What's Wrong with Education?
January 11, 2003
More and more states are experiencing the after affects of the "seed"
money received via federal grants that require the states to appropriate
enough money to implement and abide by certain federal laws. Many
states are finally coming to the realization that there just isn't
enough tax dollars to do what they are being required to do because
they took federal "seed" money - money that often equates
to pennies on the dollar of total operating and maintenance costs.
And many states, like Washington state, are in the midst of a tax
rebellion - people are tired of paying 30% to 40% of their wages to
the government who spends it at will with no consideration of the
hardship it causes the wage-earner losing those tax dollars.
Recently, here in Washington state, news arrived that the state was
given a D+ rating on education. While the state lamented the requirements
of the federal No Child Left Behind Act, the primary teacher's union
started running ads encouraging the state legislature to spend more
money on education.
Will more money cure what's wrong with education? As way of answer,
ask yourself, "Has more money cured what's wrong with education
in the last 30 to 40 years?" Obviously not, considering the current
state of education. Although we have watched district after district
build new buildings, buy new equipment, hire more personnel, we have
noticed local control and local representative governance subjugated
to state and federal laws and requirements.
So, what is wrong with education?
1. The philosophy. Education reform is synonymous with systems education,
and systems theory is built on the humanist world view. History tells
us that humanism has been the world view of every tyrant, dictator
and despot this world has known with the exception of militant religions.
Humanism has failed in every society in which it has been introduced.
2. The purpose. Education reform is not about creating an innovative,
creative, intelligent child capable of reaching for the star or stars
of his or her choice; it is about producing a not too-well educated
"worker" for a managed socialist economy.
3. The focus. The people who built systems education, the so-called
experts, have built the system on humanistic psycho-babble - how they
believe (as opposed to "know") man functions. Since the
foundation of humanism is terribly flawed, anything based on it will
also be terribly flawed.
Is there a cure? Oh yes, there is a cure. It's really quite simple
and can be done by any individual. It doesn't cost a thing, monetarily
- it only requires time, diligence, and a desire to learn.
Our Founding Fathers built our nation on biblical law. That was not
by happenstance, that was very deliberate.
Why did they do that?
Our Founding Fathers knew that there was only one world view under
which man could truly be free, and that world view was and is the
Christian world view.
Many people have a very warped view of Christianity ... hell, fire
and damnation ... with pictures of a crotchety, bald-headed, sharp-nosed,
old minister standing at the pulpit railing at the sinner. Others
view Christianity as "go to church on Sunday, put money in the
offering, go to bible study ... call yourself a Christian." Neither
view is accurate.
The Bible establishes the very basis of self-government, from the
individual to the family, to the community, to local, state and federal
governance. The more self-governance practiced at each level, starting
at the "individual" level, the less governance is needed
at the next level, and the less power the next level has over the
level preceding it.
This establishes a hierarchy in which the individual is free and can
exercise free will, at the same time respecting others and the rights
of others. The catch is that the individual must choose to discipline
self to abide the laws of the Bible.
In their bashing of Christianity, this is something the bashers carefully
avoid discussing. Why? Because those who bash Christianity have one
goal - power and position over others - all wrapped up in a beautifully
wrapped package labeled "taking care" of others: empathy,
So when the people involved in education reform say they are "doing
it for the children" ... are they, or are they doing it because
they seek power and position? Since more money thrown at education
hasn't and won't cure it, quite obviously those calling for more money
are seeking power and position.
When the government sets up one social program after the next to "take
care of (some segment of society)", are they doing it for that
segment of society or are they doing it because they seek power and
position? Has the "war on poverty" helped poor people in
this country? Has the "war on drugs" stopped the flow of
drugs in this country?
The answer to each of these is a resounding "no". While
being the impetus for establishing one social program after the next,
the number of poor in this country, the number of people using and
abusing illegal drugs, continues to rise. Quite obviously, the programs
aren't about helping people, they are about the government seeking
power and position.
Think about it logically. If you were a government employee, would
you do what was necessary to put yourself out of a job? The answer
to that, especially in this day and age, is a resounding "no"?
So, the only way to keep your job is to do what is necessary to justify
your job. And you can't justify your job if what you do helps people
to stand on their own two feet instead of being dependent on you.
Therefore, the only way you can keep your job is to seek power and
position over others.
It's a cycle that will not be broken unless and until people break
it. In 1996, a humanist magazine released the results of a survey
in which 90% of Americans stated they believed in God. Were that really
true, America would not be in the mess it is in today.
A Christian is not a Christian by virtue of going to church on Sunday
or any of the rest of what too many churches today are encouraging
in the name of filling the pews. Christianity is a way of life, which,
while tolerating the religious beliefs of others, does not sway from
its foundational principles, chief among those being self-governance.
© 2003 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