Rebuilding the Tower of Education

Rebuilding the Tower of Education

By Rev. Lonnie C. Crowe

Luke 14:28 (NKJV)
^“For which of you, intending to build a tower, does not sit down first and count the cost, whether he has enough to finish it.” 

            As we strive for improvement in our educational system, I fear that many who desire change are trying to rebuild the tower without counting the cost.  “Counting the cost” is more than determining the price.  It is choosing the design, laying the foundation, and determining the plan to complete it.  Many who are striving valiantly for change are struggling to move forward without determining how and why we want to rebuild our tower. 

            We often have spoken against educational programs without offering suggestions for improvement.  We rightfully oppose “Common Core Curriculum” because we understand that a “one size fits all” program of accountability lacks both validity and reliability.  But what have we offered in its stead?   We should be asking ourselves, “How can both educators and students reasonably demonstrate accountability?”  In order to find an answer for that question, we must begin by laying the foundation of our tower.  

            We must first choose the design.  We choose that design by defining what an “educated” person should be able to do and what values an educated person should possess.  I am not Machiavellian.  I do not believe that the end justifies the means.  However, I do believe that the end should direct the means. 

            What kind of citizen do we want our educational system to produce?  This is where we should begin.  Yet, I rarely hear this concept discussed.  Keeping the kind of citizenry he would like to encourage, Ron Paul has developed a curriculum for home schooling.  I am not necessarily touting his program because I haven’t examined it fully.  However, I am applauding his process.  

            First of all, he describes his end product.  “A student who goes through this curriculum, kindergarten through high school, will have a mastery of the foundations of liberty.”  He then goes on to outline how his curriculum will achieve that end by emphasizing liberty, responsibility, standards, self-discipline and success. [1]

Those of us concerned about our educational system can easily develop a similar process.  Below is a list of some of the qualities that I feel might describe an “educated” person.  I list these qualities solely for the purpose of triggering the reader’s cognitive process. 

An “educated” person is one who:

1.     thinks critically

2.     seeks for solutions

3.     is morally responsible

4.     makes positive contributions to the culture

5.    participates in the democratic process

6.    can communicate within the common culture

Once we have determined the design, we must lay the foundation by determining specific age-appropriate curriculum and activities that will lead toward our goal.  We must remember that as culture changes, education must often change to meet the needs of “now”.  

Even though, because of the diversity of our culture, it is no longer feasible to have prayer in school and at school activities, we must stand firm in defending our right for Christianity to be presented in a positive light in classrooms where comparative belief systems are discussed.  We must defend that right by following the admonition of scripture that all things should be done decently and in order.  Again, we must be proactive by offering solutions rather than by simply complaining about the status quo. 

Sometimes, we must ask “why” something is no longer taught, why it is no longer considered relevant.  Remember that often 21^st century educational needs are not the same as mid-20^th century needs were.  For instance, nearly all students in my age group learned “touch typing” on a qwerty keyboard.  I like being able to type rapidly on my computer keyboard.  Yet, I am amazed to see my grandchildren text just as rapidly with only their thumbs. 

 I must also remember that the qwerty keyboard is not the only word processing keyboard available today.  “Touch typing” is not taught as often today because by the time most students are ready for business classes, they are already messaging at a rate that makes it difficult for them to accept a more formal method.

An area that I am campaigning to maintain is the use of standardized writing conventions and spellings in formal writing.  Texting symbols can be confusing.  I also am adamant about the indiscriminate use of initials and acronyms.  For instance, diseases need names.  Names enable us to understand what is happening in our bodies.  Rheumatoid Arthritis means something; RA often does not. For a week, I watched news programs about a government shut down before I learned that a CR was a “continuing resolution”.  It is the media and not the educational system that is promoting this confusion.  We stand against this type of language deterioration when we refuse to use it. 

When I asked people about changes that they would like to see in our educational system, most were not concerned about the type of citizens we should be developing.  Several mentioned that they would like to see cursive writing being taught in a more formal way.  Cursive writing is good.  It is important to have a readable signature for legal documents.  But should we spend hours each week from third to sixth grade learning cursive? A few lessons should be enough for a person to develop a legible signature. 

As one who literally read well over a thousand student papers each year for 40 years, I praise the Lord for word processing. (For most of my career, I taught in a small high school and then in a small community college.  Think of the instructors in large institutions.)  In the early years of my teaching career, I struggled with reading handwritten papers written by students who had practiced “correct” cursive in their formative years.  Even after all that effort, few had easily legible penmanship.  The worst offenders were the female students who rounded each letter and dotted their i’s and j’s with hearts and stars.  During the last 15 years I taught, I accepted no handwritten compositions. 

Simply put, if you wonder why something isn’t being taught today, ask an educator.  If it is necessary to be taught, don’t wait until the education system changes.  Fill in the gap.  Teach your child to develop a readable, legal-style signature.  Make sure that your student understands the importance of the democratic process and the moral heritage of our nation.  Families and churches must teach our young people of the important contributions Christianity has made both in the lives of individuals and nations. 

      The final step is determining how we will measure accountability.  Remember: “Without counsel, plans go awry, But in the multitude of counselors they are established.” Proverbs 15:22 (NKJV).  As leaders in the educational reform movement, we must meet together prayfully to determine solutions, directions and outcomes.  We must have logical, achievable plans to present to our local and state school boards. We need teamwork, and we need to do our homework.

Pray: 

▪ For God’s people to press on toward the goal for the prize of the upward call of God in Christ Jesus.  (Philippians 3:14.)
▪ For those involved in educational reform to write the vision and make it plain so that others can run with it.  (Habakkuk 2:2-3.)
▪Continue to pray for and to bless educators and students
Act:
▪ Become involved in formulating solutions for bettering education in America.
▪ Purposely seek to fill in the gaps left by the public education system

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[1] http://www.ronpaulcurriculum.com/

Defending the Rights of Christian in Public Schools

Defending the Rights of Christian in Public Schools

By Reverend Lonnie C. Crowe

1 Corinthians 14:40 (NKJV)
⁴⁰  Let all things be done decently and in order.

That time has come.  School is starting.  Christian students in public schools once again face a struggle to maintain their Christian identity in a secular world.  The first hurdle in that struggle is for believers to embrace the realization that Christian students do have a constitutional right to maintain their Christian identity. 

Christian students in public schools have more rights than many of us appreciate.  Fear has caused some believers to give up rights that are protected under the Constitution.  As the world around us becomes more and more antichrist, the people of God must learn to assert and defend our right to be who we are.  However, those assertions and defenses must be “done decently and in order.” We must be ruled by the Spirit of the Living God and not by our own emotions.  Our stance must not devolve into screaming tirades, angry outbursts and enraged petulance.

In preparing a defense for the constitutional rights of Christian students, it is often helpful to write out our thoughts, give a copy to the person we are addressing and then read from another copy.  We must be precise, specific and rational.

In delivering the defense, we must remember that we are ambassadors of the Kingdom of God. 2 Corinthians 5:20 (NKJV):  “Now then, we are ambassadors for Christ, as though God were pleading through us: we implore you on Christ's behalf, be reconciled to God.” 

Because we are ambassadors for Jesus, we are to be reconciled to doing things the way Jesus would do them. James 3:13 (NKJV) “Who is wise and understanding among you? Let him show by good conduct that his works are done in the meekness of wisdom.”

In preparation, we should first share our defense with other Christians.  Rehearsing arguments leads to excellence in delivery. It is also helpful to receive the Godly input of others.  Remember the admonition of Solomon: Proverbs 15:22 (NKJV)
^“Without counsel, plans go awry, But in the multitude of counselors they are established.”

We must pray for peace, clear thinking and hearts of compassion.  It is important to understand that most educators have merciful hearts or they wouldn’t be in the profession.  We must appeal to that mercy and demonstrate the compassion of Jesus.  It is important for each of us be a vital part of the solution instead of an agent of exacerbation.

One of the reasons that we often feel threatened when confronted with opposing viewpoints is that we haven’t given reasonable thought and authoritative validation to our own viewpoints. As a result, when we feel threatened, we will tend to follow our emotions rather than our spirits.  Our purpose is to defend our rights, to seek resolution and to bless rather than to curse.

 A generation ago, because the Holy Bible was accepted as authority by the majority, we could validate most of our arguments by quoting scripture.  That is no longer the case.  Even many who label themselves “Christian” do not accept the Bible as authority.  We cannot allow ourselves to be threatened or even frustrated by life as it now is.  The truth is that everything that the Lord has spoken can be validated by life itself, by history, by science, by poets and artists, and by our own experiences.  With prayer, we must seek out that validation.

When we have carefully thought through and validated our beliefs, we can enter confrontation with more confidence and demonstrate that confidence in our demeanor.  We can “take charge” of the dialogue in a polite, orderly, rational approach.

For example:  If we are concerned about an assignment, we can more readily establish a dialogue with the instructor if we say something like: “Mr. Peterson, my son John mentioned that he has been assigned a report on the basic elements of the theory of evolution.  Please help me to understand how John can complete this assignment by both acknowledging that while many accept the theory of evolution as true, others, including our family, lean more toward intelligent design as defined by creationism.”

In the above example, I have taken responsibility for my concern and offered a reasonable solution.  The doorway is opened to resolving the dilemma in a manner that will allow for freedom of expression and for assuring Mr. Peterson that John does understands the basic elements of the theory of evolution.

If John himself discusses his concern with the instructor, he can perhaps say, “Mr. Peterson, I have learned much about the theory of evolution and am willing to write the report you assigned. Please help me make an outline so that I can compare and contrast the theory of evolution with the theory of intelligent design.”

As school opens, I encourage both parents and students to read the short legal brief “Overview of Student Constitutional Rights” found on the ACLJ website, http://aclj.org/education/overview-of-student-constitutional-rights.   Following is a summary of that brief:

“In sum, students have the constitutionally protected freedom to:

• Meet with Other Students for Prayer, Bible Study, and Worship
• Wear Clothing Depicting Religious Messages and Symbols
• Express Religious Beliefs on Campus
• Share Religious Tracts on Campus
• Pray Voluntarily, Including Gathering Around the School Flagpole to Pray
• Carry a Bible or Other Religious Literature
• Prepare School Assignments and Projects Expressing a Religious Perspective
• Observe Religious Holidays on Campus
• Organize Religious Clubs
• Live According to Their Religious Beliefs While on Campus” [1]

Please read the entire brief to understand more fully and, therefore, more effectively implement the Christian student’s constitutional rights.

I encourage all Christians to pray for at least one specific person involved in education.  Pray often during the upcoming school year.  We can stand on the promise in James 5:16b (NKJV), “The effective, fervent prayer of a righteous man avails much”).

Let’s us pray in agreement that our schools will be safe havens for all children and staff. Psalm 31:20 (NKJV) declares, “You shall hide them in the secret place of Your presence from the plots of man; You shall keep them secretly in a pavilion from the strife of tongues.”)

In our daily conversations, we should speak encouragement and blessings  over our the good things in our educational system

 

 

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[1] http://aclj.org/education/overview-of-student-constitutional-rights

Heritage from the Lord

Heritage from the Lord

By Rev. Lonnie C. Crowe

Psalm 127:3-4 (NKJV)
³  Behold, children are a heritage from the LORD, The fruit of the womb is a reward.
⁴  Like arrows in the hand of a warrior, So are the children of one's youth.

 
Psalm 139:13-16 (NKJV)
¹³  For You formed my inward parts; You covered me in my mother's womb.
¹⁴  I will praise You, for I am fearfully and wonderfully made; Marvelous are Your works, And that my soul knows very well.
¹⁵  My frame was not hidden from You, When I was made in secret, And skillfully wrought in the lowest parts of the earth.
¹⁶  Your eyes saw my substance, being yet unformed. And in Your book they all were written, The days fashioned for me, When as yet there were none of them.

Jeremiah 29:11 (NKJV)
¹¹  For I know the thoughts that I think toward you, says the LORD, thoughts of peace and not of evil, to give you a future and a hope.

Matthew 19:13-15 (NKJV)
¹³  Then little children were brought to Him that He might put His hands on them and pray, but the disciples rebuked them.
¹⁴  But Jesus said, "Let the little children come to Me, and do not forbid them; for of such is the kingdom of heaven."
¹⁵  And He laid His hands on them and departed from there.

Father God, You see each child, even me, as a gift from heaven,

A reward, a promise for the present and the future.

I am amazed at humanness, the culmination of creation.

I see the awesomeness of my Creator in hearts that beat,

In limbs that move, in blood that surges.

Oh, God, Creator and Sustainer of the Universe,

Your Spirit touches my spirit,

Your joy strengthens me,

Your peace calms my seas.

We are truly fearfully and wonderfully made,

Fashioned by the Almighty.

Before the foundation of the world,

You destined each of us for fellowship in heavenly places.

We have a future and a hope.

You are Father of All,

And in Your  Father’s heart, You call, “Come, come, come unto Me.”

May we remember our Creator. 

May we never partake of the worldly apple—

That apple that cries out from one, “deep-seated cultural codes, religious beliefs

and structural biases have to be changed.”

And from another who decries our “antiquated” notions:

“Do you have any idea what year it is?”

 “Did you fall down, hit your head and think you woke up in the 1950s or the 1890s?”

“Should we call for a doctor?”

And a third insists that atrocious infanticide is only for medical research that will benefit humanity.

It is when we partake of that apple,

That in our hardened hearts,

We will condone the dismembering and marketing of infants,

The modern sacrifices to Molech.

Think, think, think.

What good can come from sacrificing the future to preserve the present?