Tag Archives: education

The Power of Secular Humanism

Ralph_Hedley_The_truant's_log_1899 caption

Within a lengthy facebook post was the following direct quote. “I’ve recently become more interest with atheism and it is way different from the cults.” (sic) While there are many reasons for people’s interest in this subject, there are three important, foundational points to keep in mind.

First, the term Secular Humanism is a better term. Secular Humanism includes agnosticism as well as atheism. It also includes the belief that the material universe is eternal and that there are many powerful nonhuman beings in this material universe who are not gods. The ancient astronaut believers fall somewhere into this mix. More importantly, in the flurry of lawsuits filed in the early-to-mid-twentieth century, this is the name they chose for themselves.

Second, while there are broke, homeless secular humanists, secular humanism is the wealthiest belief system the world has ever seen. Every major, well-funded charity in western culture is secular humanist, often deceptively labeled as “neutral.” The combined wealth of these charities is greater than anything except the pharmaceutical and insurance industries. Perhaps it is greater, since these industries must put much of their wealth back into their industries. Secular humanism also receives tax funds.
Third and most important, Secular Humanism has become, in most western cultures, an Establishment of Religion. Secular Humanists require government school teachers to teach secularism. School, even preschool, becomes indoctrination. Parents have their children kidnapped (truancy laws) and put into foster care if they fail to properly teach secularism. That is not as extreme in the United States as it is in Europe.

After leaving the mandatory school system, Secular Humanism switches to bribes. The better jobs, grants, and opportunities go to people who “go along” with the “system.” As long as you are willing to not mention the name of the Lord Jesus Christ, or even God in a general sense, you may have tax money to support your projects.
The catchphrase becomes “Well, you don’t want other people using tax money to force you to believe their religion, do you?” They either do not understand or they are simply unwilling to acknowledge that this is exactly what they are doing with secular humanism, or the subset of secular humanism called atheism.

As more people accept the indoctrination process, then specific tenets of the religious system become law. It becomes illegal to spank children, for example, or to teach anything other than the earth is millions of years old. Euthanasia and abortion become options, then requirements. Entertainment and media in general either reject families altogether or mock them. You are never allowed to protect yourself; you must trust in the police power of the government (Plato’s guardians).
But the worst possible response to the established religion of secular humanism is to reject it.

3 Comments

Filed under Current Issues, Politics, History, Scientific

Leaving an Inheritance by Michael J. Findley

A good man leaveth an inheritance
to his children’s children;
Proverbs 13:22a KJV

A simple reading of this verse brings to mind property, real estate, houses, land, and money. Keil and Delitzsch in their commentary point out that the word can also mean “the man who is willing to communicate all good is truly good” and “a dispenser of blessings.” Jesus explained this “If therefore ye have not been faithful in the unrighteous mammon, who will commit to your trust the true riches?” Luke 16:11 and “For unto whomsoever much is given, of him shall be much required: and to whom men have committed much, of him they will ask the more.” Luke 12:48b

Since God poured out His Spirit to found the Church, we are the first generation to have the teachings of the Word of God in an electronic format. We have the responsibility to use this opportunity to pass on to the next generation what the Lord has given to us.

These blessing and opportunities are also a great responsibility. Unlike the printed copies of educational material, educational ebooks can be given away for nothing more than the cost to store the material on a publisher’s site, which is at this time about two dollars per book. Then these books will be available worldwide to anyone who can read English and owns an ebook reader. At this time ebook readers are available in the US starting around $79. With very minimal advertising and no marketing, we have sold books in about twenty countries.

While we do write fiction, our educational goals are to write an integrated series on the history of the world. The Introduction to the Conflict of the Ages Series is entitled Antidisestablishmentarianism. One of our reviewers wrote that it was 950 pages on his ebook reader, so we also made it available in 4 sections as 4 separate books, What is an Establishment of Religion?, What is Secular Humanism?, What is Science? and What are the Results of the Establishment of Secular Humanism?

The Conflict of the Ages series begins with a defense of the origin of the universe in part one. Part two covers the origin of evil. At this time, part three, the flood and the ice age is about half complete. We intend to cover history through the twentieth century. At this time we estimate that will be about 42 volumes.

We were surprised to discover that no other ebook is available with our perspective. We have two major differences from any other works that we are aware of. First, we hold to the Scriptures as absolute authority but use other sources. We hold that Josephus and other ancient sources, though they contain errors, are more reliable than physical evidence available today through science. The reason is that the cataclysmic changes, not just during the flood but for hundreds of years after, have made the proper interpretation of the physical evidence extremely difficult.

Second, we integrate the history of the ancient world with art and literature. To the extent possible, we intend to include mathematical problems as well.
With some people there might be one other issue. We have no intention of making a detailed scope and sequence with daily assignments, quizzes and tests. Though we include many questions in the teacher’s edition, these need to be modified by the parent or teacher to fit the needs of the students. While the basic text has vocabulary suitable for an advanced elementary level student, the concepts are difficult to grasp in places and the recommended outside reading ranges up to the postdoctorate level.

May God bless you.

Image source: Norman Rockwell’s “Family Grace” from http://drawingatduke.blogspot.com/2010/11/norman-rockwell-greatest-american.html

Leave a comment

Filed under Bible Teaching, Current Issues, Politics, Excerpts from our Nonfiction Books, Writing, Reviewing, Publishing, and about Blogging

Maturity

conflict 1 teacher

But solid food is for the mature, who because of practice have their senses trained to discern good and evil. Hebrews 5:14

We are all involved in a Spiritual warfare that is not going away just because we do not like it.

For our struggle is not against flesh and blood, but against the rulers, against the powers, against the world forces of this darkness, against the spiritual forces of wickedness in the heavenly places. Ephesians 6:12

Beloved, while I was making every effort to write you about our common salvation, I felt the necessity to write to you appealing that you contend earnestly for the faith which was once for all handed down to the saints. For certain persons have crept in unnoticed, those who were long beforehand marked out for this condemnation, ungodly persons who turn the grace of our God into licentiousness and deny our only Master and Lord, Jesus Christ. Jude 3,4

In 1956 the New York Campaign of the Billy Graham Crusade chose to accept liberal sponsorship and place converts in liberal churches because he believed it gave him the opportunity to reach more people. This policy of “reaching more people” at the expense of part of the message of the Word of God is rampant in churches across the United States.

Today, the fruit of those decisions are churches with unbelievers in positions of leadership. While Jude tells us this has been going on for 2,000, mature Christians have theconflict 1 student 10 responsibility to contend earnestly for the faith. The difficulty we have is that we have not practiced and our senses are not trained to discern good and evil.

Mary and I are working on a series to partially correct that serious error. The original preface grew to be a 600-page book in its own right, Antidisestablishmentarianism. While while COA is designed for homeschool, the Conflict of the Ages series is suitable for anyone. Part One covers the creation, showing the historical record in the Word of God to be accurate. Part Two covers the origin of evil and the antediluvian civilization. Part Three covers the Flood and the Ice Age. At this point in time, we intend to make a series of modules as e-books. The current master plan of 46 might change as they are written. Each module includes its own questions and answers.

The Word of God commands us to be mature and through practice not only be able to discern good and evil, but also to fight, struggle against evil. Victory is of the Lord. But we are responsible to fight for God’s Word.

We also are writing these principles to fulfill, in part, the requirements of a homeschool education. Since believers will live in a world controlled by Secular Humanists, we must train students in the tactics of this world. We include every possible source outside the Bible to demonstrate the principles of the Word of God in this world’s setting. Often this called the inoculation principle. We present enough the world’s beliefs and their system that the student may both understand and resist that system.

Sadly, what most students encounter is inoculation against the Word of God. It is presented in a distorted form which turns them against God for the rest of their lives. Sadder still, this is often done in Churches and Christian homes.

Leave a comment

Filed under Bible Teaching, Current Issues, Politics, Excerpts from our Nonfiction Books, History, Writing, Reviewing, Publishing, and about Blogging

School Indoctrination

emotional boy

From the video Sacred Geometry DNA changes 2012 Mollecular Atom Consciousness…

My first comment is that they spelled molecular incorrectly in their title.

“With the deliberate push for government controlled educational curriculums, generation after generation of the youth are being taught to focus only on the facts, figures and numbers. Repetition is used to train children subconsciously to accept what they’re learning. Children aren’t rewarded for questioning the validity of the information they receive, they’re ridiculed. However, the children who blindly accept the information as true and merely regurgitate the information on command when it is time to take a test, those children go on to become the decision makers in our government, law, medicine, business and every other occupation with power and prestige.”

These comments, taken out of context are great. Children need to be taught how to think. However, there are two very serious problems. Some material must be learned by rote simply because it is true. There is no point arguing over the times tables. Just memorize them. The point is, for school boards and those establishing the curriculum, with the ubiquitous modern calculator, how important is it to memorize the times tables? Isn’t precious school time put to better use by learning how to use the various functions of the calculator than memorizing the times tables? And it is impossible to teach history if you have to spend a week convincing students that George Washington really lived. And how much time should George Washington be given in class? If we spend too much time on George Washington, then Andrew Jackson, the Louisiana Purchase, Abraham Lincoln, the Civil War, the Gold Rush and other important topics are either cut short or ignored completely.

But taken in context, this video is not complaining that children are not taught how to think. The makers of this video want children to be brought up with “wholistic thinking.” What they emphasize is “left brain” female side, emotional thinking. After listening to the entire video, I am not certain what their goal is. While they are emphasizing “wake up,” what would their world, if they were in charge, actually look like?

Leave a comment

Filed under Bible Teaching, Current Issues, Politics, Scientific

Information, Please?

“Never Let Schooling Interfere With Your Education,” by Grant Allen and popularized by Mark Twain. “One year in Italy with their eyes open would be worth more than three at Oxford.”

“What a misfortune it is that we should thus be compelled to let our boys’ schooling interfere with their education!”

In the early days of the American Republic, the Frenchman Alexis de Tocqueville toured America and wrote of his observations. He marveled at the education of our children, believing an American education to be the best in the world. Women and children were well educated and could hold their own in any conversation on any topic.

Entrance exams into colleges such as Princeton or Harvard required reading and writing part of the exam in an ancient language (normally Latin, Greek or Hebrew) and a modern foreign language (usually French or German). That included proper grammar and using certain words correctly. One example of a geography question from the 1869 Harvard entrance exam: “Bound the basin of the Po, of the Mississippi, of the St. Lawrence.” One example of arithmetic from the same exam: “Find the cube root of 0.0093 to five places of decimals. Find the square root of 531.5 to three places of decimals.” A section followed this on Logarithms and Trigonometry.

After completing the Freshman year, another round of entrance exams were required to be admitted as a sophomore. The questions were somewhat more difficult. Write an essay comparing and contrasting the following “Leonidas, Pausanias, Lysander.”

While Alexis de Tocqueville was impressed with America’s classical education, he noticed a lack of training in modern thinking. At that time a public versus private education was determined by enrollment, not funding. A public education meant that it was open to everyone. A private education meant that the school was closed to everyone except members.

Even an exam from 1895 Salina, KS would be difficult, if not impossible, for the average college graduate of today. There is some question as to who was being tested; Eighth Grade? High School? Is it a teacher’s certification exam? To be fair, science and arts disciplines were not included in these examinations. No physics, chemistry, music, literature or physical education were required. Each of these disciplines takes time and that time is taken away from these other courses.

Yet today we have high school graduates unable to read their own diplomas. The shift in emphasis is not the reason for their inability to read. It is the lack of discipline, both personal and academic. The books Why Johnny Can’t Read: And What You Can Do About It and Why Johnny Still Can’t Read: A New Look At the Scandal of Our Schools by Rudolf Flesch examine both some of the problems and solutions.

We are perhaps the best informed and worst-educated generation the world has ever seen. Most American students have completely lost the ability to think through any issue. We have access through the Internet to any information we want. But what do we do with it? Problems that might take days, weeks, months or even years to solve are discarded in favor of easy quick solutions.

This mentality began with plays, then switch to movies. Even serial movies had some kind of an end. TV shows had either complete solutions in half an hour; at most an hour or soap opera formats where nothing was ever solved. The open-ended nothing is ever really solved format became the fast paced video game. Quick one-word or phrase solutions are available through Google searches, so we have no need to remember anything. Life has become unending self-gratification where nothing important matters. “Give it to me now” has been the motto of western culture for over 50 years. Did it begin with the Beatles? Elvis? Frank Sinatra?

Solomon reminded us that “there is nothing new under the sun.” Plato wrote of Socrates in his dialogue Phaedrus that writing in and of itself was a step in the wrong direction. Instead of the mental disciple required by oral traditions, humans grew lazy and relied on what was written down. They could read, so they no longer needed to remember or think. “This will create forgetfulness in the learners’ souls, … they will trust to the external written characters.”

Plutarch tells us that Lycurgus, the founder of the laws of Sparta, believed the same way. “None of his laws were put into writing by Lycurgus, indeed, one of the so-called “rhetras” forbids it.”

Our generation easily dismisses the charge that they do not think things through with a “yeah, right,” neither openly accepting or rejecting, just wanting to “get on with life.”

“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs and tyrannize their teachers.” (attributed to Socrates [Plato]. The exact source is unknown.)

These children killed Socrates when they grew up and came to power. These children also started the Peloponnesian Wars, one of the most barbaric episodes in human history.

2 Comments

Filed under Bible Teaching, Excerpts from our Nonfiction Books, History, Uncategorized

Foundational Facts

Our book Antidisestablishmentarianism expands the following points in detail. Antidisestablishmentarianism has thousands of footnotes and over thirty pages of Bibliography references. These brief explanations will help those indoctrinated in the religion of Secular Humanism to begin to understand what America’s founding fathers knew when they wrote the Constitution.

The words belief, trust and faith are legal terms which form the foundation of true science. Belief means examination of the evidence and deciding by an act of the will to choose what is true. Belief is similar to the word credible. Belief can be misplaced. Faith is the active part of belief. Trust is the passive part of belief. Belief is the foundation of true science. The Wright brothers believed men could fly. With that faith they built an airplane in Ohio and shipped it by rail to North Carolina. They trusted in their beliefs by riding in the airborne airplane. This is the foundation of true science and the historic use of the words belief, trust and faith found in the Bible and used by America’s founding fathers. No basic law of physics contradicts anything in the Bible.

Secular Humanism is a leap of faith devoid of scientific facts. Like all religions, no two believers believe exactly the same way. In Chapter Six of Antidisestablishmentarianism we list 18 dogmas of Secular Humanism. Some of the most important points held by the vast majority of Secular Humanists are: Secular Humanism is a religion based on feeling and emotion, not reason. Secular Humanists do not believe in anything non-material. Secular Humanists deny God, angels, sin, Satan and demons. They believe that the goal of mankind is personal fulfillment, (as they define it) and collective evolution. Like everything else, children are the property of the state. Unity means the eradication of opposition. In 1957 Secular Humanists sued and won tax exemption as a religion. Secular Humanism is recognized by the United States Supreme Court as religion, with evolution as a central tenant of that religion. The core of evolution is the concept of “deep time” on earth.

Chapter 14 of Antidisestablishmentarianism is a twenty-seven-point list of scientific facts which scientifically prove that the belief in deep time on earth is a myth. A modified version of Chapter 14 is on the website. These four points sum up the major arguments. First, the moon is receding from the earth at a rate of approximately 1.5 inches per year. The moon’s orbit is unstable. Since an orbiting satellite must increase speed the closer the satellite is to the object it is orbiting, at some point closer to the earth the moon’s orbit would have been stable. A catastrophic event more powerful than all the nuclear weapons on earth was needed to change the moon’s orbit.

Second, near the top of the Himalayan mountain is a “yellow band,” a layer of intact fossilized ammonites, ancient marine creatures similar to a modern nautilus. Because they are mostly intact, they had to be put in place while their surroundings were in a plastic state (mud). Either there was tens of thousands of times more water on earth than there is now, or far more likely, the entire Himalayan mountain chain, including Mount Everest, was catastrophically upthrust. That is, with approximately the same amount of water that the earth has now, the Himalayan mountain chain went from layers under the ocean to its present location in a matter of minutes.

Third, Lake Titicaca is 12,500 feet high on the border of Bolivia and Peru. It is classified as brackish, which means that it has a salt content, though it is not salty enough to be classified as seawater. Only fresh water feeds the lake now. It has living sea horses, which indicate that Lake Titicaca was once connected to the ocean. There is an ancient shoreline which is much higher at one end of the lake than the other. At some point in the past Lake Titicaca was severely slanted compared to the modern lake. There is a large (660 feet long) building underwater with a road leading to it and steps leading down to unexplored depths.

Tiahuanaco is a city twelve miles south and 800 feet higher than the current lake. Tiahuanaco was a port city with a harbor for ships much larger than the current lake ships. They were probably ocean-going vessels. Though corn will not germinate above 11,500 feet, there are terraced cornfields on the shores of Lake Titicaca going up to 17,500 feet. The reasonable, scientific conclusion is that the moon’s orbit, the Himalayan yellow band and Lake Titicaca were all a result of a massive catastrophe which happened since civilized men were building cities.

Fourth, the according to Secular Humanists the only really reliable dating method is radiometric dating. For radiometric dating to be accurate, the earth could never have passed through a thermonuclear event. It is also impossible to know the original condition of the radiometric samples being tested. All the radiometric sample tells us is the ratio of radioactive isotope to stable isotope. The usual published date is nothing more than the oldest possible date of a range of dates. Zircons are the standard Secular Humanists use for establishing a 4 billion plus age for the earth, using the uranium to lead dating method. The exact same zircon sample, however, using the helium diffusion rate gives a date of only 6,000 years ± 2,000 years.

Only Secular Humanists can even conceive of the idea that the phrase “establishment of religion” in the first amendment of the US Constitution is vague and without meaning. The opening to the Magna Carta clearly states “that the English Church is to be free and to have all its rights fully and its liberties entirely.” The Magna Carta opens with this clear statement that the English Church was to be completely free of the English Crown. For hundreds of years the Magna Carta was signed over and over again by various monarchs, always with same words in the first point. The English Church was the center of worship, the dispenser of alms to the poor with preaching friars and monasteries and the overseer of education with the great Universities of Oxford and Cambridge.

Henry VIII decided to change the meaning of the Magna Carta to mean free of foreign control, meaning the Church of Rome. This seizure of doctrinal teaching from the pulpit, almsgiving (remember John Bunyan’s imprisonment) and education by the crown was the sharpest goad to force Englishmen to leave England for the New World. At the same time on the European Continent, the Peace of Augsburg (1555) and the Peace of Westphalia (1648) clearly spelled out what an Establishment of Religion was and what was and what was not allowed. As in England, taxes supported the established churches which were responsible for providing for the poor, education and public preaching. Since the heresy trials of Charles Augustus Briggs in the 1890s, American schools, poorhouses and other types of welfare have only had to claim that they were not religious (secular) to receive tax money and favorable laws. These welfare and educational payments have been given with strict secular humanist strings attached. Through these judicial rulings, federal laws and federal funds, Secular Humanism is now an establishment of religion in every sense America’s founding fathers meant by the phrase “establishment of religion.”

While the first Humanist Manifesto openly used the term “religion” to describe their beliefs, modern Secular Humanists have discovered that lying about their religious beliefs gives them enormous political power. By falsely claiming that they are not a religion, they can appoint bureaucrats, collect taxes, and pass laws against, fine and even imprison those who oppose them. Any other form of religion is their enemy and must be quashed. The second and especially the third installments of the Humanist Manifestos are filled with newspeak straight out of Brave New World.

To a Secular Humanist, Science is “deep time.” The exact amount of time is unimportant. Secular Humanists are dogmatic that “science” allows for evolution. Their religion requires vast amounts of time uninterrupted by global catastrophes to account for evolutionary development. Overwhelming evidence forces them to admit to some catastrophes. These must be shoved far enough back in time to not interfere with evolution. Secular Humanists do not mean the scientific method, unbiased experimentation and observation when they use the word “science.” These are acceptable parts of science only when they are connected with “deep time.”

When Secular Humanists are not in power, they demand unity, “sharing” and that everyone “come together” to achieve goals. When they are in power, they ignore, attack, or overwhelm any opposition and go ahead with their own plans. Anyone who refuses to put their faith and trust in “science, falsely so called” is blocked from employment, fired if they do get a job and blacklisted once they are fired. Common forms of blacklisting include failure to cooperate with others (they cannot be pushed into believing in “science”) and refusal to abide by customary standards (refusal to put their faith and trust in “science”).

Since Secular Humanists believe that children are the property of the state under the brotherhood of man, they actively support the kidnapping of children for indoctrination. Secular Humanists believe in property confiscation to force people to believe. In Communist countries, Secular Humanists put unbelievers in re-education camps and work them to death.

“Free” sex, immorality, self-indulgence, profanity (free expression) and violence against all who disagree with Secular Humanism are not only tolerated, but encouraged. Disagreement is not tolerated.

Tools used to coerce unbelievers are social (isolation, crimes committed against them are ignored), political (laws are passed and regulations written to enforce secular humanism) and economic (loss of job and confiscation of property). Widespread abuse of prescription drugs allows behavior control and masks consequences and responsibility for sin.

(from our website, http://findleyfamilyvideopublications.com)

1 Comment

Filed under Excerpts from our Nonfiction Books, History, Scientific

February Book Releases: The Conflict of the Ages, Part One, Carrie’s Hired Hand and Diary of a Christian Dog

The Conflict of the Ages Part One: The Scientific History of Origins 

The Conflict of the Ages is a Multi-Part exploration of History, Science and Ancient Literature. This first installment covers the concepts of God, time, Creation, physics, cosmology, ans specifics about each day of Creation. We make comparisons with ancient sources to see where they agree with the Scriptural account. We reference classic and modern scientific views, exposing errors, preconceptions, presuppositions and falsehoods taught as fact by the mainstream scientific community. God is the first witness and the Bible the first eyewitness account of beginnings and origins. Other ancient documents contain at least some truths and parallel accounts.

http://www.smashwords.com/books/view/137138

http://www.amazon.com/Conflict-Ages-Part-One-ebook/dp/B007ETAAV4/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1330455372&sr=1-1

http://www.scribd.com/doc/83069908/New-COA1-With-Ref-Scribd

Youtube video Trailer:

http://www.youtube.com/watch?v=HFGwV6eDvQE

A Northerner married to a Southerner gets enough stares and scorn. Carrie doesn’t need more from Robert Salliger, handsome friend of her dying husband. He says Ben’s death is his fault. He swears to take care of Carrie and the children. But she goes home alone, and can’t read the letters that come. When a deaf and dumb boy arrives she is glad for the help but has no idea how much help he will be.

http://www.smashwords.com/books/view/133779

http://www.amazon.com/Carries-Hired-Hand-ebook/dp/B007AGDA6I

http://www.scribd.com/doc/81996812/Carries-Hired-Hand-Scribd (free here)

YouTube Trailer link

http://www.youtube.com/watch?v=tSwrLggGTik

An English Knight begins a diary of his “adventure” joining Louis IX’s First Crusade. The armada to Alexandria encounters a violent storm and the knight and his companions shipwreck. He must make an impossible choice: Cut himself off from his people or face execution. His life of turmoil and terror leads him to peace, but slavery and torture block his quest to find his friend and get home to his father.

http://www.smashwords.com/books/view/128706

http://www.amazon.com/Diary-Christian-Dog-ebook/dp/B0074D5D26

http://www.scribd.com/doc/80188123/Diary-Scribd (free here)

You Tube Trailer Link

http://www.youtube.com/watch?v=YsBveZ56eAU

1 Comment

Filed under Excerpts from our Fiction Books, Excerpts from our Nonfiction Books, Writing, Reviewing, Publishing, and about Blogging