Christopherus Homeschool Resources offers homeschool consultation services, information, and more for homeschoolers interested in incorporating elements of the tradition of Waldorf education into their family life.

We’ve been brainwashed by the system to think that education can only happen when an “expert” or someone really good at a subject, transfers that expertise to another person. Actually, this is a very inferior way to learn. We need to trust the human capacity for learning things and figuring things out on our own, when we need to. 

Why is it that so many teachers only remember or concentrate on the negative problems that ADD/ADHD kids have? Why do they always seem to recall that many have non-compliant behavior? Whether you are a teacher or a parent of an ADD/ADHD student, please take the time to learn the positive effects of this disorder also.

When you are new to homeschooling, choosing the perfect learning system for your family can be a challenge. This article takes a look at some of the different curriculum options, explores how to combine materials from different suppliers, and discusses the advantages and disadvantages of creating your own course of study.

Discuss Charlotte Mason's ideas and find new way to implement those ideas at the forum sponsored by vegsource.com.

This is part two of a set of articles discussing learning styles and hemispheric dominance. Here Karen M. Gibson focuses on the theory of right-brain/left-brain dominance and some of the research and theories surrounding this concept. She also details some strategies for learning in response to understanding your child's natural patterns and styles of learning.

Most people who have never met a homeschooling family imagine that the kids are socially isolated. But some new research by Brian Ray of the National Home Education Research Institute suggests otherwise. Indeed, Ray's research helps to explain why the number of homeschoolers in America continues to grow. Ray reports the typical homeschooled child is involved in 5.2 social activities outside the home each week. These activities include afternoon and weekend programs with conventionally schooled kids, such as ballet classes, Little League teams, Scout troops, church groups and neighborhood play. They include midday field trips and cooperative learning programs organized by groups of homeschooling families. For example, some Washington, D.C., families run a homeschool drama troupe that performs at a local dinner theater. So, what most distinguishes a homeschooler's social life from that of a conventionally schooled child? Ray says homeschooled children tend to interact more with people of different ages.

As home schooling grows as a movement, there is increasing politics from anti-home school forces to try to interfere with or legislatively control home schoolers. This has come to include legislative attempts to force home school students to take standardized tests along with public school students. But mandatory testing doesn't work in public schools, and it won't work for home schoolers.

Little is known of Canadians who were home educated as students, particularly as they compare to their Canadian adult peers who were educated in publicly-funded and private schools. Are they as engaged as their peers in democratic, cultural, and economically productive activities? How do their income levels and income sources compare? Are they more or less likely to pursue postsecondary education, to be involved in their communities, to be physically active? How do they evaluate the advantages and disadvantages of their home education experience? This study provides a demographic and lifestyle snapshot of these young adults and offers an initial description of some of the indicators of the outcomes of the first generation of home education in Canada. The study followed up with Canadian survey participants fifteen years after they first shared information about their home education practices, family demographics, and academic achievements (Ray, 1994). It describes their current education level, occupation, community participation, religious observance, income, life satisfaction, recreational pursuits, and family status, and compares these with those of the general adult population of Canadians in the same age group. We also asked graduates to reflect on their home education experience and how it prepared them for their future.