For other people, architecture schools are part of a political mission. You wouldn’t believe how many visionaries there are at an average architectural school. At the one I go to, they probably make up half the class. Some of them want to design buildings with the idea of providing beautiful and affordable housing to the poor, others to change the way we see space as a society.

For me, going to architecture school was part of a much more down to earth experience. As a matter of fact, you could say that I always had an interest in buildings. I grew up on a farm, in one of the last communities in this country that still practices barn raising. For me, architecture school was not the realization of a lifelong abstract dream, but rather a way to build on my early, hands on experiences with communal buildings.

I feel like this gives me a much clearer vision than many people in architecture schools nowadays. Your typical architecture school student has his or her head in the clouds. In some ways, this is a good thing. It is good to have a vision to unify your buildings. There are many things that buildings have to be. They have to be functional, structurally sound, and comfortable to occupy. They don’t necessarily have to be beautiful. When they are beautiful, however, it is like a wonderful luxury for the city around. Although not everyone understands an architect’s vision, they can tell whether or not he has one.

On the other hand, if you enroll in a school of architecture without any hands-on experience, you can lose track of the purpose behind what you are doing. Architecture is, after all, about providing spaces for people to live and work. Architecture school can teach you many things, but unless you go in with this understanding, you will never build with both elegance and practicality.

Either way, if it is really the best of the learners that is at their supporters and detractors hearts; why not consider what the learner really needs in order to achieve learning success whether in the public and private educational system or through homeschooling.

Taking the side of homeschooling, it is important to evaluate and identify the needs of the children, their interest, the learning methods that best stimulates their curiosity and inquisitiveness. This is the only key to a quality homeschool education – addressing what the homeschooled kid needs.

In homeschooling children, the instructors may be in the form of the parents or a tutor should be able to commit a time for learning. And homeschooling, with all the preparations, will really take up much time. A child will have to be given a strict time schedule for learning, and time for playing as well.

Homeschooled children are criticized to be less sociable individuals. Indeed, socialization is a major factor in developing the personality of a child. Having this in mind, instructors should give attention to the child getting together with other children apart from the home.

All children grow at their own pace. Let kids be kids. Understand that they are experiencing the world for the first time. Get involved and be interested in what interests the child. If it is in the arts and crafts field, then focus on that. Not only will it help the instructor foster rapport with the child, but this will also stimulate and motivate the child to learn new things. Give the child some room to grow and develop on his own with proper guidance.

The effort of homeschooling children will never be too much. It is constant striving to address the children’s needs and this will greatly vary as you go along. Children grow and develop, and sooner or later will be interested in new things. And when this time comes, the instructor should always be ready to cater to the children’s requirement for learning.

Wikipedia states that “Home education, also called homeschooling or home school, is an educational alternative in which children are educated at home by their parents, in contrast to the compulsory attendance which takes place in an institution with a campus such as a public school or private school.”

Around the world Homeschooling has been increasing quite substantially over the last 4 years. In 2003, in the United States, approximately 1.1 million children were Home Schooled, up 29% from 850,000 in 1999. Recent figures show that Homeschooling in other Western Countries are also continuing to grow. For example, an estimated 50,000 children are considered “home-educated” in the United Kingdom; Australia – 26,500; and in Canada (as at 2001) it was estimated that 80,000 children were educated at home with the numbers continuing to increase.

Most home education advocates have individual motivations to home-educate. Academic and social results of home education are varied and are the source of vibrant debate. Some feel that they can more effectively tailor a student’s academic program to suit an individual strengths and weaknesses, especially children who are gifted or have learning disabilities. Others are religious parents who see non-religious education as contrary to their moral or religious systems. Still others feel that the negative social pressures of schools, such as bullying, drugs, school violence, and other school-related problems, are impacting negatively to a child’s development. Many parents simply like the idea of teaching their own children rather than letting someone else do so.

A common concern voiced about home-educated children is they lack the social interaction with students and society that a school environment provides. Many home-education families address these concerns by joining numerous organizations, including home-education cooperatives, independent study programs and specialized enrichment groups for physical education, art, music, and debate. Most are also active in community groups. Home-educated children generally socialize with other children the same way that school children do: outside of school, via personal visits and through sports teams, clubs, and religious groups.

The academic effectiveness of homeschooling is largely a settled issue. “Numerous studies have confirmed the academic integrity of home education programs, demonstrating that on average, home-educated students outperform their publicly-run school peers by 30 to 37 percentile points across all subjects.” The performance gaps between minorities and gender that plague publicly-run schools are virtually non-existent amongst home-educated students.

Notable home-educated individuals
• Thomas Edison, United States, scientist and inventor
• Alexander Graham Bell, Scotland, Inventor (Telephone, Hydrofoil)
• Dakota Fanning, United States, actress
• Hilary Duff, United States, Actress/Singer
• Charles Evans Hughes, United States, Governor of New York, United States Secretary of State, and Chief Justice of the United States
• Frankie Muniz, United States, Actor
• Rosa Parks, United States, civil rights activist
• Susan La Flesche Picotte, United States, first American Indian woman physician
• Woodrow Wilson, United States, the only United States President to hold a Ph.D.
• George Washington, United States, First United States President
• Abraham Lincoln, United States, President during American Civil War

“Education is what remains after one has forgotten everything learnt in school” – Albert Einstein (1879-1955)