About Me
For the benefit of those who don’t know me, I will tell you a bit about myself.
My name is Cathy Koetsier. I was born in Yorkshire, England, but left to live in South Africa when I was only nine days old. My life experience was therefore South African, and I sometimes found myself wondering what it meant to be ‘British’. I had a British passport and a British birth certificate, and a decidedly British mother, but in reality I had no idea what it was like. As a result it was always a dream to spend some time, at least, living in the UK. Meanwhile, I grew up in the dying days of apartheid South Africa. I have rich memories of life in the rural farming communities where I went to boarding school, and of life in the various places in which my parents - who moved regularly - lived. I was quite happy at school, but looking back I think that the bulk of my learning took place in the world of books – from a very early age I was a compulsive and perpetual reader, to the extent that as a teenager, I set it as a personal goal to read every book in the school library before I left secondary school - and realized it.
After I completed my schooling, I studied at the University of the Witwatersrand (Wits) in Johannesburg, where I majored in Biblical Studies, and studied German, Greek and Hebrew, which I loved. It was here that I first encountered the delights of making my own decisions about what I wanted to learn, and of taking ownership of my learning. At the same time I did a diploma course at an evangelical Bible College, and I was quite fascinated with the difference between academic scholarly approaches to studying the Bible, and faith-filled, relational and more subjective approaches. I had initially hoped to continue my studies, but sadly I had come to the end of my financial resources. It was time to get a job! So after I had obtained my BA degree, I changed direction and joined Johannesburg General Hospital where I spent some very happy years training as a nurse. The work suited me well, and I thought I would be there for a long time. However, after I met and then married my South African husband Craig, family became the context of my work and learning. We went on to have five children, and we lived in Johannesburg, then in Centurion near Pretoria, and finally in the lovely coastal town of East London in the Eastern Cape. It was during this halcyon time in East London that I read – and was changed by - the writings of Charlotte Mason and then by John Holt.
In 2005 we moved to England, realizing my long-standing dream to live in the UK, and we have lived here ever since.
My orientation is strongly Christian. You can benefit from my ideas regardless of your personal and religious beliefs; but it is helpful if you know the paradigm with which I am working, as many of my analogies and motivations come from that orientation. I love the Bible, and the code of ethics and the way of living that it recommends. I am utterly convinced of the reality and the Lordship of Jesus Christ. And I deeply appreciate the Jewish roots of my faith.
As I said before, I love to read, and there is a wealth of incredible literature available on alternative education. I have been strongly influenced by the ideas of Charlotte Mason and John Holt in particular – two very different pioneer educationalists who none-the-less had important areas of agreement about the way we should treat children and education. Reading ‘Shepherding a Child’s Heart’ by Ted Tripp has helped me immeasurably in understanding the role of parents in the lives of children, although I don’t always agree with his methodology. John Taylor Gatto and David Albert have been thought-provoking and inspiring, as well as a host of others. Sandra Dodd’s websites and discussion list are full of insight. I often quote these thinkers; however nothing I have to say could beat you reading their writings for yourselves.
My name is Cathy Koetsier. I was born in Yorkshire, England, but left to live in South Africa when I was only nine days old. My life experience was therefore South African, and I sometimes found myself wondering what it meant to be ‘British’. I had a British passport and a British birth certificate, and a decidedly British mother, but in reality I had no idea what it was like. As a result it was always a dream to spend some time, at least, living in the UK. Meanwhile, I grew up in the dying days of apartheid South Africa. I have rich memories of life in the rural farming communities where I went to boarding school, and of life in the various places in which my parents - who moved regularly - lived. I was quite happy at school, but looking back I think that the bulk of my learning took place in the world of books – from a very early age I was a compulsive and perpetual reader, to the extent that as a teenager, I set it as a personal goal to read every book in the school library before I left secondary school - and realized it.
After I completed my schooling, I studied at the University of the Witwatersrand (Wits) in Johannesburg, where I majored in Biblical Studies, and studied German, Greek and Hebrew, which I loved. It was here that I first encountered the delights of making my own decisions about what I wanted to learn, and of taking ownership of my learning. At the same time I did a diploma course at an evangelical Bible College, and I was quite fascinated with the difference between academic scholarly approaches to studying the Bible, and faith-filled, relational and more subjective approaches. I had initially hoped to continue my studies, but sadly I had come to the end of my financial resources. It was time to get a job! So after I had obtained my BA degree, I changed direction and joined Johannesburg General Hospital where I spent some very happy years training as a nurse. The work suited me well, and I thought I would be there for a long time. However, after I met and then married my South African husband Craig, family became the context of my work and learning. We went on to have five children, and we lived in Johannesburg, then in Centurion near Pretoria, and finally in the lovely coastal town of East London in the Eastern Cape. It was during this halcyon time in East London that I read – and was changed by - the writings of Charlotte Mason and then by John Holt.
In 2005 we moved to England, realizing my long-standing dream to live in the UK, and we have lived here ever since.
My orientation is strongly Christian. You can benefit from my ideas regardless of your personal and religious beliefs; but it is helpful if you know the paradigm with which I am working, as many of my analogies and motivations come from that orientation. I love the Bible, and the code of ethics and the way of living that it recommends. I am utterly convinced of the reality and the Lordship of Jesus Christ. And I deeply appreciate the Jewish roots of my faith.
As I said before, I love to read, and there is a wealth of incredible literature available on alternative education. I have been strongly influenced by the ideas of Charlotte Mason and John Holt in particular – two very different pioneer educationalists who none-the-less had important areas of agreement about the way we should treat children and education. Reading ‘Shepherding a Child’s Heart’ by Ted Tripp has helped me immeasurably in understanding the role of parents in the lives of children, although I don’t always agree with his methodology. John Taylor Gatto and David Albert have been thought-provoking and inspiring, as well as a host of others. Sandra Dodd’s websites and discussion list are full of insight. I often quote these thinkers; however nothing I have to say could beat you reading their writings for yourselves.
Craig and I have been married for 32 years now. Our children are 30, 27, 25, 23 and 18. The three older children are married and two have children. We are well into the next phase of family life. It's a bit of a shock when you realize how quickly life rushes past. As I watch my children parenting their children, I have clear and treasured memories of the days when they were little, and it really does not feel that long ago!
Craig runs his own business and often works away from home. His life is busy and pressurized, but typically he still finds time to read, think, philosophize and talk. He is a good speaker and regularly preaches at our church. His background is in accounting, but he is the most unorthodox accountant I know! I feel so privileged to share life with him. The philosophical underpinnings of our home education model and lifestyle have largely evolved as a result of all the hours and hours of discussion that he and I have enjoyed.
I am, in no particular order of importance, and amongst other things, a homemaker, educator, public speaker, learning facilitator, thinker, writer, social activist, short term missionary, chores director, researcher, counsellor, artist, horse owner, equine bodywork practitioner, natural horsemanship instructor, land manager, mum and grandmother.
For 5 years I was media officer for the Home Education Advisory Service, a home education organization in the UK. During this time we faced the threat of legislative change due to the Badman Review into Elective Home Education in England, and along with other home education bodies, we challenged the Review. That year our family learned a lot about politics, how government works, and how to present one's point of view in an effective but dispassionate way. I am sure the lessons we learned will benefit us throughout our lives. Amongst other things we visited Parliament, liased with our MP, were involved in the submission of a mass Parliamentary Petition, and assisted the production of a document called Right To Reply.
The children are all grown now and I look back on our home educating years with a degree of nostaligia. The older three all have First-Class Honours degrees and Jon also has a Masters degree. One has a Diploma in Racehorse Care and one is doing A-levels. All five of them are lovely people, well-adjusted (contrary to some predictions!), and contributing to scociety in meaningful ways. All five are, or have been employed. All five continue to love learning. All five are highly relational and get on well with others. And as I said earlier, the older three are married, and two of them now have children of their own.
I will always be grateful for all the wonderful experiences we shared, for the way in which we got to express our unique identity as a family, and for the freedom the children enjoyed growing up. I realised, very soon after becoming a parent, that one of the most important things I wanted for my children was a childhood. A real childhood, the kind of childhood one reads of in books. I wanted them to have time to be children, to play, to use their imaginations, to explore, to be free, to have long hours in which only they decided what they would do. Home education made it possible for Craig and me to give our children that gift. It has always saddened me to see children being conformed to the pervasive structures and requirements of school; even though the activities in which they participate may be worthwhile, it seems to me that giving up their individuality, freedom and imagination is a very expensive price.
Although I am no longer actively home educating, I remain passionate about the right of parents to choose what form of education is best for their children. In my non-existent 'spare time' I write, tortoise-slow, chapters of books on unschooling and aspects of home education. I still support and advise home educators in their day-to-day challenges, and I manage the discussion list and Facebook page associated with this site. And for many years now Craig and I have taken turns in being trustees of the Pestalozzi Trust, a South African Legal Defence organisation for alternative education.
Over the last decade I have become aware of the horror of human trafficking, with particular reference to child sex trafficking and forced prostitution. As a result I have ended up going on short trips to Brazil, Myanmar, Cambodia and Thailand, volunteering with charities that endeavour to address these issues, and I hope to continue to do so. There is more about this on my blog at Extreme-Operations. It is a very heartbreaking thing to sit in a karaoke bar (brothel) with a girl, younger or the same age as my lovely daughters, and listen as she shares her story of unimaginable trauma. It is even more heartbreaking to reflect that very few of these girls escape their situation. This has to change.
As you will realize the more you get to know me, I am passionate about horses. I always have been, although I did not learn to ride until I was almost 30. Three of my daughters shared that passion, and for many years we studied natural horsemanship (or 'horse whispering'). We have been students of Parelli Natural Horsemanship, of Ingela Larsson Smith's H-Factor horsemanship, and of the Think Like A Pony instructors programme. Julie went on to do an apprenticeship with the British Racing School and spent 2 years in Newmarket, exercising racehorses while obtaining her Diploma in Racehorse Care. Kerrin backs and trains young horses and addresses behavioural problems in older horses. Horses - and things to do with horses - have remained a primary focus in our lives. Our understanding of equine behaviour and communication has been greatly enhanced, and we enjoy a degree of relationship with our horses that we would only have dreamed of before. We have learned so much from horses. One of the huge benefits of horsemanship is the awareness and understanding one gain of one's 'self'. Because horses are body language communicators, they will show you how things really are, not how you think they are - and you are thus presented with an opportunity to be honest about yourself. While deeply humbling, this is a wonderful thing... I have been confronted with some uncomfortable truths along the way and have had the chance to learn and grow and change. Because of my own experience I have had opportunities to work together with my horses to help people overcome mental and emotional problems and understand themselves better. I love seeing this process and I would like more opportunity to facilitate horse-human encounters in the future.
In 2015 I qualified as a Masterson Method Equine Bodywork Practitioner. This is a unique approach to equine massage that has a focus on releasing tension in the horse's body so as to increase comfort and improve both posture and movement. My business, Heart to Hand, has a dual focus - I help horse clients, and I mentor Masterson Method students who are doing the Fieldwork component of the course. I also tutor students studying Horse Care with a UK distance learning college. I feel extremely blessed to have been given such a wonderful overlap of my twin passions - horses and education. With 25 years of home education behind me I have a lot of experience in helping people learn, and I particularly love helping them learn about horses!
Craig and I live on a small farm in the beautiful English countryside with 4 horses and 2 dogs. Kate still lives with us, but as she will probably go to university in September, that will probably change. It has been quite an adjustment, going from large, busy, lively family life to just three of us, and often, just me and the animals. I enjoy having time and space to pursue my own interests, but I still cook way too much food! I have yet to master the art of cooking for just one or two...
I am, in no particular order of importance, and amongst other things, a homemaker, educator, public speaker, learning facilitator, thinker, writer, social activist, short term missionary, chores director, researcher, counsellor, artist, horse owner, equine bodywork practitioner, natural horsemanship instructor, land manager, mum and grandmother.
For 5 years I was media officer for the Home Education Advisory Service, a home education organization in the UK. During this time we faced the threat of legislative change due to the Badman Review into Elective Home Education in England, and along with other home education bodies, we challenged the Review. That year our family learned a lot about politics, how government works, and how to present one's point of view in an effective but dispassionate way. I am sure the lessons we learned will benefit us throughout our lives. Amongst other things we visited Parliament, liased with our MP, were involved in the submission of a mass Parliamentary Petition, and assisted the production of a document called Right To Reply.
The children are all grown now and I look back on our home educating years with a degree of nostaligia. The older three all have First-Class Honours degrees and Jon also has a Masters degree. One has a Diploma in Racehorse Care and one is doing A-levels. All five of them are lovely people, well-adjusted (contrary to some predictions!), and contributing to scociety in meaningful ways. All five are, or have been employed. All five continue to love learning. All five are highly relational and get on well with others. And as I said earlier, the older three are married, and two of them now have children of their own.
I will always be grateful for all the wonderful experiences we shared, for the way in which we got to express our unique identity as a family, and for the freedom the children enjoyed growing up. I realised, very soon after becoming a parent, that one of the most important things I wanted for my children was a childhood. A real childhood, the kind of childhood one reads of in books. I wanted them to have time to be children, to play, to use their imaginations, to explore, to be free, to have long hours in which only they decided what they would do. Home education made it possible for Craig and me to give our children that gift. It has always saddened me to see children being conformed to the pervasive structures and requirements of school; even though the activities in which they participate may be worthwhile, it seems to me that giving up their individuality, freedom and imagination is a very expensive price.
Although I am no longer actively home educating, I remain passionate about the right of parents to choose what form of education is best for their children. In my non-existent 'spare time' I write, tortoise-slow, chapters of books on unschooling and aspects of home education. I still support and advise home educators in their day-to-day challenges, and I manage the discussion list and Facebook page associated with this site. And for many years now Craig and I have taken turns in being trustees of the Pestalozzi Trust, a South African Legal Defence organisation for alternative education.
Over the last decade I have become aware of the horror of human trafficking, with particular reference to child sex trafficking and forced prostitution. As a result I have ended up going on short trips to Brazil, Myanmar, Cambodia and Thailand, volunteering with charities that endeavour to address these issues, and I hope to continue to do so. There is more about this on my blog at Extreme-Operations. It is a very heartbreaking thing to sit in a karaoke bar (brothel) with a girl, younger or the same age as my lovely daughters, and listen as she shares her story of unimaginable trauma. It is even more heartbreaking to reflect that very few of these girls escape their situation. This has to change.
As you will realize the more you get to know me, I am passionate about horses. I always have been, although I did not learn to ride until I was almost 30. Three of my daughters shared that passion, and for many years we studied natural horsemanship (or 'horse whispering'). We have been students of Parelli Natural Horsemanship, of Ingela Larsson Smith's H-Factor horsemanship, and of the Think Like A Pony instructors programme. Julie went on to do an apprenticeship with the British Racing School and spent 2 years in Newmarket, exercising racehorses while obtaining her Diploma in Racehorse Care. Kerrin backs and trains young horses and addresses behavioural problems in older horses. Horses - and things to do with horses - have remained a primary focus in our lives. Our understanding of equine behaviour and communication has been greatly enhanced, and we enjoy a degree of relationship with our horses that we would only have dreamed of before. We have learned so much from horses. One of the huge benefits of horsemanship is the awareness and understanding one gain of one's 'self'. Because horses are body language communicators, they will show you how things really are, not how you think they are - and you are thus presented with an opportunity to be honest about yourself. While deeply humbling, this is a wonderful thing... I have been confronted with some uncomfortable truths along the way and have had the chance to learn and grow and change. Because of my own experience I have had opportunities to work together with my horses to help people overcome mental and emotional problems and understand themselves better. I love seeing this process and I would like more opportunity to facilitate horse-human encounters in the future.
In 2015 I qualified as a Masterson Method Equine Bodywork Practitioner. This is a unique approach to equine massage that has a focus on releasing tension in the horse's body so as to increase comfort and improve both posture and movement. My business, Heart to Hand, has a dual focus - I help horse clients, and I mentor Masterson Method students who are doing the Fieldwork component of the course. I also tutor students studying Horse Care with a UK distance learning college. I feel extremely blessed to have been given such a wonderful overlap of my twin passions - horses and education. With 25 years of home education behind me I have a lot of experience in helping people learn, and I particularly love helping them learn about horses!
Craig and I live on a small farm in the beautiful English countryside with 4 horses and 2 dogs. Kate still lives with us, but as she will probably go to university in September, that will probably change. It has been quite an adjustment, going from large, busy, lively family life to just three of us, and often, just me and the animals. I enjoy having time and space to pursue my own interests, but I still cook way too much food! I have yet to master the art of cooking for just one or two...
With regard to home education, or homeschooling, as it is called in other parts of the world, I have to tell you that I am completely and utterly biased in its favour! I love the lifestyle, and I am absolutely convinced of its benefits, for both parents and children. Not because it is always plain sailing. In fact, it is sometimes impossibly difficult. I have had to change so much. I thought it was going to be about my children’s education. But it was also so deeply about my own. I had my ideas and paradigms challenged and I spent years on major learning curves. But in the process I found myself fulfilled as a woman, as a mother, and as an educator. Because of home education, we have had an incredible opportunity to be a family, in a way that few in our busy and pressurized modern world experience. For most people, family time is something snatched – briefly – out of the myriad responsibilities and requirements placed on them by separate lives and separate agendas. Craig and I got to know our children, and our children knew us – strengths and weaknesses. We shared life so closely together. There was lots of opportunity to communicate our interests, values, beliefs, problems and problem solving approaches. There was time to talk. Concepts and ideas were hotly debated and argued over. Standards were set and ideals were tested - and adjusted - in practical contexts. There was time to be real. We lived and learned together. Although Craig and I had been alive longer and had more experience, we understood that we too were learning, and that sometimes - increasingly often as they grew older - the children were knew more than we did. We encouraged everyone to contribute and share, and no contribution was seen as any less important than another. The children understood that they were already valuable and contributing members of the group – they were not waiting to grow up to become so. There were things that they could do better that their parents, and they felt free to lead the way in the area of their strengths. This happened in a very natural way as a result of interfacing with real life situations at home.
Educationally the children were self-motivated and interest driven. They were focused on their goals. They were (and still are) willing to work hard for what they wanted, and they didn't not need much in the way of external motivations. I guess it is important here to comment that Craig and I felt very strongly about letting the children determine their goals rather than us deciding their goals for them. I could go on and on telling you about the children – but it would sound a lot like bragging. This is certainly not my intention. I am trying to highlight for you a few of the positive outcomes of this experience of living and learning together. We are like those who have gone out into the Promised Land and who have tasted the fruit and have eaten of it, and who are coming back with the testimony that it is very good.
Educationally the children were self-motivated and interest driven. They were focused on their goals. They were (and still are) willing to work hard for what they wanted, and they didn't not need much in the way of external motivations. I guess it is important here to comment that Craig and I felt very strongly about letting the children determine their goals rather than us deciding their goals for them. I could go on and on telling you about the children – but it would sound a lot like bragging. This is certainly not my intention. I am trying to highlight for you a few of the positive outcomes of this experience of living and learning together. We are like those who have gone out into the Promised Land and who have tasted the fruit and have eaten of it, and who are coming back with the testimony that it is very good.
