Homeschooling versus school

School and university “education“ is an unnatural and isolated construct that is becoming increasingly connected with state brainwashing. The alternative to this is natural learning close to life.

Comparison of homeschooling and school

In the collective school your child learns:

1.to sit still. However, for a healthy physical development the child needs a lot of physical exercise.

2.to parrot what a civil servant has blabbered. But it is important for the child to think, act, live and work independently

3.to be part of an institutionalized mass. Do you want that for your child?

4.to regard the other pupils as competitors. Is that a desirable way to approach one’s fellowmen?

5.bad behavior, readiness to use violence and frequently use of drugs. Do you want your child to be deformed into a drug-addict and violent criminal by the “trained educationalists”?

With homeschooling, on the other hand, your child rather has the possibility to:

1.receive individual support and leadership, which only make it possible to cater adequately for the individual child’s weaknesses and strengths at all.

2.learn from adults and children in a playful way and practice social behaviour such as cooperation, helping one another, learning from each other, supporting, motivating and inspiring one another.

3.feel itself to be a respected and appreciated individual in a human community which has grown naturally.

Purpose of schools

However, the purpose of schools is synchronization: all children of the same age should all get the same drummed into them at the same time. That is a system that is deeply contemptuous of children and all people.

Purpose and methodology of home tuition

Every person and every child has different requirements and interests, and these can be better considered and individually developed (without a curriculum dictated by the government) in individual tuition, which probably only makes such a development possible at all.

This does not rule out that the child attends special courses, e.g. for singing, painting, sculpting, dance, eurythmy, yoga, meditation etc., where it learns together with other children and adults. But these courses are then individually geared to the child and they will only be attended when the child is open to them and not, as in school, when it is prescribed by a state curriculum.

That makes a great difference in practice, for only what is learnt with enthusiasm or at least genuine interest is learnt well. The presumption of certain “ministries of education” and educationalists with university degrees or even doctorates and other state bailiffs, who are well paid by the taxpayer, in wanting to dictate to us what, where, when and how we have to learn is absurd. We are, however, not robots or slaves but human beings who want to lead self-directed lives in freedom, which is our natural birthright!

Negative influences and results of school attendance

In school children are frequently exposed to extremely negative influences. They are confronted, tempted and bullied with drugs, violence, bad behaviour, numerous environmental toxins, demotivated and demotivating teachers – in short with institutionalized mass operations which rule out a sound development for the child and individual fostering from the start.

The children are also stuffed full of huge amounts of completely useless or even faulty “knowledge”. But your child should learn what it really wants, needs and can also use in everyday life, shouldn’t it?

Greed for paper

In addition, schools and universities further greed for paper, i.e. so-called “qualifications”. This is based on a completely wrong understanding of learning.

So-called qualifications are nonsense, for learning can of its very nature never be completed but continues a life long. Degrees and titles ought to lose their importance and no longer be associated with any kind of “level of education.” In the most harmless cases they are ridiculous vanities with which people who have need of them like to embellish themselves... Nowadays these titles are, however, mostly evidence of over-dimensional state indoctrination or brainwashing, namely an extreme lack of genuine education and therefore anything but an accolade.

Finally, all this senseless cramming only serves to satisfy vanity such obtaining degrees and titles, which are then later supposed to open the door to sought-after but in the end mostly unfulfilling jobs or positions. You can often clearly observe this ridiculous ego-inflation with former students who have at last received their degrees or state “licenses” and then often think they are suddenly better than others.

But with the degrees and titles it is often as with the emperor’s new clothes – they do not say much about a person’s real skills and nothing at all about their character and lifestyle.

Genuine education is something that not only embraces the intellect or certain manual skills but also and in particular the education of character and heart. What do all the titles say about how much empathy, loyalty, courage, resolution, willingness to make sacrifices, integrity, and reliability a person possesses?

The really great cultural achievements and constructive innovations were often brought about by those very people who were spared from going through the state-directed school system and have not adorned themselves with any degrees or titles. Established circles rarely produce anything really new or excellent but often actually stand in the way of the greatest people and their influence.

Assessing without understanding

Another bad habit which we have often noticed with university-trained teachers and those brainwashed by schools and universities is that they want to assess everything according to the pattern they have been injected with, instead of first of all understanding what it is a question of at all. In these institutions a grid is suggested to people, through which they view reality and likewise their fellowmen and the resulting judgments are accordingly restricted and often even completely absurd. We must free ourselves of this state-injected conditioning!

Summary

The government and its lobbyists, the trade unions etc. talk us into believing that we need schools, a national curriculum and state-trained and examined educationalists so as to be able to learn something. This is naturally complete nonsense.

Experience shows that these state and state-approved schools and universities are not only extremely inefficient as far as providing knowledge, experience and skills is concerned but moreover have extremely negative results to show regarding socialization. It is no longer a secret that most of the state schools have now developed into centers for drugs and violence. But those are only the most extreme negative spin-offs. The adverse effects of school operations on socialization are, besides that, of a more fundamental nature and much more subtle.

In schools children are trained to later be obedient industrial worker-slaves and compliant soldiers, namely killing machines on behalf of the state tyrants. They are programmed in such a way that they show unconditional obedience towards institutionalized external or government violence.

In homeschooling and particularly in unschoolig the children, however, learn to manage their time, interests and necessities of life in a committed and independent manner. They thus have the chance to grow up into free and independent people, naturally cared for at first and hopefully guided with understanding and motivated by their parents and/or a capable homeschooling teacher or carer.

This is the ideal foundation for later freelance or self-employed work and also for all professional work that can be done at home from a teleworkplace. Such people trained for independence and genuine freedom are likely to rather have the drive, courage and stamina to decisively oppose an unnatural, externally directed and tyrannical system through civil disobedience.

Even though we have expressed annihilating criticism of schools, universities, degrees and titles, we would like at this point to explicitly emphasize that it is by no means our aim to abolish all these institutions and qualifications. We merely pursue the aim of breaking the dominance of this absolutist state system of compulsion which we have at present especially in Germany and of paving the way for really free competition in the field of education.

In our view it would be a gain for people and the community if various forms of education such as homeschooling, unschooling, self-directed learning and also, if necessary, private and alternative schools, universities, distance learning and online studies as well as, if possible, other new developments in the field of education could exist profitably side by side and complement one another. If during this process the attendance schools and universities completely disappear at some point because nobody wants to use them any longer and the other educational paths have gained acceptance as being more efficient, this would then be a result of the citizens’ right to choose, free from any manipulation by the government.

We would likewise like to make it clear that we do not wish to condemn all people with degrees and titles across the board. It is rather our aim to abolish the privileges mostly connected with these.

Furthermore, we would like to raise awareness that other things than certificates and titles are important in life. Qualities of character are much more essential. It is also important what really useful abilities and skills someone has acquired and how and for what purposes they use them.

At any rate, everyone should be free to decide what forms of learning they favour for themselves and their children! The government must keep out of this completely, for as soon as it interferes it quite obviously results in only suffering and misery for children and parents – as we could more than clearly see particularly in Germany.