*UPDATE* Schools And God: An SC&A Proposal
We believe the following is one of our most important posts.
SC&A have discussed schools and education for a while now. We have heard from our readers as well as educators. We have heard from those of you that have been through the system and those that currently have children in the system, or will, in the near future.
Now, SC&A will put forth our beliefs and opinions on what ought to be done to improve what is a clearly deteriorating situation. We will talk about religion and science, discipline and freedom. Some of you will agree and applaud or ideas, and others of you will be offended and disagree with our ideas, vehemently. That said, if our opinions and ideas cause the conversation to be reignited, then we have accomplished what we set out to do- talk about what is a fundamental pillar of society.
We believe that the primary mission of education, is to equip students to with the skills they need to function within society. That means that prior to filling a child’s (or parents) head with the notion that they are so ‘special‘, so as to stand out from everyone else, the principal role of an education is to make sure the child understands they are part of something bigger.
Ask any teacher about the state of child rearing and discipline today. Students assault teachers, each other and rules endorsed by parents, PTA’s and school boards, effectively hamper teachers from keeping control of their classrooms. How has this come to pass, in only one generation? Simply put, we have changed the nature of the relationships we have with our children and with society.
Children today believe they are very important. They are so important, that they have a right, to demand, they be seen or heard at every opportunity, by whomever they deem needs to hear or see them. Anything that might muffle their voices or obscure them so as to make them unrecognizable, is a challenge to their ‘rights.’ How did this come to be? Mommy and Daddy of course. In their quest to find life ‘meaningful’ for themselves, they placed an even bigger onus on schools than just education. They needed the schools to raise their children. How did parents explain to their children that they would not be there for their children, like grandma and grandpa were for them? By telling- insisting- that they were special, and would be treated in a special way- that they were at the front of the line always, that were special and better than everyone else. In one fell swoop, parents could feel OK with abrogating their responsibilities; teachers got saddled with the princes and princesses of the proud parents who recognized the uniqueness and hidden talents so rarely found. Parents believe they each have a Picasso, Mozart or Barbra Streisand on their hands. The parents of any child that does not manage skills and talents that are world class, indignantly blame an inferior school system, venting their outrage on teachers and administrators that are ‘preventing’ their child from exercising the world class potential that only they can see.
Like it or not, this the reality that is played out everyday, in every community and in every school.
We propose someone do the unthinkable: Tell the truth. Not every child is star and none are that special. Further, children need to learn that a) they cannot do it on their own, and b) they do not have the right to walk all over anyone they please on their way to the top.
One of the characteristics that distinguishes man from the animal kingdom is that man has the ability to change the nature of his relationships. Animals of course, do not care about ‘relationships,’ per se. They operate on an instinctual level only. While they may belong to a herd, they care only for themselves and their turf. They may fight each other (the young bucks fighting each other or the herd ‘elders’) to assert supremacy, even if that means weakening the herd.
Notwithstanding the definitions of the Darwinian/Freudians, that we are no more than an evolved animal, the fact remains that we are more than driven by the self preserving Id. Put a crayon in the hands of five year old and watch that child create- for him or herself of course, but more importantly, for others to appreciate.
Society functions on teamwork and the idea that there are rules that are applicable to all. Society cannot make room for exceptions based on relativism of any kind. If this needs further explanation, don’t waste your time reading the rest of this- because in a bit, we are really going to get you going.
We are going to talk about values. We are going to talk about God, creationism and morals, all ideas that seem very elusive today.
There is noting wrong with teaching about God and creationism in schools.
As a matter of fact, we don’t see what the big deal is. The argument that the government should not be in the teaching religion business is absurd. Atheism and secularism are as much religions as anything else. There are some religious conservatives that teach hate, you say? Well, there are some atheists and secularists that do exactly the same thing. Why is some ‘hate’ less hateful and more acceptable than others?
Do the possible downside of teaching religion and values outweigh the benefits? Lets examine that.
Suppose we teach Creationism in schools (and all that implies- purpose, meaning, community, etc). Does that mean our scientific standards will diminish? We don’t think so. Darwin, Newton and Einstein, for example, all believed in God. All over the country, the Loyola University system has produced some of the most cutting edge work in both the Arts and Sciences. In the Northeast, Yeshiva University, Albert Einstein Medical School, Brandeis, Beth Israel hospital and a myriad of others, are all institutions with a distinct religious character. Some outstanding research is done all over the world by religious people. Science it seems, has not been compromised by institutions that accept and embrace those who are religious. In Europe and Israel, for example, world class institutions of higher learning are chocked with religious people, from the Louis Pasteur Institute in Paris, Oxford, Cambridge and the Hebrew University in Jerusalem. Are their contributions to the advancement of science somehow diminished because they are religious?
What exactly is the harm in teaching Creationism? What exactly is the harm in teaching morality? In truth, the schools that offer a religious agenda instill moral principles in their students- a direct affront to the anything goes culture that drives an anything goes economy.
Make no mistake about it- private schools exist because they too, offer a moral agenda. They may not couch in religious terms but in fact, that which is taught is remarkably similar to a religious curriculum. Here’s another truth you might not wish to hear: The more religious a private school is, the more successful it is and the better track record it has.
Whether in private schools or not, most parents want their children to be protected from the problems that are now evident- and are out of control. Most parents want to instill moral values in their children. They understand that to do that, schools need to have a moral and judgmental (yes, judgmental) curriculum. Without it, society will implode. It is nice that little Ashley is encouraged to ‘create’ and ‘express herself’ with her own ‘original’ modern dance, but even little Ashley’s parents have to understand that there are other, more important priorities for Ashley’s development.
Further, we adamantly maintain that democracy itself demands a moral foundation. There is a difference between right and wrong and there is good and evil. Those truths become blurred when there is no moral anchor and compass. Truth takes a backseat to agenda. Darfur, anyone?
Secularism is no guarantee of truth. Much of Margaret Mead's work has been thoroughly discredited. Her 'research,' extrapolated, that men and women are interchangeable, and that sex roles in particular, can be manipulated, for example, is an outright lie, yet those ideas are taught and promulgated because they fit an agenda. Why is that mythology more acceptable than the Genesis story?
We are not advocating the imposition of a religious agenda anymore than we advocate imposing a secular agenda. We are advocating a moral agenda.
The non moral agenda of secularism hasn’t worked.
We are by no means done with our ideas. Now however, we want to hear from you.
*UPDATE*
SC&A want to be perfectly clear. Our post was not about Creationism, per se. What we choose to believe- as what you choose to believe, is a matter of faith, and as such, should be kept private.
Further, we wish to reiterate an important point: Belief in God does not negate or belittle a believer's value to scientific research. To imply otherwise is a red herring issue. Legions of Catholic, Lutheran, Jewish, Buddhist and Islamic believers- that attended religious parochial schools- are scientists of the highest order.
We did not post to pit Evolution against Creationism. The entire point of our post was to foist the idea that teaching morality and values, via a Judeo-Christian vehicle is an idea worth discussing. As we pointed out in our post, we believe it is a lack of values and meaning that have contributed to a 'dumbed down' educational system and by extension, a dumbed down society and culture. We believe that the values that a Judeo-Christian based education can teach, can be of immense value. It should be noted that our system of government and most of our laws, are based on those very same values.
SC&A have discussed schools and education for a while now. We have heard from our readers as well as educators. We have heard from those of you that have been through the system and those that currently have children in the system, or will, in the near future.
Now, SC&A will put forth our beliefs and opinions on what ought to be done to improve what is a clearly deteriorating situation. We will talk about religion and science, discipline and freedom. Some of you will agree and applaud or ideas, and others of you will be offended and disagree with our ideas, vehemently. That said, if our opinions and ideas cause the conversation to be reignited, then we have accomplished what we set out to do- talk about what is a fundamental pillar of society.
We believe that the primary mission of education, is to equip students to with the skills they need to function within society. That means that prior to filling a child’s (or parents) head with the notion that they are so ‘special‘, so as to stand out from everyone else, the principal role of an education is to make sure the child understands they are part of something bigger.
Ask any teacher about the state of child rearing and discipline today. Students assault teachers, each other and rules endorsed by parents, PTA’s and school boards, effectively hamper teachers from keeping control of their classrooms. How has this come to pass, in only one generation? Simply put, we have changed the nature of the relationships we have with our children and with society.
Children today believe they are very important. They are so important, that they have a right, to demand, they be seen or heard at every opportunity, by whomever they deem needs to hear or see them. Anything that might muffle their voices or obscure them so as to make them unrecognizable, is a challenge to their ‘rights.’ How did this come to be? Mommy and Daddy of course. In their quest to find life ‘meaningful’ for themselves, they placed an even bigger onus on schools than just education. They needed the schools to raise their children. How did parents explain to their children that they would not be there for their children, like grandma and grandpa were for them? By telling- insisting- that they were special, and would be treated in a special way- that they were at the front of the line always, that were special and better than everyone else. In one fell swoop, parents could feel OK with abrogating their responsibilities; teachers got saddled with the princes and princesses of the proud parents who recognized the uniqueness and hidden talents so rarely found. Parents believe they each have a Picasso, Mozart or Barbra Streisand on their hands. The parents of any child that does not manage skills and talents that are world class, indignantly blame an inferior school system, venting their outrage on teachers and administrators that are ‘preventing’ their child from exercising the world class potential that only they can see.
Like it or not, this the reality that is played out everyday, in every community and in every school.
We propose someone do the unthinkable: Tell the truth. Not every child is star and none are that special. Further, children need to learn that a) they cannot do it on their own, and b) they do not have the right to walk all over anyone they please on their way to the top.
One of the characteristics that distinguishes man from the animal kingdom is that man has the ability to change the nature of his relationships. Animals of course, do not care about ‘relationships,’ per se. They operate on an instinctual level only. While they may belong to a herd, they care only for themselves and their turf. They may fight each other (the young bucks fighting each other or the herd ‘elders’) to assert supremacy, even if that means weakening the herd.
Notwithstanding the definitions of the Darwinian/Freudians, that we are no more than an evolved animal, the fact remains that we are more than driven by the self preserving Id. Put a crayon in the hands of five year old and watch that child create- for him or herself of course, but more importantly, for others to appreciate.
Society functions on teamwork and the idea that there are rules that are applicable to all. Society cannot make room for exceptions based on relativism of any kind. If this needs further explanation, don’t waste your time reading the rest of this- because in a bit, we are really going to get you going.
We are going to talk about values. We are going to talk about God, creationism and morals, all ideas that seem very elusive today.
There is noting wrong with teaching about God and creationism in schools.
As a matter of fact, we don’t see what the big deal is. The argument that the government should not be in the teaching religion business is absurd. Atheism and secularism are as much religions as anything else. There are some religious conservatives that teach hate, you say? Well, there are some atheists and secularists that do exactly the same thing. Why is some ‘hate’ less hateful and more acceptable than others?
Do the possible downside of teaching religion and values outweigh the benefits? Lets examine that.
Suppose we teach Creationism in schools (and all that implies- purpose, meaning, community, etc). Does that mean our scientific standards will diminish? We don’t think so. Darwin, Newton and Einstein, for example, all believed in God. All over the country, the Loyola University system has produced some of the most cutting edge work in both the Arts and Sciences. In the Northeast, Yeshiva University, Albert Einstein Medical School, Brandeis, Beth Israel hospital and a myriad of others, are all institutions with a distinct religious character. Some outstanding research is done all over the world by religious people. Science it seems, has not been compromised by institutions that accept and embrace those who are religious. In Europe and Israel, for example, world class institutions of higher learning are chocked with religious people, from the Louis Pasteur Institute in Paris, Oxford, Cambridge and the Hebrew University in Jerusalem. Are their contributions to the advancement of science somehow diminished because they are religious?
What exactly is the harm in teaching Creationism? What exactly is the harm in teaching morality? In truth, the schools that offer a religious agenda instill moral principles in their students- a direct affront to the anything goes culture that drives an anything goes economy.
Make no mistake about it- private schools exist because they too, offer a moral agenda. They may not couch in religious terms but in fact, that which is taught is remarkably similar to a religious curriculum. Here’s another truth you might not wish to hear: The more religious a private school is, the more successful it is and the better track record it has.
Whether in private schools or not, most parents want their children to be protected from the problems that are now evident- and are out of control. Most parents want to instill moral values in their children. They understand that to do that, schools need to have a moral and judgmental (yes, judgmental) curriculum. Without it, society will implode. It is nice that little Ashley is encouraged to ‘create’ and ‘express herself’ with her own ‘original’ modern dance, but even little Ashley’s parents have to understand that there are other, more important priorities for Ashley’s development.
Further, we adamantly maintain that democracy itself demands a moral foundation. There is a difference between right and wrong and there is good and evil. Those truths become blurred when there is no moral anchor and compass. Truth takes a backseat to agenda. Darfur, anyone?
Secularism is no guarantee of truth. Much of Margaret Mead's work has been thoroughly discredited. Her 'research,' extrapolated, that men and women are interchangeable, and that sex roles in particular, can be manipulated, for example, is an outright lie, yet those ideas are taught and promulgated because they fit an agenda. Why is that mythology more acceptable than the Genesis story?
We are not advocating the imposition of a religious agenda anymore than we advocate imposing a secular agenda. We are advocating a moral agenda.
The non moral agenda of secularism hasn’t worked.
We are by no means done with our ideas. Now however, we want to hear from you.
*UPDATE*
SC&A want to be perfectly clear. Our post was not about Creationism, per se. What we choose to believe- as what you choose to believe, is a matter of faith, and as such, should be kept private.
Further, we wish to reiterate an important point: Belief in God does not negate or belittle a believer's value to scientific research. To imply otherwise is a red herring issue. Legions of Catholic, Lutheran, Jewish, Buddhist and Islamic believers- that attended religious parochial schools- are scientists of the highest order.
We did not post to pit Evolution against Creationism. The entire point of our post was to foist the idea that teaching morality and values, via a Judeo-Christian vehicle is an idea worth discussing. As we pointed out in our post, we believe it is a lack of values and meaning that have contributed to a 'dumbed down' educational system and by extension, a dumbed down society and culture. We believe that the values that a Judeo-Christian based education can teach, can be of immense value. It should be noted that our system of government and most of our laws, are based on those very same values.
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