The Energy Problem In Education

We hear continually about our energy problem in the world and in our nation, but right before our eyes here in America we have a terrible waste of energy that is even worse than the power problem.  It is intellectual energy!  We have no problem using mental energy for entertainment, as there are all kinds of electronic equipment to use to pass the day, but the question comes, “How much is real learning and the type of learning that ultimately leads to constructive lives?”   We use our mental energy in all kinds of ways, but how much of it is used in ultimately learning that which is of little of consequence or things even with negative consequences?

Samuel Blumenfield in his book, Is Public Education Necessary? observes that:  “American educators can be divided into two groups:  There are the “progressives,” who view public education primarily as a tool for social and cultural reform to be achieved through the remaking of human nature, and the “traditionalists,” who view education, public or private, primarily as a development of an individual’s intellectual skills in combination with moral instruction based on Judeo-Christian ideals,” (p. 200).

Blumenfield concludes his book, by saying that,  “The failure of public education is the failure of statism as a political philosophy,”  (p. 214). The fact is that traditional education helped to create responsibility, positive moral mores, and a positive attitude toward the religious values that were basic to this land.  But recall the sixties and the generation gap that all over age thirty were over the hill and the downhill run since that time.  Here we can look back in public education and see the shift from the traditional schooling to the progressive thinking.

II Timothy 3:1-5 says:  “This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God; ?Having a form of godliness, but denying the power thereof: from such turn away.” Just think of the mental energy that is being used in respect to the promotion of these negative characteristics that the Apostle Paul observed!

However, I particularly want to key into the last characteristic given in II Timothy 3:5 that of, “Having a form of godliness, but denying the power thereof:”.  Here is a central problem in our educational dilemma today, the humanistic morality that isn’t working!  The humanistic philosophy focus has become basic in our land, beginning in the 1960s.  We can see the problems that have developed!  The progressive thinking is that through educational and socio-economic means the errors of humanity will be erased.  However, when academic achievement is lacking in the secondary domains, and the moral problems are exploding all over our land, why can’t our leaders see what is happening?

Robert Owen  (1771-1858) was a Welsh-born social reformer, who set up the famous New Harmony community in Indiana back in 1823, as he focused on equal opportunity for all. It has been observed that, “The key dogma in Robert Owen’s system was the notion that man’s character had been deformed by religious brainwashing, and that only rational education could correct it.” (Blumenfield, p. 62)  But what is meant by rational, and what is meant by religious brainwashing?  Could there not be secular brainwashing as well?  There can be secular brainwashing, as well as religious brainwashing!

Blumenfield observed that, “It was clear to the Owenites in 1828 that national public education was the essential first step on the road to socialism and that this would require a sustained effort of propaganda and political activism over the long period of time.” (p.69)  The progressives were very much in agreement with the Owenite prospective, and although the New Harmony community failed totally, contemporary American Public Education from the influence of the education philosophy of John Dewey still applauds the progressive stance to use public education primarily as a tool for social and cultural reformed, so as to remake human nature.

In an article by Cosby Burns and Philip Ross called “Gay and Transgender Discrimination Outside the Workplace”, they say: “Many people know that gay and transgender individuals experience high rates of discrimination and harassment in the workplace. But gay and transgender individuals also experience discrimination in other areas, such as housing, healthcare, and areas of public accommodations. Unfortunately, no federal law currently exists to shield gay and transgender individuals from discrimination. Activists and lawmakers have long advocated for laws such as the Employment Non-Discrimination Act, or ENDA, that would protect gay and transgender workers from senseless discrimination on the job. More needs to be done to combat discrimination against gay and transgender Americans not only in the workplace, but in all spheres of life.” (Center for American Progress, July 19, 2011)

In California the governor, Jerry Brown, signed a bill requiring schools to teach gay history.  It will also require teachers to instruct on the role of people with disabilities.  Brown’s justification for this was that “History should be honest.” Brown said Thursday he had signed a bill that will require public schools in the state to teach students about the contributions of lesbian, gay, bisexual and transgender Americans.

“History should be honest,” Brown said in a statement. The Rev. Louis Sheldon, chairman and founder of the Traditional Values Coalition, said that, “It is an outrage that Governor Jerry Brown has opened the classroom door for homosexual activists to indoctrinate the minds of California’s youth, since no factual materials would be allowed to be presented.” And he went on to say that, “If parents don’t already have their children out of public schools, this should cause them to remove them.” (CNN—July 15, 2011)  California law already requires state schools to teach about the contributions of Native Americans, African-Americans, Mexican-Americans, and Asian-Americans, among other groups, but this is not the same as homosexual behavior!

The gays are increasing not just getting rights as they should, for they should have rights like any other group, but they should not have the right to promote their life style as a positive lifestyle for children to follow. For homosexual behavior is not an overall positive behavior. Are they going to teach about all the murders, suicides, mental breakdowns, and other negative factors often dominate in the homosexual population?  There is good reason why the Bible condemns homosexual behavior!

In the 20 July 2011 Presbyterians Week, there was an article about the Rt. Rev. Professor Emmanuel Marty of Ghana.  When asked about calls from human rights activists to the government of Ghana to grant homosexual rights, Prof.. Martey responded: “Not all rights are helpful to society. We are Christians and thus we must stand up against practices which are not in principle with the concepts of God’ s teachings or which contradicts the Bible.” Martey spoke about Sodom and Gomorrah and quoted from Genesis chapters 18 and 19, Matthew 11:20-24, and 1 Timothy 1:10, before saying that he will continue “to educate homosexuals to help them transform their lives and repent. When good people keep quiet, evil people take over society.” He would not promote teaching homosexuality as a desirable lifestyle!

However, in an attempt to morally be neural in public education our public schools are promoting not just non-Christian behavior, but negative behavior as well.   Homosexuality is just one area, but it is an area that would well fit into the evils described in II Timothy 3:1-5.  But in many ways our educational establishment even promotes many of the areas thus described.

But can you believe that even major denominations, which who are also on the progressive bandwagon, not only “reformed, but reforming” are in this process of promoting “a form of godliness, but denying the power thereof:,” even affirming the ordination of gays and lesbians.

Righteousness is to accept the homosexual in Christ’s love, but it is not to applaud or teach the behavior as positive. It is not righteousness to applaud ungodly behavior or promote its spread through the public schools or private schools.  But this is but one result of the progressive focus in public education, and as a result there is an intellectual energy crisis in education, as immoral, decadent, and ultimately negative factors can be learned to the exclusion of or even condemnation of positive behavior or godly behavior for those of us who know Christ.  The message of Christ is not perversion or diversion, but it is conversion!

by Joe Renfro, Ed.D., Educational Columnist, Radio Evangelist, Retired Teacher and Pastor, Box 751, Lavonia, Georgia 30553, 706-356-4173, joerenfro@windstream.net

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