The Bible as Literature

Living where I do, one comes across many homeschoolers who are not Christian. A significant portion of those, while comfortable teaching ancient Greek and Roman mythologies, Native American belief systems, and perhaps even Eastern religions, struggle with Judeo-Christian beliefs.

While I am not here to debate the veracity of anyone's belief system, I will argue that students must read and understand the Bible if they are to have a full education.

How can anyone understand disputes in the Middle East without knowing Hebrew history as told in the Bible? How can anyone understand the symbolism of Western art and architecture without knowing the biblical parables and characters? A deeper knowledge of Western literature, history, medicine, and science are lost if the Bible is ignored. Current events are even more confusing if ancient history and beliefs remain unknown.

Studying the Bible (or any other religious text) is best done as a family. Parts of the Bible are contradictory, inflammatory, or even risque. Children's bibles and biblical story books gloss over this, naturally. But, if we are treating the Bible as "literature," then we must address it as is, warts and all.

An excellent study Bible, one often used in college "The Bible as Literature" courses, is The Oxford Study Bible: Revised English Bible with Apocrypha. Written in modern English, The Oxford Study Bible contains much more than biblical text and the usual explanation of abbreviations. This version includes "Reading the Bible," "Literary Forms of the Bible," "Communities in Context," "The Literature of the Biblical Communities," "The Communities' Experiences of God," "Select Index to People, Places, and Themes in the Bible," and 14 indexed maps.

The Old Testament, Apocrypha, and New Testament are annotated, adding clarity to confusing passages and historical context lost on modern readers. Each book begins with a brief explanation of the book's historical and spiritual intent. Headings at the top of each page give a one-sentence summary of the content, allowing the reader to have an overview of what's happening.

Studying the Bible in conjunction with other subjects adds a deeper understanding to both endeavors. The poetry of the Bible inspires poetry of today. The battles fought in the Old Testament fortell the battles still fought on the same ground, thousands of years later. The contradictions within the Bible feed the contradictions within the various sects of Judeo-Christian belief. The humility of the great leaders in the Bible are examples for leaders of today. The hubris of others also stands as lessons for those same leaders.

Use the Bible as a jumping off point for discussion and debate. Why are there two creation stories in Genesis? Why does the lifespan of mankind decline as we go through the ages? How does the personality of God change from the Old Testament to the New Testament? Why was the Apocrypha debated, partly included, completely excluded, and still not a consistent part of the Bible? Why were none of the four Gospels included in the New Testament written by anyone who actually knew Jesus? What similarities do you see between stories and parables in the Bible and other religious writings, and what does that tell us about what is important to humanity? How are women depicted in the Old Testament compared with the New Testament, and why the change? Why has the Bible, in one form or another, inspired people to great good and great evil for over two thousand years? (Remember, the Bible is a Christian document, and includes the Old Testament to illustrate Christianity's link to and succession of Judaism through Jesus, a Jewish carpenter, born of a Jewish mother.)

As a society, we have already lost so much in our understanding of our past through the loss of regular study of Greek, Latin, and ancient texts. If we toss aside the Bible as well, our history, literature, and art will become all the more shallow and meaningless.

Article by Sarah J. Wilson

"What Really Matters": Focus on Learning, not Educating

Homeschoolers easily get bogged down in the minutea of their everyday lives. We risk spending more time worrying about doing the right things for our children, instead of actually doing things with them. What should be an experience filled with joy and freedom becomes a drudgery laden with frustration and disappoinment.

What Really Matters: Two veteran homeschooling advocates discuss what learning is really all about, by David H. Albert and Joyce Reed, strips away all the extraneous matter we tend to add to our homeschooling lives, leaving us with what really matters: fostering the love of learning.

Beetween them, Mr. Albert and Ms. Reed parented and home-educated seven children, all who have gone on to lead successful lives. Yet, neither David nor Joyce approached homeschooling as an educational style; instead, they viewed it as a lifestyle, one which opened up a realm of learning possibilities to the entire family.

Readers are drawn into the written conversations between the authors, becoming part of the discussions. Each chapter is self-contained, with titles, such as "Secret Spaces, Hidden Places," "Hyrogrifix," "Perfection is the Enemy of Excellence," and "On Trauma, School Disease & the Way Forward." These thoughtful and thought-provoking essays will open up new avenues of thinking for many homeschoolers, while reaffirming the paths of others.

Ever wonder what the purpose of college is for students who already know how to learn independently? Check out "Why Go to College?" Ever sat with your child, struggling to get her to do workbook pages? Take a moment to read "Workbooks." Fear your children are growing up too fast? Sit down with "Time After Time . . ."

What Really Matters is available through a variety of small bookshops and online retailers. As always, supporting members of the Gifted Homeschoolers Forum (GHF) will receive $2.00 off the listed price when they purchase the book through David Albert's website, www.skylarksings.com.

Article by Sarah J. Wilson

Free Teleconference: Alternatives to High School in California

Join Diane Flynn Keith as she and her special guest Wes Beach discuss alternatives to traditional high school in California.

The free teleconference is Tuesday, April 19, 2011, from 4:00 - 5:00 p.m. PDT (6:00 - 7:00 p.m. CDT; 7:00 - 8:00 p.m. EDT).

Diane Flynn Keith is the well-known author of Carschooling, as well as the Editor-in-Chief of Homefires.com.

Wes Beach is the director of Beach High School, the Teen Advisor for Gifted Homeschoolers Forum, and author of Opportunities After 'High School': Thoughts, Documents, Resources.

This interview and discussion will explore:

• The legal alternatives to conventional high school
• Charter school and private school options
• How to skip the required academics of high school
• Alternatives for getting a high school diploma
• The GED and the CHSPE
• Attending community college
• How high school leavers get into a 4-year college or university
• Opportunities beyond schooling

The live teleconference is free, but availability is limited. Advance registration is required. Go to http://www.homefires.com/teleconference/beach.asp for more information.

This event is designed for a diverse, all-inclusive, non-sectarian audience.

Recordings of this event will be accessible for a small fee. Information on how to download and listen to the call will be sent to you within a few days after each call.

If you have any questions about alternative high school opportunities in California, this is the teleconference for you!

Article by Sarah J. Wilson

"A Guided Tour Through the Museum of Communism"

To be interesting and relevant, the study of history should include the stories of the people who actually lived it. Dates and battles are all very well, but by personalizing the experiences, we can better relate to the people who suffered or benefited from the larger picture.A Guided Tour Through the Museum of Communism: Fables from a Mouse, a Parrot, a Bear, a Cat, a Mole, a Pig, a Dog, and a Raven, by Slavenka Drakulic, tells stories of life under the Communist regimes of Eastern Europe from the point of view of animals.
By choosing to use the voices of animals, Ms. Drakulic makes the stories more approachable. These are not people whining or justifying their actions (or inactions); instead, we hear animals explain why people did what they did.

Not all the tales explain how the common people lived. In fact, we hear from a parrot which enjoyed the luxurious lifestyle of living with "the Marshal." We learn a mole's point of view about the "fabled" Berlin Wall. The "oldest dog in Bucharest" tells us of life after the fall of Communism.

Ms. Drakulic understands how quickly people forget the horrors of the past. Generations who have never lived under the shadow of totalitarian regimes find the stories of the elders strange and fantastical. Why didn't people rise up? Why did people turn in each other? Why didn't more escape? Why did people tolerate the intolerable?

Despite the use of animals as narrators, this book is not for younger readers. Some of the stories are dark and refer to great cruelties.

A Guided Tour Through the Museum of Communism would serve as an insightful adjunct to Cold War, European, ideological, or similar studies. Families could discuss how they would have hoped to have acted in each story, as well as how they more likely would have behaved. Students could be encouraged to write their own fables about atrocities they see in our world. For example, why do neighborhoods tolerate gang violence? What would it be like to talk with a high-ranking official about a major indescretion that must remain hidden? How do the homeless maintain a sense of humanity and community? What does poverty look like from the perch of extreme wealth?

Homeschoolers understand that deeper understanding rarely lies in the pages of a textbook. Books, such as A Guided Tour Through the Museum of Communism are what add depth and color to our learning experience.

Article by Sarah J. Wilson

"You Decide!": Studying the Bill of Rights

Many say the Constituion of the United States of America in an inspired document. But, when it came time to ratify the Constitution, many states felt that it did not guarantee specific rights to the people. Without this "bill of rights," the Constitution faced rejection. So with a promise to work on a Bill of Rights, the Constitution was adopted on September 17, 1787. The Bill of Rights followed over four years later, on December 15, 1791.

No American education is complete without studying this vital document. What rights are guaranteed? Why did the founding fathers feel compelled to address these specific issues in the first ten amendments to the Constitution? How have these rights been challenged and upheld? What is the process?

You Decide! Applying the Bill of Rights to Real Cases, from The Critical Thinking Co., helps students learn about the Bill of Rights by casting the students as judges in ruling on 75 cases that went before the U.S. Supreme Court.

Each sections follows the same format:

You Be the JudgeStudents read two U.S. Supreme Court cases and answer questions about how they would rule.

What Does the Amendment Say?Students read the actual amendment. Then, the amendment is broken into segments, new vocabulary is defined, and then restate the amendment in their own words.

Some Past Decisions of the Supreme CourtA number of cases, with their backgrounds, are presented. Students use the Guide for Analyzing Cases, which helps the students break out the main facts of the case, what amendment was involved, what particular clause of the amendment was involved, what state law or provision (if any) was allegedly involved, what were the issues of the case, what the U.S. Supreme Court decided, and why the Court decided as it did.

What are the Origins of the Various ClausesThe Bill of Rights was not written in a vacuum; it can only be understood within its historical background. While the Court must rule with present considerations in mind, deeper comprehension comes with learning the reason the founding fathers felt these rights must be guaranteed in writing.

The Amendment TodayHow do these amendments affect our lives today? How have the Court's rulings secured and honed our rights?

The workbook and answer guide (You Decide! Instruction/Answer Guide Applying the Bill of Rights to Real Cases) are designed to be used in a student/teacher situation. Discussion points, question sheets, multiple-choice questions, and the Guide for Analyzing Cases provide thoughtful interaction and comprehensive methods to gauge understanding.

Another option for studying with the books is to use them as a jumping off point for family discussions. In our family, we instituted "Constitutional Law at Dinner." The name appeals to our children, but what they really enjoy are the discussions. Once or twice a week, while eating dinner, we work throught the book together. One night we read an amendment and discuss what it means. Another, we talk about its historical context. On yet another, we read two or three cases and say how we would rule and why. Sometimes we agree, but often we don't. Each person must support their opinion. If they struggle with their reasons, we work through it together. Then we read how the U.S. Supreme Court actually ruled and discuss why we agree or disagree. Occasionally, we really haven't understood the ruling, so we go back through the specifics of the case. Although we may still disagree with the ruling, we better understand it.

We can easily stay on one amendment for a couple of weeks, as You Decide! presents many cases and plenty of background information. Although the workbooks are geared toward grades 6-12+, by discussing them as a family, younger children will pick up concepts and vocabulary, as well as learn how to participate in friendly debates.

With You Decide!, our entire family has gained a deeper appreciation for the Bill of Rights and for the impressive document it is.

Giftedness in Girls Panel Discussion, Thursday, April 28, Palo Alto, CA

I found this on the Gifted Homeschoolers Forum's Yahoo e-list, an exceptionally valuable resource in the gifted community.

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Where Have All the Smart Girls Gone?

Does your daughter…

• Demonstrate heightened sensitivity and empathy?
• "Dumb herself down" or otherwise act inauthentic to fit in?
• Dismiss her success, especially in math and science and amplify her "mistakes" or "shortcomings"?
• Try to cover up when she doesn't know how to do something for fear of looking bad?

If any of these sound familiar, your daughter may be "gifted."

Helios New School
presents
a free panel discussion with

Dr. Yoky Matsuoka
MacArthur fellow, former Head of Innovation at Google

Anne Beneventi
Director of Admissions and Learning, Helios New School

Toni Ratzburg
Family counselor with a focus on gifted children and adolescents

Margret Caruso (Moderator)
Partner at Quinn Emanuel,
Trustee of the Louisiana School for Math, Science and the Arts Foundation

When: Thursday, April 28 6:00 ­ 8:00 pm

Where: Oshman Family Jewish Community Center

3921 Fabian Way, Room E104

(Next to the JCC Cultural Arts Center)

Palo Alto, CA 94303

RSVP: By April 25 to (650) 223-8690 or via email to info@heliosns.org

Research shows that as early as preschool, girls begin hiding their abilities, making it difficult for parents to recognize giftedness in their daughters. Worse, without parental advocacy, teachers tend to overlook giftedness in girls because they are performing at grade level

and are generally compliant.

Neither the tiger nor the ostrich has the right parenting approach to ensuring your daughter's overall well-being. Simply pushing her or ignoring danger signals can lead to problems down the line.

Unrecognized gifted girls are a lost resource to themselves, our families, and our communities. Join our distinguished panel in exploring the complex topic of intelligence.

Topics

• Early identification of giftedness in girls.
• Why it is important to place them in a learning environment where they are understood and encouraged to take intellectual risks, before their abilities go underground.
• Social and emotional aspects of giftedness.
• Common pitfalls and dangers facing gifted girls.

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If you know or suspect your daughter (or granddaughter) may be gifted, make your reservation now to attend this informative event.

Article by Sarah J. Wilson