Aharon (Roni) Aviram

Chair of the the center for futurism in education, Israel

Educational futurist and philosopher of education, Roni Aviram’s interests focus on the impact of ICT on education and society, and on formulating macro and micro level strategies for the optimization of the impact of ICT on education and higher-education in light of Humanistic values. Aviram has published numerous articles on these subjects, as well as several books on the desired future of education. He is the chair of the Center for Futurism in Education at Ben-Gurion University, and has led pioneering Israeli and European projects and think-groups focused on the “merger” of ICT and education, the radical change of the school, educational systems and higher education, and the formation of virtual lifelong learning environments enhancing human development and flourishing.

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