Education: Those Unanswered Questions
Lynn M. Stuter
December 3, 2002
Continually, in the context of the transformation of education to
systems education, I hear government officials and public employees
refer to children as "our children" or "the state's
children", ie, Washington's children.
Is this just a slip of the lip, or ... ?
The last I knew, my children's birth certificates didn't show the
state of Washington as their parents. So how is it that the State
of Washington refers to my children as theirs?
Has the state fed my children ... clothed my children ... provided
a roof over their head ... loved them ... provided for them? To each
and all, the answer is "no". So how can the state claim
my children as theirs?
How many times have parents, asking hard questions about education
reform, been told that the process had "community representation"
or "the input of the people"? Oh, so I'm not part of the
community, and I'm not a person? And considering I'm forced to pay
taxes to support the government school, I shouldn't have the right
to voice my concerns about the manner in which the school is being
run, what is being taught, and how it is being taught, how my tax
dollars are being spent? And, to boot, I don't remember giving anyone
the right to represent me.
So, please explain to me how it can be said that the process had community
representation or the input of the people. It has had neither. It
can't be called community representation when the people sitting at
the table were selected, no elected, and were selected based on whether
they agreed with education reform. And it can't be said the people
had input when they are facilitated to a predetermined outcome.
Oh dear, those unanswered ... or is it unanswerable ... questions!
When it comes to my child, it is what I think and what I want that
counts. I didn't sign over my rights, either as an individual or a
parent, to the state when my child entered the government school.
I do not consider the state my master. As established by the Constitution,
the state is my servant.
Now, if the government wants to run a school to promote its agenda
and causes, then it is those who choose to send their child/ren to
that government school who should pay for it. It is a violation of
the U.S. Constitution to force people to pay taxes to support a worldview
that violates their freedom of conscience—their right not to have
to pay for or promote a worldview they do not approve of or agree
Oops, doesn't that mean government schools promoting the humanist
religion are unconstitutional?
So, how is it that the state refers to my child as theirs? Because,
under the paradigm shift from the Christian worldview to the humanist
worldview, my child is considered to be not more than someone to do
the bidding of the state; not an individual with free will, but "human
capital" or a "human resource" no better than a cow
in the pasture or a machine in the field, there to be taken care of
in the interests of providing for the master.
What a chilling thought that so many do not realize, don't want to
realize, the position this humanist worldview places them in. What
a chilling thought that people are so willing to be ousted from their
God-given position as the highest form of life on Earth, to a position
in which they are of no more worth than a cow or a piece of machinery.
What a chilling thought that people are willing to replace God as
the ultimate authority with the state as the ultimate authority. How
chilling that people call themselves Christians but teach humanism
in the public schools, use it in the public sector, write it into
the laws that are written and passed, both state and federal, and
use it in boardrooms and businesses nation-wide.
As for me, I'm neither a "human resource" nor "human
capital". Nor do I consider it my mission on Earth to provide
for some self-proclaimed master under the feudal system of the Dark
Ages. Amazing how mankind regresses in the name of progress.
There is only one way to know freedom, to live free, and that is to
know God—No God, No Freedom, Know God, Know Freedom!
© 2002 Lynn M. Stuter - All Rights Reserved
Mother and wife, Stuter has spent the past ten years researching systems
theory with a particular emphasis on education. Home schooled two
daughters, now grown and on their own. Have worked with legislators,
both state and federal, on issues pertaining to systems governance
and education reform. Network nation-wide with other researchers and
citizens concerned with the transformation of our nation. Have traveled
the United States and lived overseas. Web site: http://www.icehouse.net/lmstuter