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Different types of educational curriculums, programs, and strategies are being used to support the enculturation of humanism in American schools. Some of these are global education, non-directive education, affective education, and active learning. These methods use the guise as acceptable programs recognized by leaders of different aspects of our government and society. By having the acceptance of our governmental leaders, it has made the transition of these programs into mainstream America and its school systems a simple task. However, it is not too late to begin a counter attack. America must find out the truth about the evils contained in many curriculum programs used by our public school systems. Then our school systems will be held accountable for their failure to teach the truths that our forefathers intended.
Global education has been used as a teaching topic for New Age humanism. Some other names synonymous with New Age education are World Core Curriculum, peace education, outcome-based education and multicultural education. However, several of our Presidents (Ronald Reagan, George Bush, Sr., Bill Clinton, and George Bush, Jr.) have sponsored presidential educational initiatives that contained New Age ideological values. Goals 2000, School-to-Work and No Child Left Behind are prime examples. Global education goals are masked in the following topics: naturalist humanism, sex education, conflict resolution, critical thinking and world citizenship. Humanist values are incorporated into every subject taught in America’s public schools, from preschool to adult education. Of course, the main goal is to control the minds of all students so that they would willingly accept the new world order. New Age political and religious beliefs have been imposed upon students, also. These beliefs are part of an anti-Christian and extremely liberal plot. (1)
Non-directive education has been used to get children to reject their parent’s traditional religious values. If taught properly, non-directive education techniques have caused the rapid deterioration of a child’s value system. As stated earlier, Christianity appears to be the major obstacle in the New Age humanism game plan. William Coulson dealt with this issue in his experiments with school children because they were very compliant. He stated, “Christianity is based on absolutes. Non-directive education rejects absolutes and embraces subjectivity-chosen alternatives. When any person is convinced that all authority for conduct lies within him-that one decision or conclusion is as good as another-the inevitable result is rebellion against authority and deterioration of moral conduct.” (1)
Active learning is part of the New Age education agenda, too. It revolves around students doing things, teaching themselves and choosing what they want to learn. As stated by the Association for Supervision and Curriculum Development, “…learning is not seen as students’ sitting at a desk listening to a teacher lecture: students are doing things…students must be more active in determining …their own educational programs. They must be given more autonomy and power of choice. …The old paradigm made the teacher responsible for the student’s learning, with the student obliged to learn. The new paradigm of a learning society shifts the responsibility for learning to the learner. …” (2) The National Association for the Education of Young Children (1987) believed “the child learns best. Instruction designed by the teacher is inappropriate and may become ‘a source of stress for young children’.” (2) According to John Dewey, competition caused stress for children, too. He wanted all competition eliminated in public school classrooms. Class distinctions needed to be eliminated, too. Dewey advocated mixing students in different grades in the same classroom. He wanted to abolish tests, exams, and ranking of students. The failing of students had to be stopped, also. As viewed by Dewey, “a democratic classroom hardly prepares children for the real world, and can lead to frustration and violence.” (2)
The new world order accentuates the positive in students. Competition, failure, and right or wrong causes unhappiness for most students. Humanist educators purpose to make children happy by using affective education techniques. (1) Some of these affective education techniques are meditation, visualization, and guided imagery. Some of the other programs used in the public schools are: values clarification, situational ethics, sensitivity training, role playing, touch therapy, and encounter groups. Some topics contained in these programs are sex education, death education, drug and alcohol education, family life, human development, and personality adjustment. Through these intuitive learning methods, children will learn quickly that absolutes discourage happiness. It is their feelings that determine their behavior. Therefore, humanist educators believe, “The only wrong is having or holding an absolute.” (4)
Self-esteem and self-acceptance have become very important to each child’s emotional development. Self-control and self-denial are considered to be negatives and are not internalized as a part of their emotional makeup. Auguste Comte, a 19th century sociologist, promoted the self-esteem movement. He also believed that academic study was a waste of time and energy. As long as a child is happy, he did not have to worry about learning factual knowledge. However, illiteracy was detrimental to a child’s total development. Without certain amounts of factual knowledge, a child would not be able to survive in his environment. He would find out rather quickly that he is not a god, but at a great loss of wisdom and knowledge. Also, as a result of the self-esteem movement in the United States, many of our children show signs of pessimism and depression. Psychology professor Martin Seligman believes that self-esteem comes as a result of accomplishment, not from unwarranted praise. However, since one of the goals of the New Age Movement is to destroy Christianity, depression in the children of our nation would be readily accepted. (1)
According to Carl Rogers, a reformed Catholic psychologist, affective education requires that discipline be eliminated, too. It would stifle the creativity of children. He rejects “neatness, quiet, order and being right.” (1) Discipline causes children to be conservative and rigid. However, he promotes “messiness, noise, confusion and mistakes.” Thus, according to Rogers, a lack of discipline brings forth “originality, creativity and genius.” (1) The National Teacher Association believes that “teachers who conform to the traditional institutional mode are out of place… They might find fulfillment as… guards in maximum security prisons… or agents of the Federal Bureau of Investigation… but they damage teaching, children, and themselves by staying in the classroom.” (1) The Association believes that teachers do not want to stifle their student’s educational growth. Therefore, teachers could reprogram teachers that teaching facts is old-fashioned. In reality, teachers become social engineers. Their new goal becomes the total revamping of their students’ personalities. If not, they are made to believe that society and education in general would deteriorate. (1)
The initial attack would be spearheaded by each state’s governmental and educational leaders. By requiring children to begin school at extremely young ages, the state would be able to promote their humanistic game plan. If you would take time to think about the state’s agenda, it would remind you of the Communist ideology of the former Soviet Union, specifically brainwash early and dominate later. As far back as 1928, John Dewey advocated educational ideas that coincided with the ideas of early communism in the Soviet Union. To Dewey, “The great task of the school is to counteract…the influence of home and Church…Thorough-going collectivists regard the traditional family as exclusive and isolating in effect and hence as hostile to a truly communal life…The institution of the family is being sapped indirectly rather than by frontal attack…Our special concern here is with the role of the schools in building up forces and factors whose natural effect is to undermine the importance and uniqueness of family life…Soviet education may perhaps be suitably[described] by a quotation from Lenin: ‘We must declare openly what is concealed, namely, the political function of the school…It is to construct communist society’.” (1) William Foster, the head of the American Communist Party in 1932, foresaw a new America that would use the educational philosophy of the Soviet Union. In achieving a ‘Soviet America,’ “Class ideologies of the past will give place to scientific materialist philosophy. Among the elementary measures the American Soviet government will adopt to further the Cultural Revolution are the following: the schools, colleges, and universities will be coordinated and grouped under the national Department of Education and its…branches. The studies will be revolutionized, being cleansed of religious, patriotic, and other features of the bourgeoisie ideology. The students will be taught on the basis of Marxian dialectical materialism [i.e., Hegelianism ], internationalism, and the general ethics of the new socialist society…God will be banished from…the schools.” (1) In fact, in 1985, “American education was officially Sovietized when the U.S. signed the Soviet-American Exchange Agreement (negotiated by the Carnegie Corporation). It agreed to let the Soviet’s develop curricula for American schools. President Clinton’s Goals 2000, made law in 1994, borrowed heavily from Soviet educator Vladimir Turchenko.” (1)
In 1946, Brock Chislom, the head of the World Health Organization at the time, stated that a re-education program should be administered in America. The goals of this program would be synonymous with the goals of psychotherapy. Basically, brainwashing would be the predominate technique in the educational process. The assumptions associated with the re-education program would be that “the science of living should be…taught to all children…Only so…can we help our children to carry out their responsibilities as world citizens…To achieve world government, it is necessary to remove from the minds of men their individualism, loyalty to family tradition, national patriotism, and religious dogmas…We have swallowed all manner of poisonous certainties fed us by our parents, our Sunday and day school teachers…our priests…The reinterpretation and eventual eradication of the concept of right or wrong which has been the basis of child training, the substitution of intelligent and rational thinking for faith in the certainties of the old people, these are the belated objectives of…psychotherapy. Would they not be legitimate objectives of original education?” (1) In 1972, a Harvard professor of education and psychiatry addressed a teachers’ convention about the mental state of young children. He told the teachers, “Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, toward the sovereignty of this nation…It’s up to you as teacher to make all of these sick children well, by creating the international children of the future.” (1)
Ultimately, education in the New Age will focus on man as the transformer of our universe. God will lose all His power and importance. Education will deal with cosmic forces, meditation and consciousness (3) “In the educational world an apprehension of man’s true nature will bring about a fundamental change in the methods of teaching. The emphasis will be laid upon teaching people the fact of the Ego (Soul) on its own plane, the nature of the lunar bodies, and the methods of aligning the lower bodies so that the Ego can communicate directly with the physical brain, and thus control the lower nature and work out its purposes. Men will be taught how, through concentration and meditation, they can ascertain knowledge for themselves, can develop the intuition, and thus draw upon the resources of the Ego. Then will men be taught to think, to assume control of the mental body, and thus develop their latent powers.” (3)
However, according to the New Age education methodology, if their agenda is to be successfully completed, modern education must change. “Modern education has been primarily competitive, naturalistic and, therefore, separative. It has trained the child to regard the material values as of major importance, to believe that his particular nation is also of major importance, and that every other nation is secondary; it has fed pride and fostered the belief that he, his group and his nation, are infinitely superior to other people and peoples. He is taught consequently to be a one-sided person, with his world values wrongly adjusted and his attitudes to life distinguished by bias and prejudice.” (3) Of course, New Age philosophy would disagree with this approach. “A better educational system should, therefore, be worked out which will present the possibilities of human living in such a manner that barriers will be broken down, prejudices removed, and a training given to the developing child which will enable him, when grown up, to live with other men in harmony and goodwill. This can be done, if patience and understanding are developed and if educators realize that ‘where there is no vision, the people perish’.” (3)
References
1. Ferreira, Cornelia R. “What Is New Age Education? (Part 1) Life Enterprises Unlimited. 2 May 2005
2. Ferreira, Cornelia R. “What Is New Age Education? (Part 2)” Life Enterprises Unlimited. 2 May 2005< http://www.trosch.org>.
3. Branch, Craig. “New Age Schools-It Continues” The Watchman Expositor. 4 May 2005
4. Wise, Russ. “Education and New Age Humanism” Probe Ministries. 5 May
2005
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