The Robinson self-teaching methodology teaches your children to become independent learners.
If you have any questions about the curriculum please call.
(517) 546-8780

  An Outstanding Resource
Homeschool Curriculum Excellence
Robinson Audio - Video
Superb Educational Results
Complete 12-Year Education
Four Keys to Learning
Independent of Parent Skills
Curriculum Contents List
Math, Phonics, Course of Study
What Our Customers Say
Frequently Asked Questions
Order by Internet: Easy/Secure
Order by Phone: 517-546-8780
Order by Mail: Order Form
Saxon Math Order Form
RC Upgrade from 2.0 to 2.2
  The Robinson Story
More Than A Fighting Chance
Homeschooling Problems/Needs
A Tragedy and a New Beginning
How the Robinson Children Fare
Rules and Procedures
More Rules and Procedures
Common Questions & Concerns
Social Skills and Thinking
Current Status and More
  The Independent Learner
Teach them to Teach Themselves
Learn to Think Scientifically
Taking Away the Crutches
Children Learn by Example
Multiculturalism and Curricula
Motivation by Excellence
The Study of Science
The Future of Homeschooling
Teaching Government Right
College Preparation
Science Taken Seriously
  Ann's Corner
Teaching Younger Children
The McGuffey Readers
Keeping Organized
A Diet Without Sugar
About Essays
  RC Communications
Robinson Forums
Logo Info & Brochures
Contact Info
  RC Support
Technical Support
Where to Start Older Children
Online Application Guide
Printer Recommendations
What about Printing Books
Frequently Asked Questions
  Helpful Links
Our Children Use the Robinson Curriculum

Speech/Print Friendly - Brochure Version of this web site.

Robinson Homeschool Curriculum
Social Skills and Thinking
 • Concern: "I want my child to learn social skills."
 • Where The Real Lack Of "Social Skills" Occurs
 • The Goal Should Be To Teach Our Children To Think


Concern: "I want my child to learn social skills."

7. "I want my child to learn social skills. The kids at the public school have problems, but in mixing with them my child will learn to articulate his views and to interact with people."

a) I rarely meet an adult who cannot articulate and relate to others. Yet a great many adults will not or cannot think. There are many people with whom the child will learn to relate, and these skills can, if necessary, be learned at a later time in life after the child has learned to think.

When I attended Caltech, 30 years ago, they accepted about 180 freshman students each year.

As a result of the exceptional academic standards that these young men (there were no girls admitted then) were required to meet, each class contained a large proportion of students who were quiet, studious, and relatively inexperienced in so-called "social skills."

I do not recall any member of my class who managed to emerge as a senior student, four years later, without social skills. These were just picked up as they were needed. On the other hand, had the students not had high academic skills when they arrived at Caltech, they would not have graduated at all. At 18 years of age, they were quite well able to pick up social skills. It was far too late at that age, however, for them to start to learn to think.


Where The Real Lack Of "Social Skills" Occurs

b) Modern "social skills" in children are often almost the opposite. When the children and I occasionally eat at a public restaurant during our automobile trips, sometimes one or two of the other customers (often older people) will pass by our table as they leave and stop to compliment the children on their behavior. This has happened on numerous occasions.

I rarely give instructions to them concerning behavior in public places and, without a mother in our home, their formal table manners in terms of utensil use, posture, and spilling leave quite a lot to be desired. The reason that they are frequently complimented is that they happen to lack some of the "social skills" of their public school counterparts. They don't understand that it is their duty, as well adjusted kids, to tear the restaurant apart. These other customers are so relieved to see a group of six kids quietly eating their dinner that they are moved to say something.

The children are always quiet around people they don't know - for a little while. Then they begin to act like kids - kids who, however, are not skilled in some of the techniques taught at our public schools.

On one of our trips this past year, the children were fortunate to have an opportunity to spend two days visiting the home of a famous scientist and his wife. He is a Nobel Prize winner whose accomplishments in his field of chemistry are unsurpassed. He and his wife raised a large family similar to ours.

It happened that, in an odd event that occurred, another individual who observed the children on that occasion criticized them as too quiet in their demeanor. The scientist told me about this later.

He said, "I kept telling him that children learn by example, but he just didn't believe me."

Two generations ago children were taught to be "seen and not heard." Our civilization has not suffered as a result. What I have learned from these children is that, without the peer group example in our public schools, this sort of behavior actually comes naturally.


The Goal Should Be To Teach Our Children To Think

c) The goal of our home schools should be to teach our children to think - and to think faster and better than we, ourselves do. We should want our children to surpass us in every way.

Often parents think about this in terms of a "better life" for their children - more wealth, more leisure, a larger house, and more "happiness." A truly better life, however, depends more importantly upon a better understanding of the world and a better comprehension of the worldly and spiritual matters taught to us in the Bible.

In order to gain that understanding and that comprehension, our children need above all else to develop their ability to think.

In this article I have related some of the positive experiences that we have had in our home school. It is a home school that has had an unusual history. These experiences lead me to suggest a particular sort of program for home schooling. This program has, I believe, some special advantages over other methods. If you follow this general program, you will, I believe, be astonished by the academic results and also enjoy the enormous benefits of keeping your family together during your best hours each day.

As the children and I have traveled this path, they have demonstrated to me many positive benefits of directed self-education.

In evaluating our experiences, we find that our single greatest unfilled need was for a directed, self-teaching literature curriculum that is designed to meet the criteria that we have found most useful.

Therefore, the children and I have decided, as a continuing exercise that is a part of their school itself, to start to create one. We wanted this curriculum for our own use as well as for other home schools.

That curriculum is now available here.


Copyright 2015 © Arnold Jagt         T O   T H E   T O P