How Secularism Creeps Into Christian Education. by Dean Gotcher

How Secularism Creeps Into Christian Education.
(Personal note.)

by
Dean Gotcher

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11

Christian education is based upon the Father's authority, i.e., the father's/Father's authority system., i.e., humbling, denying, dying to, controlling, disciplining one's "self" in order (as in "old" world order) to do right and not wrong according to the father's/Father's (teachers) established commands, rules, facts, and truth, which engenders a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting." Secular education conversely is based upon the child's carnal nature., i.e., 'justifying' the child's "lust" for the carnal pleasures of the 'moment' which the world stimulates.

"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." 1 John 2:16

When dialogue (opinion, i.e., carnal "feeling") is brought into an area of right and wrong (established commands and rules) that which is of the world, i.e., the child's carnal nature is creeping into the area of the father's/Father's authority. This is why secular education "encircle" the children in sessions of dialogue, i.e., of "I feel" and "I think" where they can share their opinions (carnal "feelings") without fear of being held accountable, i.e., being judged, condemned, or rejected (there is no father's/Father's authority in dialogue, opinions, or in the consensus process)—when it comes to issues of differences, i.e., absolutes which their parent's have established—'liberating' them from the father's/Father's "top-down," "right-wrong," "above-below" authority system, uniting them (bringing them to a consensus, i.e., to a "feeling" of "oneness") upon what they have in common, i.e., their carnal nature, i.e., their love of pleasure ("lusts") and hate of restraint (hate of the father's/Father's authority). Bringing dialogue into Christian education, when it comes to the Word of God (and the parent's authority, under God), makes the Word of God (and the parent's authority) subject to the child's "feelings," i.e., the child's carnal desires of the 'moment,' resulting in the building of relationship (that which is of the world) which is based upon "self interest," i.e., the child's carnal nature usurping fellowship which is based upon commonly held commands, rules, facts, and truth, i.e., the father's/Father's authority. There is a place for dialogue ('likes' and 'dislikes,' i.e., preferences), but when it comes to right and wrong, i.e., established commands, rules, facts, and truth, i.e., obedience, discussion (at the least, where the father/Father has the final say) must take place or the child's "Why?" (challenging the father's commands and rules, i.e., authority) will rule the day, only being stopped with "Because I said so," i.e., "It is written," with chastening following if they disobey. Dialogue, which seems innocent or harmless at first (is informal), has a devastating impact when it comes to doing or being right and not wrong (that which is formal), 'justifying' wrong, 'liberating' the children from the father's/Father's authority (why secular education and apostate "churches" uses it in the classroom and "bible" studies).

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15

The father's/Father's authority system, often called traditional education is in essence a "top-down," "above-below," "right-wrong" political system. The educator carries the father's/Father's authority system into the classroom. It consists of: 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and discussing with the students any questions they might have regarding the commands, rules, facts, and truth being taught, at the teachers discretion, i.e., providing they deem it necessary, have time, the students are capable of understanding and are not questioning, challenging, defying, disregarding, attacking authority, 2) blessing or rewarding those students who obey and do things right, 3) chastening or correcting those students who do things wrong and/or disobey, so they might learn to humble, deny, die to, control, discipline their "self" in order to obey and/or do things right, and 4) casting out (expelling) those students who question, challenge, defy, disregard, attack authority (known as "old" school where the father's/Father's authority system, i.e., having to humble, deny, die to, control, discipline your "self" in order, as in "old" world order to do right and not wrong according to established commands, rules, facts and truth was central to education).

Secular education, based upon the child's carnal nature, is antithetical to the father's/Father's "top-down," "above-below," "right-wrong" political system. The educator, in secular education encourages the students to dialogue their opinions to a consensus (there is no father's/Father's authority in dialogue, opinions, or in the consensus process, there is only the student's carnal desires of the 'moment,' i.e., the student's "self interest" which the world/classroom environment stimulates, i.e., the "educator" manipulates) the students are 'liberated' from their parent's authority, not only in their thoughts but in their actions as well, with "the group's," i.e., the classroom's (and the "educator's") approval, i.e., affirmation. Instead of the educator basing right and wrong upon established commands, rules, facts, and truth being taught, the "educator" establishes right and wrong upon the child's carnal nature, i.e., upon the child's carnal desires and resentments ("feelings," i.e., "self interest") of the 'moment,' with right being pleasure and wrong being the missing out on pleasure (having to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the parent's will instead). In order to 'liberate' children from their parent's authority, i.e., from the Patriarchal paradigm, i.e., from the father's/Father's authority system students must, behind closed doors, experience for themselves a "new" world order which is based upon their carnal nature, i.e., their carnal desires of the 'moment' which the world stimulates, talking about and doing things their parents would not approve of or allow if they knew. 'Change' in curriculum and therefore paradigm requires the "educator" to be trained in "force field analysis," how to "unfreeze, move, and refreeze" the students in the classroom, and how to utilize "group dynamics" in order to initiate and sustain 'change'—methods of manipulation parents are not aware of, much less know how to respond to (counter), i.e., 'liberate' ("deliver") their children from when they get home from school. ("What is missing in dialogue.")

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

By simply bringing dialogue, i.e., the child's opinion, i.e., the child's carnal desires and dissatisfactions, i.e., the child's "self interest" into the classroom (when doing right and not wrong according to established commands, rules, facts, and truth is the issue) secular education infiltrates the classroom, negating the father's/Father's authority, negating the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., "lusting" in the process, so the "educator" and the students can do wrong, disobey, sin, i.e., "lust" with impunity. Kindergarten was invented to circumvent the father's/Father's authority system, "helping" the children build relationship with one another based upon their common "self interests," overcoming fellowship based upon commonly held belief, i.e., commands, rules, facts, and truth, a product of the father's/Father's authority system (which causes division between students based upon being or doing right and not wrong according to the father's/Father's standards). All educators, including "Christian" educators, are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom, "helping" students build relationship with one another based upon their common "self interest," (setting aside, i.e., suspending, as upon a cross, their father's/Father's commands, rules, facts, and truth that get in the way in order to do so), negating the father's/Father's authority system in the students personal thoughts and social actions in the process.

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.

"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12