Come, let us reason together. What is the system not telling you?

U.S. Math and Science Scores Downhill Every Year for a Long Time

Last year we were at the bottom, lower than ever before.

But all I see in the ads for the system is "Excellence in Education!"

Kids murdering kids, for personal expression, it makes them feel self-expressed.

Kids with slower reading and less understanding of words than before.

Kids with values anchored to their own self-desires, floating in a sea of self-seeking.

Teachers occupied too much with paper work of the system, instead of with the children.

Administration increased ten fold in fifty years while student learning declines.

What's wrong here? Why such a stark contrast between what's happening and what's being told?

Source Books include:

KJV Bible
Reason in the Balance, Inter Varsity Press, Phillip E. Johnson
Why Johnny Can't Tell Right from Wrong, Boston College Education Professor William Kilpatrick
Social Justice in the Liberal State, Yale Law School Professor Bruce Ackerman, liberalism
Education and Democracy, John Dewey, father of modern education, using schools to change America
On Liberty, John Stuart Mill, wrongness of exposing unformed understanding to confusion of ideas
Britannica Encyclopedia, 1952 vol E on Education, schools to produce children like parents
World Book, 1996, on Education, schools to replace parents
The Dumbing Down of Our Children, New York State Teacher of the Year, 1996, chapter on teacher colleges
Brave New Schools,
The Soul of the American University, George Marsden, 1994, from established faith to nonbelief
God and Man at Yale, 1951, William F. Buckley, undermined committment to Christ
Various U.N. and U.N.E.S.C.O. documents available on the web
Various ERIC files found at U.S. Dept. of Education searches
Christ Esteem, "Where the Search for Self-Esteem Ends, by Don Matzat, Harvest House Publishers

The truth requires a big lesson when so much deception has passed for so long.
Therefore some reading is necessary to cover a big amount of ideas before it can all come together.
Why? Because there has been so much omitted and distorted for so long that we must now take the timeto apply John 3:14,
we must see and recognize the problem in the light of a true solution.
The serpent that bit us must be acknowledged before anyone will work towards getting the medicine.
When so much time and effort has gone into establishing the ideas of relative values,
it takes additional time to unveil those deceptions.
Exposing those deceptions by the light of words from scripture and the Founding Fathers of America is a goal of this web site.

Showing the solution, the salvation, the truth, the way out of that deception
is the hoped for result of Christ working to anoint these words to your heart.

All of the men who knew anything about what it cost and what was risked for the freedom of America had this to say: "If you don't pass along the truths of what happened and why, those freedoms will be lost." None of them disagreed with that statement.
To maintain any freedom requires knowledge and understanding of that freedom.
To be ignorant of any freedom is to be subject to having it taken away and not even knowing what you lost. Like having an inherited bank account that the banker never told you about. Unless your grandfather told you it was there you would never get to spend it. It could be stolen from you and you'd never know. Same thing with the American freedoms.

Grievances against big government were enumerated in the Declaration of Independence. Those grievances are avoided with the wisdom of a serpent in the curriculum.
The same serpent who avoids teaching those things is the one who doesn't want you to know what they are.
The same one who wants to strip you of those freedoms and is doing so slowly, so as to keep you from recognizing what's happening from one generation to the next.

If you believe and give support to this teaching of Jesus, "Man cannot serve God and mammon." then understand how He divided the two systems of this present world which man can serve.
Man can serve either God or mammon, but not both. Oil and water don't mix. They can be made to appear as mixing together, but sooner or later the truth of what they are will separate the two clearly for all to see.

Let's recognize the two authorities which Jesus recognized as being our choice of service on earth. Then let's define mammon as anything that's not God Almighty, our Eternal Father, and Savior Jesus Christ whom we know by the Holy Spirit of God.
God is the absolute authority, and the highest. He has delegated authority to His Son Jesus. Jesus further delegated authority to any gathering of believers in His name in agreement with God. And further delegated to individuals in His name.
He also affirmed that government's authority was to be honored. And He recognized and allowed for a heirarchial structure of authority on earth, in various forms. Such as Christ being the head of the man, and the man being the authority over the woman in a marriage situation. Both, being under Christ, just as the captain and first-mate of a ship are both serving "in his majesty's service", but the captain has authority over the first-mate. Though they are equal as British subjects, on the ship, should there be a difference of opinion,the captain's voice has the rule. The first-mate may be permitted to speak his opinion, once, twice perhaps even thrice, but after that, he should submit to the will of the capain in matters of the ship where they are both submitted to the authority of that ship as assigned by his majesty. So we recognize heirarchial authorities on earth, even within the context of God's authority.
So also we should recognize the heirarchial authorities of mammon.
Beginning with Satan, the prince of this present world, as Jesus called him, (Jesus said, "My kingdom is not of this world.") (see ref xxxx) we come to the principalities and powers (see ref xxxxx) then to the order of man and to the establishments of men.

In the godly system, we are to seek to please God.
It is a snare to the soul to go about seeking to please men.
It is a hurtful thing to put trust in man.
Scripture is full of sayings about men-pleasers.
Seeking to please others is connected strongly with the down-fall of Germany and the rise of the Third Reich. Men served men, rather than God. Men salved their conscience (falsely justified themselves) from following God and followed that which would be pleasing to man even when it was contrary to everything God had ever put in their heart.

Examples from Germany: (to be added at a later time from a recent book comparing certain attitudes in Germany during the twenties and thirties with those in America today. Even the famous philosopher, writer of Escape from Freedom, compared the two nations during the fifties. People giving more and more power to their government as they desperately seek help from their government,... that is a root problem. And many well known names have so said. It is not an idea original with me.

MUST UNDERSTAND THIS: "When it comes to important matters, the educators understand very well that immature minds cannot be trusted to come to correct answers. ...They thoroughly understand why it is not helpful to their goals to expose children to ideas contrary to what they want to establish in their mind. They know there will be much dredging up of misguided objections to whatever they're teaching if contrary ideas are introduced. They believe any objections are spurious,... but they realize how difficult it is for the teacher to reveal the errors to students who are just at the beginning of establishing how they see and understand things. What the System propose is a situation where children without knowledge of American historical values be given subtle influences toward socialism, pure democracy, big government, the U.N. and multi-cultural values.

In issues of so called ethics and morality, students are invited to challenge the standards of their parents and make their own decisions. However, when it comes to issues of government, the same students must be kept from seeing the ideas of those Founding Fathers of America who withstood "big government". For, in the opinion of the System, those original ideas may seem valid to the young students untutored judgment. And that would of course make it more difficult to get the students to accept America under the U.N.

George Washington explained that it is better for students to learn our own ways before learning those of foreign countries. Please study why he should bother to make such a statement.

Naturalism in Education:
The combination of Absolutism in evolutionary science and Relativism in "morals" reflects the established ideas of the System in America today.

Naturalism in science provides the foundation for liberal rationalism in "morals",
by keeping the possibility of divine authority effectively out of the picture.

Getting the students to believe in naturalistic evolution is foundational to many more items on the agenda of the System, ... and so it (naturalistic evolution) can not be presented as open to doubt.

The schools therefore teach that humans discover the profound truth of evolution
but they invent moral standards and can change them according to their whims.
Since evolution presents no absolute authority of God, but rather a chaotic accidental form, that which resulted from chaos can have no absolute authority other than personal "fun" as the determing factor for what to do in which situations. Personal enjoyment becomes the validated goal of this system.

Naturalistic thinking increasingly dominates public education. This has been helped by the take over of our universities long before. Presently, many generations of teachers have been educated to the naturalistic way of thinking, so much that it is like finding a needle in a haystack to find one who does not justify the rationalizations of the System. They have been trained well to justify those rationalizations of the System. And the training has been effective. We now see the results in elementary and secondary curriculum and in the mind set of teachers, administrators, curriculum writers.
Four resources give a good understanding on this issue of teacher's college.
Beginning with a 1952 set of the Britannica, look up Education and see how different it is from today's World Book Encyclopedia article on education, say a 1997 edition.
See Reason in the Balance, chapter on Education, by Phillip E. Johnson, Inter Varsity Press, 1995

See The Soul of the American University, by George Marsden, 1994
His subtitle is "from Protestant establishment to established nonbelief"
See chapter in The Dumbing Down of Our Children, on the teacher's colleges and their training.

On many subjects, the System is determined that students will hear only Orthodox teaching. Orthodox to the system.
The System is absolute where it wants to be absolute, and relative where it wants to be relative.
The System is it's own god, making up it's own rules as it goes along.
On some issues, the System says science is objective whereas moral values are subjective.
This is taught and instilled from kindergarten through high school in many direct and indirect ways.
However there are some issues of moral values which the system is ABSOLUTE about. Such as the teaching and instilling of Multi-Cultural Values. Multi-cultural values teaching is simply put a way of mixing together, of homogenizing all values, into a blend that is not like any original value.
The System embraces an absolute value on the issue of slavery and discrimination.
On these issues the educators are not relativists.
The difference between absolute and relative is not limited to "discovered" objective science verses "invented" subjective morals, but the difference is one of convenience to those propagating their System of anti-Christ. Whatever you call it, it is clearly not lifting up Jesus Christ, and it prevents the lifting up of God, and so it is safe to say it is against, contrary to the revealed will of God. Jesus taught that we should not stop the children from hearing about Him. Any system that contradicts Jesus is laying up for itself the judgment of the Supreme Judge as referenced in our Declaration of Independence. How many school children can you find who know this reference? God will have His way. And He knows those who are walking together in agreement with the ways of those who contradict Him. His mercy and forgiveness is for us to repent. For a good understanding of repentance see what scripture explains in Second Corinthians chapter seven verses nine through eleven 2 Cor 7:9-11 KJV
The difference of Objective or Subjective is not limited to the distinction of so-called Science and morality, but it is applied at will when it benefits the goal of the System.
The Absolutism is applied to those doctrines which the System is determined to induce children to believe. When it comes to important matters, the educators understand well that immature minds cannot be trusted to come to the correct answers. Scripture references: A child left to himself will come to no good end. ... the blind leading the blind....
Psalm 78:3-5, 34:11
Josh 8:35
Joel 1:3
John 21:15
Prov 1:1 22:6, 15 ; 20:11 ; 29:15,17
Jer 30:6
Hosea 4:6
2Tim 3:15
Deut 4:9,10 ; 6:7 ; 11:19-20
Isaiah 3:5 7:15 28:9
John Stuart Mill wrote a classic text on liberal philosophy titled "On Liberty". He explained that it is unsatisfactory to hold even a correct belief on the basis of prejudice.
"Assuming that true opinion abides in the mind, but abides as a prejudice, a belief independent of, and proof against, argument --- this is not the way truth ought to be held by a rational being."
Mill's method is acceptable when applied to informed mature adults who know how to make fine discriminating judgments. It's application to the teaching of children is another matter. Confusion results from a Christian teacher leading a child into foolish questions. Scripture warns us to avoid foolish questions and to quit hearing foolish words. A child needs first to be given a true foundation (Isaiah 7:15), and then he can be expected to know to accept the good and refuse the evil. But sad to say, parents are allowing teachers to confuse their children by withholding the scripture and instead giving them teachings of men which contradict scripture. The laying of a bad foundation is a catapault to future further ideas even further away from God.
Training children in good things is possible only when there is some way to determine which things are good. When values are subjective, and established by a system that denies God, then the process of choosing values becomes a subjective, individual, and personal matter.
A liberal educational system committed to value neutrality and Cultural Diversity is unable to endorse any moral habit other than the making of personal choices and giving everybody's value equal weight. Thus Educators have no choice but to extend down into childhood a process of rational thought designed for the mature and learned. See page 164 "Reason in the Balance"
Yale Law School Professor Bruce Ackerman is one of the many scholars who try to provide an overall theory justifying liberal rationalism.
The dominant political and legal philosophy of America now is liberal rationalism.
His book Social Justice in the Liberal State is not widely known except to law professors. It shows the mind-set of contemporary agnostic liberalism, particularly on the subject of education.
Ackerman begins with the naturalistic premise that values (morality) are subjective, to be established by each person, free of external Absolute authority. Every person's goals are as justified and as worthwhile as any one else's. In principle every citizen of a liberal state is entitled to live as he or she pleases --- up to the point where other citizens' rights are infringed.
The law has to step in to resolve a conflict when one person's goals conflict with another person's goals.
The judge's opinion of the interpretation of the law as it is democratically evolved, is the only way to resolve such a conflict.
Notice we have stepped down here from the Supreme Judge, to some man judge.
They have dropped the holy life-giving scripture in favor of democratically evolved laws by man.
Because there is no absolute way to rank competing goals or values, conflicts between citizens must then be settled by a "neutral " dialogue, by which Ackerman means a debate in which no citizen claims any superiority for his or her values.
THE GRAND SEZ WHO?!
Each citizen can say "Who says your values are more worthy than mine, or your goals, or your ways and means?" The child can say, "Who says so?" There are no absolutes. No final authority. No absolute justification for any restrictions on persons actions and behavior and attitudes.
Ackerman's assumption is that what emerges from a neutral conversation is not utter chaos, but rather a set of laws within a framework of economic equality and a firm agnosticism towards religious authority claims.
Goals of a liberal education:
How can parents train up children without giving them a concept of the good life?
Ackerman says a liberal education must not be authoritative. An authoritative school works to train the child in a particular way, so the child will grow up to be the kind of person the parents or teachers want.
A liberal education works to produce graduates who choose from whatever system of values that appeals to them for whatever reason seems good to them realizing that nothing is written in stone. Liberal educators believe in evolution of values, changing values, and the greatest and most desired goal is personal satisfaction and expression of self. The chapter on education in the book Reason in the Balance has more on this idea for you to read.
Ackerman and the research branches of the Dept of Education have called for a screening of all who would teach children that they be "trustworthy" to fit the dogma of the System, ie no Bible believing, creationists, or absolutists of any kind, except the State System kind, which is absolutely politically correct.

More to come, ....
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