Humanism, Satanism, and The New Age Movement
Humanism Part 4 - Transition Towards Humanism
Have you wondered why suicide is an epidemic among our young people, or why little Johnny takes a gun to school and kills his fellow classmates, or the various forms of Columbine type incidents we have witnessed in relatively recent years? It could be, in part, that Johnny had a Humanistic teacher who taught him "Nothing is right or wrong within itself, as long as you have clarified it for yourself and made it your own values."
Wagar, in Humanistic Frontiers in American Education (pg 36), declared "Juvenile delinquency may be the healthy revolt of pupils against the injustice of a social system (of which the educational system is merely the preparation, the apprenticeship)." Theobald and McInnis say on page 195 of the same, "We continue to teach young people to respect authority at a time when authority is no longer possible." Again, it must be understood that the majority of school teachers are fine citizens trying to do the best they can in a difficult environment, but we are speaking here of the federal trends among the educrats and the NEA's desires for education. The textbooks approved by these liberal groups, and espoused by the scattered teachers who are themselves change agents, seek to impart the agenda of the Humanist Manifesto in various ways. The condemnation of patriotism, the dissolution of marriage and the traditional home, and the abandonment of codified religion (all clear goals of Humanism as expressed in the Humanist Manifesto) are intricately woven themes throughout many textbooks and lectures currently in use. In NEA: Values, Concepts and Techniques, we are told "The question of trading old values for new ones is very much a part of the educational process today. Values are taught to children in a variety of ways on the classroom." (pg 206).
How can one teach this and not be caught? Dr Sidney Simon (author of Values Clarification; Handbook for Teachers and Students) says in a Florida Pupil Quarterly "I always bootlegged the values stuff under other titles. I was assigned to teach Social Studies in the Elementary School and I taught Values Clarification. I was assigned Current Trends In American Education and I taught my trend." He states, "Time set aside during a course, English, history, or social studies, teachers may set aside one day a week to work on values clarification. Some report extending the time to two or even three days a week by popular request." (pg 45, NEA: Values, Concepts and Techniques). Thus, it is often slipped in not only within certain courses, but some classes are given misleading titles. In many cities across the nation, Sex Education was called "Home Management" or "Family Living Program."
Much of the humanistic indoctrination is in lecture form only, making it more difficult to substantiate charges against the change agent educator. Also, in most cases one is not at liberty to simply sit in a child's class to monitor what is taught. In some states, it takes a court order. On November 17, 1989, a seminar was held in the Seattle, WA area called, "Free to Learn, Free to Teach, Free to Think" sponsored by the Washington State Superintendent of Public Instruction. The purpose was to teach how to counteract parents who try to exert parental control in the public schools. The manual was a book funded by the NEA, and was critical of conservatism and religion, using such terms as "Radical Right" and "Righteous Right" and "Religious Right" and so on. The text provided sample questions to pose to prospective school board members to make sure they were not of this unwanted pool. Joanne Beard spoke and used her workbook, "If You Don't, They Will." This workbook details how to overcome parents' control over what is being taught.
Some may see the error of what they have done. Dr W.R. Coulson, co-founder of the value-free education apologized for his part in the movement, saying, "Youthful experimentation with sex, alcohol, marijuana, and a variety of other drugs-whatever's popular at the time-has been shown to follow value free education quite predictably. We know that after these classes, students become more prone to give in to temptation than if they'd never been enrolled. One cause lies in an educational philosophy that calls on students and teachers alike to disbelieve in the concept of temptation. Moral absolutes are routed.... We owe the nation's parents and apology." (The Forerunner, May 1989) As the prophet Isaiah wrote in 5:20, "Woe unto them that call evil good, and good evil; that put darkness for light, and light for darkness..." - Wayne Goforth