I. VICKERY EDUCATION FOUNDATION

II. CLASSICAL CHRISTIAN CURRICULUM

III. HOMESCHOOL

III. GOVERNMENT LAWS AND REGULATIONS

Vickery Education Foundation is a legal entity established under the laws of the Republic of Indonesia on June 20, 2011. It serves as the legal umbrella for the Community Learning Center (PKBM), specifically focusing on semi-homeschooling. PKBM Vickery is a homeschool-based community where parents who choose to educate their children at home (homeschoolers) become members of the community. Vickery Christian Academy (VCA) offers classes from Kindergarten (starting at age 2.5) through Grade 12. Members of the VCA community may enroll their children at any time from Kindergarten through Grade 8, based on placement test results that determine the appropriate level according to the student’s ability and needs.

I.

Learning at VCA can be conducted offline in the classroom and online at home, with full parental supervision. Students follow a class schedule determined by VCA. Classes are held three times a week under two program options.

PROGRAM A Monday, Wednesday, and Friday

PROGRAM B Tuesday, Thursday, and Saturday

II.

VCA has chosen to implement a Classical Christian Curriculum

Classical education is a time-tested model of learning that has been practiced for more than 2,000 years. Its roots can be traced to the ἐγκύκλιος παιδεία (enkyklios paideia) of ancient Greek education and the work of thinkers such as Socrates, Plato, Aristotle, and Hippocrates. It later developed into the liberal artes of Roman education, was incorporated into early Christian education, and was further developed during the Medieval Renaissance into the Trivium and Quadrivium. Over time, these traditions were adapted into what is now known as Classical Christian Education. Although classical education has sometimes been dismissed as outdated, its emphasis on cultivating wisdom, virtue, reason, and character remains highly relevant. Unlike educational models that may focus primarily on economic outcomes or practical skills, classical Christian education seeks to form the whole person—mind, character, and faith

Classical Christian Education therefore seeks to draw wisdom from the great works of the past while examining all learning through the truth and authority of Scripture. This purpose of education was reflected in the writings of Desiderius Erasmus (1466–1536), a Christian humanist of the Renaissance who greatly influenced the intellectual world of the Reformation.

Portrait of Erasmus of Rotterdam (1523) by Hans Holbein the Younger.

In On the Education of Children (1529), he wrote:

“It is an undeniable fact that a man whose reason has not been trained through philosophy and sound learning becomes a creature lower than the beasts, for there is no animal more savage or dangerous than a man driven back and forth by ambition, lust, anger, envy, or wild temperament.”

Erasmus recognized that education should not merely impart knowledge but should also cultivate reason, moral character, and virtue. He valued the wisdom found in classical literature, even in works written before Christianity, and rejected the idea that all pre-Christian writings were inherently pagan or contrary to biblical truth.

Liberal Arts or liberales artes in Latin, means "to liberate"—referring to being freed from rigid limitations or conventional boundaries.

Liberal arts education emphasizes the importance of developing holistic thinking with the goal of shaping individuals who are ethical, noble in character, broad-minded, and capable of distilling complex ideas into clear, simple language through self-directed learning.

The word “arts” in “liberal arts” should not be narrowly interpreted as referring only to the fine arts such as music, painting, or sculpture. Rather, “arts” here refers to the craft of thinking—the unique work of intellectual originality born from the courage to think critically and reason sharply. This capacity enables individuals to become lifelong learners, creators, and contributors to society.

The value of an education in a liberal arts college is not the learning of many facts, but the training of the mind to think something that cannot be learned from textbooks.”

— Albert Einstein

The Trivium meaning “three paths” in Latin, describes three stages of learning that develop the essential tools for thinking, learning, and communicating. Together, they cultivate a lifelong love of learning, creativity, and purposeful work.

Grammar: curiosity and foundational knowledge.

Logic: reasoning, understanding, and critical thinking.

Rhetoric: wisdom and virtue, expressed through clear, creative, and meaningful communication.

The Trivium has its roots in medieval education and was reintroduced to modern education by Christian scholar Dorothy L. Sayers in her 1947 Oxford address, The Lost Tools of Learning. She argued that education should teach students not only what to learn, but how to learn.

THE BIBLE, WORLD HISTORY (“HIS-STORY”), AND CLASSICAL LITERATURE

The VCA curriculum is purposefully designed so that Bible, History, and Classical Literature become the central pillars of both the liberal arts and the Trivium. Through the teaching and learning process, parents, teachers, and students will recognize the inseparable connection between the Bible—which tells of God’s creation and divine design for the world, the fall of man, and the second chance given to humanity through salvation in Jesus Christ (“His-story”)—and how this “His-story” is the thread that runs through all of human history.

This divine narrative helps us see God’s role throughout the course of history, as also reflected in the writings of classical authors in every age. Altogether, these stories form a kind of “university of knowledge,” where truth, beauty, and virtue are discovered and explored.

An education rooted in and founded upon God’s Word teaches children to develop wisdom, virtue, and clarity—especially as they face an overwhelming flood of information in the modern world. It prepares them to pause and reflect, to think critically, and to act with discernment, choosing their path and response based on thoughtful, godly conviction.

III.

Homeschool

According to the Indonesian Dictionary (KBBI), the definition of “school” is not limited to a building or institution where teaching and learning take place, nor merely a place for receiving instruction according to levels, subjects, or specific time schedules. It also refers to the pursuit of knowledge or wisdom, as well as instruction or education in a broader sense.

This broader understanding of education is what led John Holt, in 1977, to publish the magazine “Growing Without Schooling” and to promote the unschooling movement. He emphasized that education should not be confined by institutions, buildings, rooms, schedules, grade levels, or academic tracks—but instead, should allow children the freedom to discover themselves through a more natural and self-directed learning process.

Jiddu Krishnamurti, a renowned writer and speaker on the subject of life, once said that the purpose of education is to help us from an early age not to imitate others, but to always be ourselves.

“For You created my inmost being; You knit me together in my mother’s womb. I praise You because I am fearfully and wonderfully made; Your works are wonderful, I know that full well. My frame was not hidden from You when I was made in the secret place, when I was woven together in the depths of the earth. Your eyes saw my unformed body; all the days ordained for me were written in Your book before one of them came to be.”

Psalm 139:13–16

Photograph of Jiddu Krishnamurty (1920s)

This leads us to a profound question: Regardless of the term or educational model we use—be it school, non-schooling, homeschooling, or home education—what truly matters is the purpose behind it.

At the heart of education is the journey of every individual to discover the answers to life's essential questions: Who am I? Where am I going? And how can I live a life that brings meaning and purpose?

The Family as the Foundation of Education

The family is the smallest and most foundational institution where life begins. At the very moment life begins, so does education. Education is a process of transferring and shaping life that already exists within the father and mother—including values, beliefs, and long-established habits—regarding what is important and unimportant, good or bad, worthy or unworthy. Whether consciously or unconsciously, these values, beliefs, and habits are passed down through example and instruction, shaping each life uniquely and meaningfully.

When education within the family is not carried out properly, a child may struggle to discover their identity or sense of self. They may not understand why they were born, how to interact with their environment or even with their own family, and they may become fearful of looking toward their future. If this condition persists, we will see children who are easily swayed, lack confidence, and constantly search for something outside themselves to uphold a false sense of identity—by copying or imitating what they perceive to be good and right.

When a child begins to imitate others, internal conflict arises—not only with their family and surroundings, but also within themselves.

Education by the