Borrowed Ethics: Public Schools Are Inferior to Christian Essay Example

were customary practices.

When state-run education was introduced, it relied on the spiritual capital found in schools, allowing it to persist for many years. According to Dr. Rushdoony, early American educators were deeply engrossed in the educational process, unaware that the foundations of a prosperous society were taken from the Christian heritage they chose to overlook or reject. Without emphasizing faith in God and reverence for the Lord in education, the spiritual capital began to dwindle. Currently, it seems that this spiritual capital has been depleted, causing the system to unravel.

In Colossians 1:17, the apostle Paul issued a clear warning that everything is sustained by Christ. Essentially, things that are not aligned with Him will eventually fall apart. It remains uncertain how long the current state of affairs can persist, but there are voices suggesting that public/government education is nearing its end. We firmly believe that blending school with civil government is not only poor decision-making from a business standpoint, but it also contradicts theological principles. According to biblical teachings, the responsibility of educating young individuals does not fall under the jurisdiction of the government. Rather than seeking to reform government schools, our stance is that they should be carefully dismantled.

The crucial necessity is a well-thought-out strategy to separate school and state. It was specifically the combination of school and government that formed the essence of Dewey's educational reasoning. In 1894, Dewey became the chairman of the Department of Philosophy, Psychology, and Pedagogy at the University of Chicago. It was at this institution that Dewey founded his Laboratory School.

According to education expert Samuel L. Blumenfeld, there was a deliberate effort by the progressive educational community to

create a socialist curriculum for American schools. This plan, which was successfully implemented, involved the promotion of collectivist ideas such as an organic society, the importance of psychology in education, and the devaluation of academics. In his 1897 publication titled "My Pedagogic Creed," Dewey expressed his beliefs that education is not just a preparation for the future but a process of living, and that it involves adjusting individual activities based on social consciousness for effective social reconstruction. He also believed that every teacher has a role as a social servant in maintaining proper social order and facilitating social growth. However, Dewey's vision of a messianic school system did not include the influence of the biblical God.

The implementation of the messianic system has led to chaos, resulting in a broken education system and rising illiteracy rates. Blumenfeld highlighted that American education has been steadily declining for over ninety years, causing social distress. This study seeks to investigate why many Christian families still choose government-controlled schools, despite their shortcomings. Several factors play a role in this decision, including financial limitations preventing private school enrollment, a lack of nearby Christian schools, and the inability to homeschool.

I am certain that these are genuine concerns for many parents and that it can be extremely distressing to feel like there are no options. However, there is one response from Christian parents that I find troubling: "Our public school really isn't all that bad." Parents use various observations to support this view, such as the presence of Christian teachers in the school (although there may only be a few), their children's academic performance (referring to receiving A's and B's), the influence of

home and church in maintaining their children's spiritual guidance (which may be exaggerated), and the absence of any violent incidents at the school. But do these factors provide sufficient evidence that we are effectively fulfilling the command to "Train up a child in the way he should go"? Our Institute's work suggests otherwise. The Nehemiah Institute has collected test results which strongly indicate that public schools are not effectively educating 'Christian Johnny' according to biblical principles. These results come from a Christian worldview assessment service called PEERS Testing, which is used by many Christian educators to evaluate the students' thinking on culture-shaping issues and determine if it aligns with a biblical or non-biblical worldview. The PEERS Test specifically identifies primary worldview philosophies in Politics, Economics, Education, Religion, and Social Issues.

Four worldviews, namely Biblical Theism, Moderate-Christian, Secular Humanism, and Socialism, categorize opinions in various fields. Many individuals follow principles from these worldview philosophies. Additionally, other worldviews such as romanticism, atheism, New Age, materialism, nihilism (denying existence), and pantheism (God permeates all) have influenced our thinking. Each perspective presents a specific perspective on how humans should live. However, the ultimate guidance for all individuals, and the basis for judgment, is derived from the Christian or biblical worldview. According to this worldview, God's command determines how humans should relate to Him as well as to one another.

The aim of education is to teach children in different subjects based on a biblical understanding. This approach is known as biblical worldview education, and it presents objective truth for all subjects, age groups, and eras. PEERS Testing helps educators assess how well students (and faculty) grasp biblical worldview thinking. By analyzing

the PEERS test scores of numerous students across various states and school types over the past 11 years, we can confidently state that students from Christian families attending public schools are not being educated in the desired manner.

In Christian schools, students' PEERS scores range from moderate-Christian worldview to Biblical Theism. However, in public schools, Christian-home students tend to score predominantly in the Secular Humanism or Socialism perspectives. While many indicators suggest that public schools are failing, PEERS testing shows that they may actually be succeeding, but towards the wrong goal. If the aim of public education is to establish a philosophy of state-controlled democratic capitalism (which can easily transition to socialism), then it can be said that government schools are close to achieving that mission. The differences in PEERS scores are not due to variances in religious training at home or church. Our opinion is that these differences primarily stem from three education factors: the worldview brought into the classroom by teachers, the worldview presented in the curriculum (texts and tests), and the worldview developed through observing that education in public schools is under the control of state and federal governments. State-run schooling has transformed teaching from a ministry into a secular profession. According to Biblical teachings, teaching is both a calling and a gift from God.

The ideal teacher possesses expertise, effective communication skills, and the ability to motivate students towards lifelong learning. They aid students in preparing to fulfill their purpose in life in a way that brings glory to God. It is important for teaching to have a focus centered on God. Unfortunately, government-run education shifted the focus towards a secular and

evolutionary perspective on life. This change also affected the methods used in teaching.

The National Council for Accreditation of Teacher Education (N.C.A.T.E.) emphasizes the importance of teacher preparation and challenges the outdated belief that teachers are inherently born, not made. As our nation's needs have evolved, so too must our expectations and requirements for preparing teachers. The increasing push for higher student standards highlights the significance of educators who possess a thorough understanding of the subjects they teach. This denotes a change in how the government perceives educators, prioritizing their training in methodology before their knowledge of the content they teach. Consequently, education has become a profession that offers specialized degrees such as B.Ed., M.Ed., Ed.D., and D.Ed. Additionally, educators now undergo state certification to guarantee their ability to effectively educate children. However, this focus on methodology may have overshadowed the importance of subject matter expertise to some extent.

Throughout my career, I have gained experience as a teacher in various settings including the military, a Fortune 100 company, public and private schools, and adult Sunday Schools. My ultimate goal has always been to excel in my teaching abilities and effectively communicate my lessons. I have a deep conviction for teacher preparation and delivering high-quality presentations.

From my personal experience, I have observed that numerous teachers in both teacher training institutions and the teaching profession lack academic proficiency in their field. Nevertheless, they are able to thrive as successful teachers because of their exceptional classroom management abilities and positive rapport with students. Unfortunately, there are instances where these skills are also inadequate. In my opinion, the primary problem lies in the government-run education system's emphasis on teaching as

a profession.

The government mandates that teachers prioritize anthropological perspectives over theological ones. I have vivid memories of the education courses I took at North Dakota State University, where I earned a BS degree in math/education. One particular professor consistently emphasized the concept of children as "blank slates" with neutral characteristics. According to this philosophy, any form of disciplinary action taken against children would hinder their creativity. Rather, it was the teacher's duty to "guide" disruptive students and help them understand their value. My teacher training heavily focused on these humanistic principles.

Denying children necessary discipline only serves to increase their misfortune and/or destruction. A large majority of teachers in Christian schools obtain their education degrees from state universities, resulting in a certain degree of humanist influence on their thinking despite their Christian beliefs. This humanistic worldview is further prevalent in Christian schools due to the requirement of state-certified teachers, as they opt for state accreditation. Multiple Christian schools have been supported in this notion through PEERS Testing.

As more parents transfer their children to private schools, the issue of faculty selection in Christian schools may worsen. The heightened need for teachers might lead these schools to compromise on their selection criteria. In my opinion, it is crucial for Christian schools to critically reassess the perceived advantages of state accreditation versus the limitations it imposes on personnel selection. State-run education, with its humanist and evolutionary orientation, has resulted in a standardized and rigid approach to knowledge dissemination.

Within the education system, we encounter various limitations such as state-approved texts and standardized lesson plans, which can hinder creativity. Additionally, there is emphasis on memorization through rote memory tests

and group instruction. Moreover, teachers are no longer required to have mastery in their subject, and students are not taught how to learn. The ultimate goal for students is to navigate from one test to another until they can declare themselves "Done with education." Pastors, teachers, administrators, and parents must collectively work to reverse this mechanistic approach to learning. However, in my opinion, the ultimate culprit is control of education. The entity providing education becomes the master to be served, and the student's aim becomes pleasing the provider in order to access additional benefits.

The endorsement of state-controlled education promotes a perspective that advocates for additional social 'entitlements' granted only by the 'authority'. The belief in government accountability for students' education inevitably leads to the idea that the government should also ensure employment, housing, healthcare, security, and more. "You created me, now take care of me." This outcome is a result of messianic secular education where government schools create an environment through teachers, curriculum, and control that draws students from Christian backgrounds away from Christianity and towards Humanism. However, this shift in thinking does not require Christianity to be outright rejected in public-school classrooms or explicit teachings of Humanism (e.g., quoting from the Humanist Manifestos). The focus simply lies on presenting a human-centered view of life in child-centered classrooms as preparation for a society centered around the state. This gradual molding fosters an anti-Christian mindset.

Dr. A. A. Hodge of Princeton University was one scholar who predicted this.

A century ago, he expressed his strong belief that a centralized system of national education, devoid of religious influence, would become a powerful tool for spreading atheistic beliefs and

nihilistic ethics that go against Christianity and society. Looking at PEERS Testing, I find evidence that supports Dr. Hodge's concerns.