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Meltdown of America's Public Schools Part II
by Carl Parnell 
11/09/10
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The purpose of the New Age is to create people of the highest quality. The purpose of New Age education is to help man learn about the different levels of consciousness and how to interact with them. To accomplish this goal, children must be taught through theory and experience. Therefore, according to Professor J.S. Malan of the University of the North in South Africa,

The educational system must undergo the most radical transformation process. Changes must be introduced on the level of the pre-school child, and be implemented across the entire spectrum to the most advanced tertiary institutions, including theological seminaries. The identity consciousness of pupils and students must be countered. They must be prepared to take their place as planetary citizens in a multi-cultural, multi-religious, non-racial and non-sexist society. Narrow-mindedness must be replaced by the largest possible degree of open-mindedness on all matters, thereby superseding any narrow ideological orientation. (6)

Do parents know the affect that New Age education is having on their children? According to Craig Branch, more and more parents are seeing New Age ideology appearing in their local schools. He states,

Parents around the country are becoming aware of the increasing role public schools (and some private) can have in undermining their family's Christian and traditional values. Liberal and New Age social engineers have strategically set their sights on the malleable minds of the younger generation. As parents are beginning to confront certain programs, curricula, and reform movements such as Outcome Based Education (OBE), the use of meditation, hypnosis, psychotherapy in the classrooms, promotion of witchcraft and the Occult, some in the educational establishment are stiffening in their resistance. So is the deception. (2)

New Age humanists would use the backdoor approach to gain inroads into America’s public schools. Values clarification, situation ethics and critical thinking would need to be incorporated into many school’s curriculums. The main objective was to destroy the teaching of moral absolutes, that is, the Biblical Christian value system. “Learning to repudiate all authority, children are led to believe that they can decide for themselves whether an idea or action is right or wrong, depending on the situation or their feelings. Following the methodology of humanistic psychology, classrooms become centers of self-examination in which the peer group shapes one’s morals.” (1) Therefore, situational ethics would replace the absolutes of Christianity. “Ethics is autonomous and situational needing no theological or ideological sanction.” (4) “Situation Ethics thus refuse to recognize the objective right order of the Moral Law of God as the ultimate norm of conduct to be applied to particular cases according to circumstances or the situation. For the advocates of Situation Ethics the ultimate norm of conduct is alleged to be ‘a certain intimate judgment and light of the mind in each individual.’ Moral judgment, therefore, is not based on any objective laws but on an internal individual light based on personal intuition of any situation at hand.” (7)

The New Age game plan is to use subtle methods to gain entrance into the schools and into the minds of students of all ages. Their main goal is to take control of the minds of our precious children before they could realize what was happening. They want to change our classrooms into mind-control seminars. Most parents and guardians do not have a clue what their children are facing on a daily basis in public school classrooms. To New Age philosophers, the purpose of education is to prepare the youth of our country for the New World Order. They are not concerned about students gaining any factual knowledge. In reference to their belief, John Dewey, the founder of progressive education, stated, “ Genuine ignorance is profitable because it is likely to be accompanied by …open-mindedness; whereas ability to repeat catch phrases, catch terms, familiar propositions…coats the mind varnish waterproof to new ideas.” (1) “Teachers must be qualified to teach and must be legally protected from censorship and lawsuits….” Also, “the National Education Association believes that communications between certified personnel and students must be legally privileged. It urges its affiliates to aid in seeking legislation that provides this privilege and protects both educators and students.” (3) Obviously, the NEA does not want any parental involvement.

How will the New Age ideology be infused into our nation? How will they attack America’s Christian-based value system? Simply stated, the battle will be fought in our public school classrooms. As stated in the American Humanist Association journal in 1983, “the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly view their role as the proselytizers of a new faith… The classroom must and will become an arena of conflict between… the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism {and} humanism will emerge triumphant.” (1) The New Age indoctrination process will involve the lecture method. By using the lecture method, it will be more difficult to verify any accusations against the classroom teacher. Of course, most schools will not allow parents to monitor their child’s classroom activities. In fact, on November 17, 1989, a program funded by the National Education Association and sponsored by the Washington State Superintendent of Public Instruction was introduced at a teacher seminar. The sole purpose of this meeting was to teach how to prevent parents from controlling what is taught in their child’s school. (5) This is seductive humanism at its highest level.

John Dewey advocated the use of collective learning as a tool for teaching humanistic ideology in public schools. He believed in the concept of “learning by doing” which would use group projects to develop leadership skills within students. Since the teacher monitored these activities, the teacher became the group leader who motivated and encouraged the students to achieve their established goals. According to John Dewey, “Experience is primarily an active-passive affair; it is not primarily cognitive.” (3) According to Fantini and Weinstein, “The pervasive emphasis on cognition and its separation from affect poses a threat to our society in that our educational institutions may produce cold, detached individuals, uncommitted to humanitarian goals. Certainly, a modern society cannot function without ever increasing orders of cognitive knowledge. Yet knowledge per se does not necessarily lead to desirable behavior….Unless knowledge is related to an affective state in the learner, the likelihood that it will influence behavior is limited.” (3) Therefore, by following John Dewey’s ideology, the downgrading of independent intelligence in America’s student population has become a part of our public school systems. According to Dewey, educators should “prepare the child to fit into society as a servant of the State.” (3) As a result of Dewey’s ideology, today more emphasis has been placed on emotions rather than traditional academic skills.

Kurt Lewin, a disciple of John Dewey, was a noted collective psychologist, too. His research in group behavior became a major influence in the progressive education movement. “Lewin’s view was that, because of human interdependence, every individual belongs to a group and that group to which an individual belongs is the ground for his perceptions, his feelings, and his actions…. It is the ground of the social group that gives to the individual his figured character.” (3) However, Lewin, a refugee from Nazi Germany, could not understand the mindset of Americans. The individuality of Americans and their Judeo-Christian heritage was troublesome to him. The religious foundation or ground of most Americans was different than the ground of his social group. He saw the social group as the dominant factor in an individual’s life. Most Americans, however, saw their relationship to God as the dominant factor in their life. Of course, this relationship to God influenced their relationship with their families, friends, teachers, colleagues, and employers, too. (3)


References


1. Ferreira, Cornelia R. “What Is New Age Education? (Part 1) Life Enterprises Unlimited. 2 May 2005.

2. Branch, Craig. “New Age Schools-It Continues” The Watchman Expositor. 4 May 2005.

3. Blumenfeld, Samuel. “The Humanist Curriculum” Foundation for Truth in Reality. 6 May 2005< http://www.sntp.net>.

4. Goforth, Wayne. “Humanism, Satanism, and the New Age Movement, Situation Ethics” Straitway. 10 may 2005.

5. Goforth, Wayne. “Humanism, Satanism, and the New Age Movement, Transition toward Humanism” Straitway. 10 may 2005.

6. Malan, Professor J.S. “New Age Reforms” Indaweb- The News Network. 11 May 2005< http://www.indaweb.com>.

7. Likoudis, James “Why There Are Millions of Morally-Handicapped in Our Schools” 11 May 2005.



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