Machen … The Non R2K Theologian Offering On Christian Education

(As) “a matter of fact the religion of the Christian man embraces the whole of his life…everything that he does he should now do as a child of God…[The] bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part, but all, of the curriculum of the school. True learning and true piety go hand in hand, and Christianity embraces the whole of life…I can see little consistency in a type of Christian activity which preaches the gospel on the street corners and at the ends of the earth, but neglects the children of the covenant by abandoning them to a cold and unbelieving secularism” (81,82).

“Another line of attack upon liberty has appeared in the advocacy of a Federal department of education. Repeatedly this vicious proposal has been introduced in Congress.”

“Uniformity in education, it seems to me, is one of the worst calamities into which any people can fall…Uniformity of education under one central governmental department would be a very great calamity indeed.”

J. Gresham Machen (1881-1937)
Education, Christianity, and the State — 81, 82, 71, 73,74
Edited by John Robbins, The Trinity Foundation, Jefferson, Maryland, 1987.

Of course when a “Christianity” is embraced that insists that Christians should not take every thought captive to make them obedient to Christ, because many thoughts exist in a common square where it is not possible to take those thoughts as captive to Christ since they are “common thoughts,” then the consequence every time is, what Machen calls, a “neglecting of the children of the covenant by abandoning them to a cold and unbelieving secularism.” R2K, by its very definition, is a neglecting of all God’s people of the covenant by abandoning them to a cold and unbelieving secularism. In point of fact, R2K finds a cold and unbelieving secularism to be what is optimal for the common realm because all that is possible for the common realm is secularism.

Listen to Machen and abandon R2K.

Machen Thumps For Christian Schools — Contra R2K

“A monopolistic system of education controlled by the State is far more efficient in crushing our liberty than the cruder weapons of fire and sword. Against this monopoly of education by the State the Christian school brings a salutary protest; it contends for the right of parents to bring up their children in accordance with the dictates of their consciences and not in the manner prescribed by the State.”

J. Gresham Machen (1881-1937)
Education, Christianity, and the State — pg. 68
Edited by John Robbins, The Trinity Foundation, Jefferson, Maryland, 1987.

What Can Educators do to End White Supremacy in the Classroom?

Interesting article Titled,

What Can Educators do to End White Supremacy in the Classroom?

You can find it here,

Here are some choice quotes from one Kim Radersma who has written one article on a different subject for at least one denominational magazine. Radersma was quoted as saying,

“Teaching is a political act, and you can’t choose to be neutral. You are either a pawn used to perpetuate a system of oppression or you are fighting against it,” Radersma said during the session. “And if you think you are neutral, you are a pawn.”

She said educators need to challenge the system, otherwise they are giving in to white supremacy. Radersma also argued the first step is realizing that all white people are carrying the signs of oppression.

“Being a white person who does anti-racist work is like being an alcoholic. I will never be recovered by my alcoholism, to use the metaphor,” Radersma said. “I have to everyday wake up and acknowledge that I am so deeply imbedded with racist thoughts and notions and actions in my body that I have to choose everyday to do anti-racist work and think in an anti-racist way.”

She argued that until white people admit they have a problem, they will not be able to fight against white privilege.

“We’ve been raised to be good. ‘I’m a good white person,’ and yet to realize I carry within me these dark, horrible thoughts and perceptions is hard to admit. And yet like the alcoholic, what’s the first step? Admitting you have a problem,” she told the session attendees.

Multiple educators attended the breakout session of about 50 people and seemed very interested in how to bring the ideals of social justice and white privilege into the classroom. One attendee, a teacher and the diversity director at his school, spoke about the activities he is implementing and said it is important for teachers and administrators to discuss social justice with their students. Radersma echoed his sentiment.

“If you don’t want to work for equity, get the fuck out of education,” Radersma said. “If you are not serious about being an agent of change that helps stifle the oppressive systems, go find another job. Because you are a political figure.”

Elsewhere the always demur Ms. Radersma offered,

“Who’s at fault? My white body is at fault. My racial identity, as a white person who believes that I am somehow better or more deserving, is the problem. The white supremacy, the structure is the problem.”

Another topic of discussion was how white people’s actions, like donating to charity or helping a family in need, are inherently racist. Here the gentle and soft-spoken Radersma offered,

“It’s that savior mentality, like ‘save them, because they are not like us,’ and that normalization of whiteness. Whiteness is best and those poor others aren’t as good as us,” she said. “So, we need to think of them and give them our sympathy and our charity and our generosity, which is so demeaning to the people on the receiving end. It’s so demoralizing and disempowering to be receiving it.”

1.) On the first quote I would prefer to say that Teaching is a Theological act though certainly all teaching has political implications. She really is on the right track here. There is no neutrality in teaching.

2.) On Radersma comment that “all White people are carrying the signs of oppression,” as combined with how being White is like being alcoholic is perfect. If white people don’t admit they have a problem as oppressor then it proves they have a problem. Meanwhile, if white people do admit they have a problem as oppressor it proves they have a problem. How convenient.

3.) I love it when a lady teacher swears. It is so feminine.

4.) Not only is being white itself racist but being white and helping people is even more racist. So, if you don’t help people, I’m pretty sure that is racist. However, if you do help people, that proves you’re racist also.

5.) Obviously Ms. Radersma has fallen prey to the self hatred and false guilt mongering that is so typical among whites who have fallen victim to Cultural Marxism.

6.) Keep in mind that 50 teachers attended Ms. Radersma session. How many of them will drink the kool-aid and take this poison back to their classrooms?

Why We Have The Ministers We Have

“If you tell young men that entry into the ministry is based on passing written exams in institutions of higher education, they will spend most of their time and effort mastering the techniques necessary for passing the exams. The churches must select candidates from a limited supply of survivors. Problem: there is no evidence showing that passing written exams prepares men to pastor churches. There is considerable evidence based on actual Church growth rates that these skills are inversely related: the greater the skill in passing formal exams, the less the skill in pastoring. Additionally, there is a positive correlation between the ability to pass written exams and political liberalism. As Ladd and Ferree concluded in 1982, based on a detailed survey of the opinions of 1,112 members of American seminary faculties, “Those who teach in schools of religion and theology resemble fairly closely a larger community of academic humanists of which they are a part.” Of those responding, 50 percent or more described themselves as politically liberal. The Episcopalians were the highest: 78 percent. Then came Methodists (69 percent) and Presbyterians (63 percent). The only faculties below 50 percent were Southern Baptists (32 percent), other Baptists (17 percent), and Pentecostals (7 percent). Those students who seek access to a seminary education must first prove themselves skilled at passing collegiate exams designed and imposed by politically correct liberals, atheists, feminists, and New Age mystics on the college campus…. The Church’s preliminary screening process is placed in the hands of the Church’s mortal enemies. This has been going on for eight centuries. You get what you pay for, and hierarchical churches pay ministerial candidates for passing academic exams. The operational rule is: “Those who baptize infants have been academically certified by liberals.” … The weak point in churches that baptize infants is their intellectual pride.”

Gary North
Crossed Fingers — pp. 766-767

A few more observations,

1.) Besides the observations offered by Dr. North above we have to contend that Educational programming is liberal by its very dynamic. What higher education is really a model of is bureaucracy and bureaucracy is inherently liberal since it is committed to top town authority and working within the system. When that system is functioning as Humanist then the bureaucracy’s job is in support of the beast. In bureaucratic systems students learn never to challenge the system, never to question authority, and never to work outside the bureaucratically assigned boundaries. That which educational bureaucracies overwhelmingly produce is men and women who look like the liberal bureaucracy where they attended. Bureaucracy always reproduces itself.

2.) Even thinking about the whole “college experience” we conclude that it is Liberal. We take children out of the context of that which is familiar (Family life) and place them in the context of that which is strange and unnatural away from family. Why do we do that? Is it because we want to get the children away from non liberal influences so that they can be properly propagandized with the Liberal Humanist agenda? Further, in the big University settings we pack and stack them in co-ed Bacchanalian centers called dormitories so that those young adults who are coming from more conservative homes can be compromised with is licentiate humanist ethic and morality.

3.) Of course the implication of all this is that at a very fundamental level the guy you’re listening to on Sunday Morning is likely Liberal. Oh, naturally, most ministers are not going to lead with their chin on the matter, and it may only come up in putatively conservative churches in very subtle ways. But if Dr. North is correct in the above quote then your minister is likely Humanist and the reason you don’t see that is because you are also.

This also applies to the Seminary teacher as well. The reason our ministers are humanist / liberal, whether of the R2K type, the FV type or the Cultural Marxist, or the Statist type is because they learned it from their Seminary professors.

Naturally, like all things, exceptions exist. But they are far more rare then most people believe. A few students happen upon a College or Master’s program where some key Professor managed to slip through the Humanist net himself and so is able to mentor and teach a young student in a Biblical direction. Alternately, God still awakens men and women to see through the parlor game that Humanist Higher Education is.

The Christian Church member needs to realize that higher education is not their friend and that because ministers are produced by the humanist educational system that most Churches are not their friends either.

Could this be one reason why we were told to “not conform to this world but be transformed by the renewing of your mind?”

Quotes on Social Engineering Achieved via Television, Government Schools, and Pharmacology

Man’s conquest of [human nature] means simply the rule of the Conditioners over the conditioned human material, the world of post-humanity which, some knowingly and some unknowingly, nearly all men in all nations are at present labouring to produce.

-C.S. Lewis, The Abolition of Man, (London: HarperCollins, 1999) p. 46

…[T]he man-moulders of the new age will be armed with the powers of an omnicompetent state and an irresistible scientific technique: we shall get at last a race of conditioners who really can cut out all posterity in what shape they please.

Ibid, -Lewis, p. 37

If the system succeeds in imposing sufficient control over human behavior to assure its own survival, a new watershed in human history will have been passed. …industrial-technological society will be able to pass those limits [of human nature] by modifying human beings, whether by psychological methods or biological methods or both. In the future, social systems will not be adjusted to suit the needs of human beings. Instead, human beings will be adjusted to suit the needs of the system.

-Theodore Kaczynski, Industrial Society & Its Future, (Filiquarian Publishing) pp. 68-69

…[N]ew technology tends to change society in such a way that it becomes difficult or impossible for an individual to function without using that technology… [S]uppose a… treatment is discovered that, without undesirable side-effects, will greatly reduce the psychological stress from which so many people suffer in our society. If large numbers of people choose to undergo the treatment, then the general level of stress in society will be reduced, so that it will be possible for the system to increase the stress-producing pressures… Something like this seems to have happened already… [M]ass entertainment is a means of escape and stress-reduction on which most of us have become dependent.

-Kaczynski, p. 71

Our society tends to regard as a “sickness” any mode of thought or behavior that is inconvenient for the system, and this is plausible because when an individual doesn’t fit into the system it causes pain to the individual as well as problems for the system. Thus the manipulation of an individual to adjust him to the system is seen as a “cure” for a “sickness” and therefore as good.

-Kaczynski, pp. 70-71

Imagine a society that subjects people to conditions that make them terribly unhappy, then gives them the drugs to take away their unhappiness. Science fiction?… Instead of removing the conditions that make people depressed, modern society gives them antidepressant drugs. In effect, antidepressants are a means of modifying an individual’s internal state in such a way as to enable him to tolerate social conditions that he would otherwise find intolerable.

-Kaczynski, p. 65

Now let us consider another kind of drug — still undiscovered, but probably just around the corner — a drug capable of making people happy in situations where they would normally feel miserable. Such a drug would be a blessing, but a blessing fraught with grave political dangers. By making a harmless chemical euphoric freely available, a dictator could reconcile an entire population to a state of affairs to which self-respecting human beings ought not to be reconciled…

-Aldous Huxley, cited in Jim Keith, Mind Control, World Control, (Kempton: Adventures Unlimited Press, 1997) p. 95

There will be in the next generation or so, a pharmacological method of making people love their servitude, and producing… a kind of painless concentration camp for entire societies.

-Huxley, cited in Keith, p. 95

The twenty-first century… will be the era of the World Controllers… The older dictators fell because they could never supply their subjects with enough bread, enough circuses, enough miracles and mysteries. Under a scientific dictatorship education will really work — with the result that most men and women will grow up to love their servitude and will never dream of revolution. There seems to be no good reason why a thoroughly scientific dictatorship should ever be overthrown.

-Huxley, cited in Keith, pp. 95-96

[Education] is becoming a scientific technique for controlling the child’s development.

-Kaczynski, p. 66

What if there is no “problem” with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right?… Could it be that our schools are designed to make sure not one of them ever really grows up?

[In 1934,] Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years… Cubberley… had written the following in the 1922 edition of his book Public School Administration: “Our schools are … factories in which the raw products (children) are to be shaped and fashioned…. And it is the business of the school to build its pupils according to the specifications laid down.”

[Schools are] laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands.

We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults.

-John Taylor Gatto, “Against School”

If we understand the mechanism and motives of the group mind, is it not possible to control and regiment the masses according to our will without their knowing about it?

-Edward Bernays, Sigmund Freud’s nephew and the godfather of consumerism

Two institutions at present control our children’s lives – television and schooling, in that order. Both of these reduce the real world of wisdom, fortitude, temperance, and justice to a never-ending, non-stopping abstraction. In centuries past the time of a child and adolescent would be occupied in real work, real charity, real adventures, and the realistic search for mentors who might teach what you really wanted to learn. A great deal of time was spent in community pursuits, practicing affection, meeting and studying every level of the community, learning how to make a home, and dozens of other tasks necessary to become a whole man or woman.

-John Taylor Gatto, “Why Schools Don’t Educate”