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.

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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

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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.

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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?

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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.

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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)

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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

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Statement of Belief in Education

Note that we have a general statement of belief for our blog, but we also include this one with specific reference to our education principles. We post this as we complete our series, in preparation for the last few entries beginning tomorrow, in which we will review a number of popular homeschool curricula.

When we use the word believe, we mean belief in the historic, judicial sense of having seen and evaluated evidence and reached a decision based on the facts presented, like a jury at a trial giving a verdict on a case before them.

We believe in the absolute authority of the Scriptures, Old and New Testaments. This is based on an historical, grammatical interpretation. Things mean what the writer of the time period intended them to mean, and that a plain, straightforward meaning is almost always the correct meaning. Scriptures must also be compared with Scriptures, passages looked at in context and subjects as part of a whole teaching throughout the Bible.

The Bible sometimes uses literary devices, different kinds in various places. As one example, In Judges 9, Jotham’s story of the trees seeking a king is not a literal event, though brambles and other trees are literal, real-world objects. It is a parable, and there are other parables. The sword coming out of Jesus Christ’s mouth in Revelation is literal in the sense that it is the Sword of the Spirit, the Word of God, which is a metaphor, another literary device used in many places in the Bible.

We also believe in the Priesthood of every believer, meaning that every believer can pray to God and read His word and that Christ is the only mediator we need. Salvation is by grace through faith alone.

Works are a testimony of salvation, not a way to obtain Salvation. The Church is made up only of professing believers. The Church was created at Pentecost. It is not a continuation of Israel. We believe in the Premillennial position, that is, that the Church age ends at the Rapture. The time we live in now is called the age of grace, although God has always saved by grace.

The Bible is a Book of Science. It is true, accurate, and reliable. It teaches man’s sinfulness and helplessness without Christ’s salvation and God’s power. Secular Humanism is a Religion of Mythology.

As the Established Religion in America it is taught in Public Schools to teach students that they have no sin, that they are perfectible by their own efforts, and that there is no God to Whom they are responsible.

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Principles of Teaching P.E.


Any form of organized sports will require outlays of time and money. Many communities have youth sports leagues but may require lots of time including fundraising obligations. Sports considered individualized (as opposed to group sports) are sometimes more flexible in scheduling, with lower outlays for time, money and equipment, and less chance of causing offense based on belief. Bowling, golf, tennis, swimming, archery, track and field, weightlifting, and aerobics may be some options to consider.

Most states require some form of Physical Education. Even if homeschoolers choose not to participate in organized or individual sports, the requirement must be satisfied. Generally something in the way of health is also required. Do not neglect this requirement or you may endanger your whole homeschool program. This is one way in which homeschooling groups can be helpful, by providing other students with whom to do activities, opportunities for documentation of socialization by photos, and chances to share equipment not otherwise available. or simply document church activities like hikes, bowling, or picnics that include volleyball, swimming, or other activities that are done as a group.

Community centers may have sports equipment, fields or courts students can use. If none of these options are available, parents may want to get a video exercise program or ideas on plans to follow online or at the library. Bike riding, the amount of walking done on a paper route, pickup basketball with friends, and many informal activities can count as P.E.

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Principles for Teaching Arithmetic and Mathematics

There are only three possible systems to teach Arithmetic and Mathematics. First is to teach without any system. This is poor teaching. It is often disguised as loving, motivating and capturing a student’s interest. While these are admirable goals, much or even most of the subject material will be ignored while a very few things the student finds interesting will be emphasized. Students taught by this method, or rather by these methods, usually find math to be a great deal of fun. However, as a rule, they do very poorly on standardized tests.

Second is the traditional method which everyone is familiar with. It is often called the unit method. A unit with many chapters covers one subject thoroughly, then moves on to the next unit where a different subject is taught. The older textbooks had little or no review of previous units. The more modern textbooks have added more review, usually by increasing the number of problems at the end of each chapter. Following the 1989 Math Standards, this “spiral review” makes traditional math more like the incremental approach. Traditional methods usually produce traditional students. Some hate math, some love math, but most students just view math as something put up with.

Third is the incremental approach. In the United States this has been widely popularized by the Saxon system. Saxon is the system I taught in High School. The incremental system teaches one small concept each day, has just a few exercises on the material taught that day and uses most of the homework time for review problems. The incremental system is difficult to develop for a publisher. It is a great deal of work but produces students with phenomenal math skills. When rigidly followed, the Saxon system produces the highest standardized test scores, but leaves a huge number of students hating math.

The number of exercise problems in the Saxon system is enormous. The way I handled this as a teacher was to encourage my students to work the problems as fast as possible. I graded homework on a pass/fail system. They had to show their work to pass, but did not have to get the answer correct. At the beginning of class students exchanged homework, I gave out the correct answers and the other student grading the papers marked the number correct and number incorrect at the top of the paper. The homework was returned to its owner. Then anyone could ask questions about anything they did not understand. This rarely took more than ten minutes. Then I went over the new concept and students had the rest of the class period to work on the homework. Questions were acceptable at any time. Most students finished the next day’s homework in class. I graded tests on correct answers. If a student was confident that they had all of the answers correct, they only needed to record answers. I had several students like this. If they chose to show their work, I could give partial credit if an answer was wrong but at least part of the work was correct. Partial credit was subjective and not subject to review.

There are three major problems with the Saxon method. The first is cost, but used textbooks are readily available because the system has been in place for decades. Saxon textbooks for each grade level are usually more than $60 new. If you want the answers to the enormous number of problems, then you will also need a teacher’s edition. Saxon also makes slightly more expensive homeschooler packets where a student textbook is supplemented with a teacher packet. Second, the volume of work overwhelms slower students. Third is the lack of problem solving. This was another reason for my emphasis on speed. This gave me one day a week to set the textbook aside and give extra credit problems. This is a major problem for homeschooling parents since they have neither the time to develop word problems nor the financial resources to purchase additional materials, which are often quite expensive.

A possible solution is another incremental approach, the Singapore method. Written by the Singapore Ministry of Education, it was brought to the United States in 1998. Unlike Saxon, Singapore Math begins with problem solving. From the student’s perspective, it is the most interesting approach to math that I know. Also unlike Saxon there is no one book for the entire year. The individual books start at a little over nine dollars and go up to around thirty dollars. You will need several paperback books per year, so if you have several children who could reuse a hardback textbook, the overall cost is likely to be higher than Saxon. Singapore Math is known by a variety of titles worldwide and is translated into many languages.

Singapore Math denies that it is an incremental approach because the term “incremental approach” implies the heavy review of problems of the Saxon system. In fact, the “word problems” build on the previous previous “word problems.” Their system is the concrete >pictorial>abstract approach. It is impossible, however, to progress without understanding the previous lesson. Since massive drill is removed, students who transfer to this system from traditional or Saxon approaches often find they are learning more with less work. Parents who use Singapore Math, however, say the additional drill books in the program should be considered essential, not optional.

Vain Repetition in Math

Most people know something about building a house, even if they have never worked on one themselves. Very few of us, however, know anything about the actual methods used in homebuilding, unless we make our living in the construction trades. We are only interested in the cost, the length of time it takes, how much it inconveniences us and the final results. We do not care that hand tools were replaced by power tools, which were replaced by more efficient power tools. Yet a master builder still must understand and learn the basics of the building trades.

Education in Arithmetic and Mathematics is similar to the building trades. Cashiers who had to add and subtract all financial transactions in their heads are long gone. They were first replaced by adding machines, which were replaced by cash registers which did the adding, which were replaced by bar code scanners tied into a central data base with spreadsheet capacity. Though humans will never match the computational abilities of machines, these machines require human guidance. Without this human guidance, machines will never know what to do with their incredible computational power.

So how much and what kind of Arithmetic and Mathematics do our children need to learn? Unless you are Amish and intend to use hand tools your entire life, spending months or even years learning how to become a master craftsman with hand tools is a waste of time. Some of the Arithmetic and Mathematics skills being taught today take time away from learning other skills. When this happens, teaching Arithmetic and Mathematics is like teaching hand tools to a carpenter.

Though many homeschooling parents want a quality traditional education for their children, this often includes hours of memorization of mathematical functions which a calculator can do in less than a second. Since people do not always have a calculator and standardized tests require these skills, students still need to understand how to do basic arithmetic and mathematics without any type of aid.

The clearest example is the times tables. Every student needs to memorize these, probably up to 12×12. Every student will be faced with real life situations as well as standardized tests where basic multiplication skills without a calculator will be required. However, taking valuable time to drill over and over again until the student can write down these times tables in mere seconds is not only a waste of time, but teaches that math is pointless and boring. The end result will be a student who hates math. And the student who spent far less time memorizing the times tables can still get a perfect score on the test.

Algebra

As a Christian School teacher, I had 11th grade students come to me, saying that they “could not get algebra.” Neither stupid nor rebellious, these students had flunked Saxon Algebra I twice and needed two years of HS math to graduate.

The problem is the way we teach Algebra. Often many elementary school students and preschoolers use Algebra without knowing it. Their introduction to Algebra is usually just fill in the blank, such as 3+_=5. What goes in the space? Though there is only one correct answer, the concept of a blank is a variable, which is Algebra. Add another blank and we now have more than one correct answer, such as _+_=5. Just using whole numbers, the first blank could be a 0, or a 1 or a 2, which would make the second blank a 5 or a 4 or a 3 (answers could be reversed). Many elementary school students who used the fill in the blank, or box or whatever have never heard of the word Algebra.

Ask a group of students if they know what money is. They will usually laugh. Without raising hands, ask if they have any money. If they do not, then ask if they know someone, such as their parents, who has money. Tell them to think about a specific amount of money. Then ask if they would like to buy something. It does not matter what the something is as long as it costs less than the amount of money they are thinking about. If they buy it, how much money will they have left?

I have never talked to anyone who did not completely understand this problem, unless the child was so young that he did not understand money. Many of these same students, even high school students, however, are completely unable to solve x-y=z. The money you have is a variable. If a group of students answers this question, then almost every student will name a different amount of money. What is purchased can be any price and the amount of money left over is a variable. It can be written (amount of money)-(purchase price)=(money left over). This is the same as (BeginMoney)-(Purchase)=(EndMoney) which is the same as BM-P=EM, which is the same as x-y=z. This is both Algebra and problem solving.

The money problem can become much more complicated and most students still handle the problem with little difficulty, even students who are completely unable to handle the simplest Algebra. Suppose your parents help you buy something because you do not have enough money and the item you purchase has several parts. The problem could be written this way: (MoneyYours+MoneyParents)-(ItemA+ItemB+ItemC)=NoMoney. It could also be written(a+b)-c+d+e)=f, so f+(c+d+e)=(a+b). All that means in this example is that the three items you want to purchase have the same value as the money you and your parents have. The answer is textbooks which show how Math is a part of our everyday lives.

“Mathematics is the language with which God has written the universe.” Galileo Galilei.

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Principles of Teaching Fine Arts and Foreign Languages


Historically, the Fine Arts included painting, sculpture, architecture, music and poetry, plus drama and dancing. Lesser arts include book printing, jewelry and clothing design, quilting and home decorating. Computer design, both commercial and artistic, have revolutionized print (or electronic) media, audio and visual productions. Musical creations can be produced without a single “real” instrument or voice, just a person with computer, keyboard and music software.

Fine Arts, being electives, may not be taught at all in homeschool. Coloring papers or paste and glitter craft projects don’t count. Real art instruction should include more. Children need to learn to draw. Drawing should include basic shapes, perspective, proportion. Teach primary and secondary colors, blending, use of charcoal, pastels, watercolor. Crayons and colored pencils are also a good media as long as children learn how to shade and blend colors.

Teach hand and machine sewing, knitting, crocheting, needlework if you can. Use fabric paints to put Scripture verses and biblical designs on clothing and wall decorations. Working the Scriptures into your projects reinforces memorization. In one church women had quilted banners with Scripture and Christian elements, which was a wonderful ministry opportunity.

We cover Music as a separate curriculum area but it is frequently related to Drama, Poetry and Speech. Memorize poems or play passages and perform them for family gatherings or homeschool groups. If there are several students production chores can be divided up. A sound effects person gets music clips, rice in a tin pan and pair of shoes, a deerspotter spotlight operator, a costume designer, and a set builder, as well as performers. These need not be difficult or complicated, and give an outlet to different talents and ability levels.

A computer opens up worlds of artistic expression and parents should realize the relative simplicity with which their child could create a digital portfolio of his schoolworks or a favorite subject, a slideshow or video clips, captions and titles, recorded narration, music background, and, by the way, a fine arts elective class. Almost every computer includes some type of movie making or slide show creations software with fun effects and a few music background choices.

Many Christians do not believe any kind of dance instruction is appropriate, but we do know homeschoolers who have had their children take ballet. Folk or Square dancing are often considered acceptable. We have seen a performance by a Christian who studied interpretative dance and used it in a church service with Christian music. The Bible does talk about Miriam and David dancing before the Lord. Dance instruction can be physical education and also training in the arts. Parents have to decide how to obey the Scriptures in this matter. Great caution must be exercised to avoid situations where other Christians would consider it wrong. Also, a teacher might introduce elements of dance clearly sensual or suggestive or music that is not appropriate for your child to be exposed to.

Foreign Language is required for almost all High School graduates. If you already speak a language other than English in the home that should not be your foreign language. It should be one the child is not familiar with. Portuguese is a good foundational language and permits easier learning of Spanish and Italian, and to a lesser extent French. It is spoken in a large geographic area of the world, Brazil, for example. Learning Portuguese might be excellent foreign mission field preparation.

Koine Greek and Latin are excellent choices but often ignored because they are not modern. They will give more benefit to an American remaining in America than an unused foreign language. Latin is the basis of many European languages and gives aid in learning vocabulary, spelling and Scientific and law-related subjects. Latin was the language of Scholarship in the Middle Ages in Europe and is still used a great deal in Science and Law. A student might benefit from a study of the Latin Vulgate translation of the Scriptures, a translation through which many have come to Christ. Koine Greek is the language of the New Testament and would aid in study of the Scriptures. Even Classical Greek can be useful in the study of History, Science and Literature. These two languages present difficulties in part because they have alphabets differing greatly from that of English.

Hebrew is also a good language, especially because it is an ancient but still living language. There are many study aids available. It is the language of most of the Old Testament Scriptures, but it is also a very difficult language, reading from right to left. The alphabet has no resemblance to ours, making it even more difficult.

Our daughter is Hard of Hearing, and we taught Sign Language as a language course. This opens many minstry opportunities, and our daughter went on to major in Special Education and is looking at international ministries to the Deaf.

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Principles of History Teaching


History is the opposite of Science.  History curriculum is very common. The question is, are History curricula teaching significance knowledge? The average high school graduate knows very little non-European and non-American history. An abundance of high-quality history books exist.  The real issue is, what is essential to be taught? What do your children need to learn? What is significant?

The average High School requires US History and the history of your state. Nothing more. Students usually aren’t even taught US history. They are taught diversity, pop culture and to hate slavery. Decades ago, History was combined with Geography, producing Social Studies. For the last fifty years the emphasis has been on the social with very little study. As Christians we need a semester, if not an entire year, of understanding the US constitution and the Constitution of the state in which you live.

The easiest way to teach World History is a good solid integration of History with the Bible. Who is Nebuchadnezzar? Who are the Babylonians and Chaldeans, the Aramaeans, Hittites, Philistines? What is Ur?

Our History will integrate Physics with ancient literature showing the beginnings of history with the Creation of the World. We need to emphasize the way people think and research to show how to determine what is historically factual. There is very little disagreement or controversy about historical facts from the time of Christ

to the present. As we go back in time from the 1st century AD there are more disagreements and questions. This is why High School and junior high texts stay away from these areas. Unless a parent is a historian, it is difficult to know whether “facts” presented in a textbook are true. What is the most significant thing? Parent must be familiar enough with the Word of God to evaluate statements in history books and see if they are in conflict with the principles in God’s Word.

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Principles of Science Teaching


There are only two ways to teach Science: to teach it as a unified subject or divide it into categories. Unified sounds good but can be overwhelming to students. Subatomic particles like electrons don’t divide themselves into disciplines according to how they behave. In Physics we study electrons in different ways from observing how they behave in Organic Chemistry as electrons generating electrical impulses. By the time they have traveled down nerves and crossed synapses and caused our muscles to move they have gone over into the study of Biology. In fact, a degree in electrical engineering is known as an EEE (electrical and electronics engineer) because electricity and electronics operate so differently on a large and a small scale.

To keep from overwhelming students on high school level and below the sciences are generally divided into different subject areas. In Jr High or Middle School they are simply taught as Physical Sciences and Life Sciences. In High School the subjects are usually broken down into Earth Science, Biology, Chemistry, and Physics. Interrelationships are rarely explored in detail because there is no time.

The question often asked about science is, how do you make these subjects Christian? In Life Science, you can emphasize the fact that God created all life, and it did not develop by evolution. We can also study God’s requirements for treating all life, animal, plant, and human. In the hard sciences (those that are testable in a laboratory setting), the Bible speaks just as clearly.  “By faith we understand that the worlds were prepared by the Word of God, so that what is seen was not made out of things which are visible” (Heb 11:3 NASB).

The spiritual created the material. The supernatural can intervene in and change the material world. Job got boils from head to foot from no physical cause. Jesus walked on water and healed people born blind and lame. Elijah was taken up to heaven in a fiery chariot.

The material universe is finite, not infinite. Though God is in control, we are responsible as mangers. God will hold us accountable for the way we manage the material world. “Then God said, ‘Let Us make man in Our image, according to Our likeness; and let them rule over the fish of the sea and over the birds of the sky and over the cattle and over all the earth, and over every creeping thing that creeps on the earth” (Genesis 1:26)

The world is relatively young, less than 10,000 years old. It is going to be destroyed by act of God’s judgment because of man’s rebellion. Man cannot destroy the earth.The Bible demands that we have wisdom and skill in handling material possessions but we should not spend all our time efforts and energy developing these things. They are secondary to worshiping God. The material world is not to become our god. We should not become obsessed with seeking material possessions or how to manipulate the material world. How we handle science will determine the quality of our life here on earth. We are limited in what it can do to the material world and it is finite and temporary.

Science is constantly changing, more than any other field. Whatever curriculum a homeschooling family chooses it must be a modern, comprehensive textbook acknowledging the principles God has set forth.

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Important Points Which Must Be Covered in Education


I. The Bible is the authoritative foundation for science, arts, literature, math, history, geography, geology, physics, chemistry, medicine, biology and all other academic disciplines. Anything which contradicts the Word of God either directly or by ignoring it, is in error.

II. The Material universe was created out of the non material world.

III. The Original Creation was water.

IV. God worked on the first six days of creation. That is, God supernaturally used power that is not being used today. God’s creative power cannot be measured with scientific instruments. There were no human observers.

V. All men have souls. Both men and animals are more than material creatures.

VI. There is good and evil.

VII. Adam was created good but by his own choice became evil. This sin nature is passed to all men.

VIII. Time is part of the original creation. There was no time before God created. The entire universe is less than seven thousand years old.

IX. Four rivers flowed out of the garden in (not of) Eden. The only way this could be possible is that the entire earth was only one continent.

X. All technology, arts and science were fully developed soon after creation, before the flood.

XI. Noah built his ark on a mountain. The draft of his ark was fifteen cubits. When the ark floated off the mountain, every mountain on earth had to be covered. It also means that the highest antediluvian mountain on earth was low enough to build an ark on. It had to be much lower than Kilamanjaro or Mount Everest today.

XII. Men immediately after the flood were technologically advanced. They had ships which could navigate throughout the entire earth.

XIII. Nimrod and the tower of Babel is a true historical event.

XIV. Genealogies are accurate.

XV. The table of nations is accurate.

XVI. Ancient documents which support the Scriptures are accurate. Ancient documents which do not support the Scriptures are in error.

XVII. The Ice Age was immediately after the flood and probably ended while Joseph was in Egypt. This is a time after the flood of worldwide geologic upheaval. The great mountains were created suddenly at this time.

XVIII. Though our modern Gregorian calendar is inaccurate, Adam was thrown out of the garden about 4000 BC and the Exodus took place about 1446 BC.

XIX. Written documents are the records of observers and therefore accurate scientific records. Artifacts unearthed by modern scientists have many problems and are of secondary value.

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Principles of Education for Findley Family Video Publications


bib studies teacher ebook


bib studies student ebook

(In honor of the launching our first full Curriculum offering, Findley Family Video Biblical Studies, a 600+ page compilation of Bible teaching, with a separate, full teacher’s manual, we begin a series of articles on our philosophy of education and homeschooling. The Biblical Studies book, a greatly expanded and complete revision of our original Biblical Studies title, should be up on Amazon, Scribd  and Smashwords later today.)

We seek to teach a biblical worldview and impart Scriptural principles.

Students cannot be permitted to divorce academic disciplines and areas of study from the Scriptures, as Secularists would have them do, to relegate God’s Word to Philosophy, Morality and the realm of feelings and emotions. At one time these disciplines were one study, interconnected at all points, and they need to be restored to that state. Even the arts exist to serve God and glorify Him, as men sang His praises and ornamented His house and His servants’ garments.

It is essential to view Creation and related scientific concepts as accurately recorded in the Scriptures, because this establishes the accuracy and authority of the Word of God from its very beginning. Paleontological finds are secondary to the true record of God’s Word, welcome as supports, but they must be handled without the bias and preconceptions secularists attach, frequently to try to disprove the Scriptures.

The genealogies and records of kings’ reigns in the Scriptures provide a close timeline of the history of the World, with the possible exception of a few missing generations or co-regencies. Reliance upon archaeological findings and artifacts should not be the primary, or especially the only, means of establishing history’s events. Consideration should be given to ancient documentation, primarily the Scriptures, and other discoveries secondarily, as welcome supporting evidence.

Literature is often the records of man’s achievements and seeks to glorify him. Only the Scriptures give glory to God while highlighting lives and characters of His choicest servants and those who failed to follow Him with all their hearts. We study other examples of poetry, prose and historical records to see where man’s sin nature has corrupted the truth, where the light of his former character as made in God’s Image still shines out, to learn to discern what is excellent and reject what is false and hurtful.

Especially we want to teach students to reject the pervasive, overwhelming secularist thinking in education and culture. We want to restore man to a right relationship with God. This can only be done as he learns to do justice, to love mercy, to walk humbly with his God. To do justice he must control his desires, do his rightful work, and serve others. To love mercy he must want to help others come to God and grow in Him and to love them as God loves them. Above all he must be humble, selfless, seeking God’s glory and not his own.

He must learn not to view disagreement, discipline, or correction as a personal attack. He is not a victim. If others have wronged him or sinned against him, he should seek to make that right by Scriptural means and then let God comfort him and bring him past any bitterness or pain. Conversely, he cannot forgive what has not been repented of, though he can let God strengthen him to look beyond personal wrongs or hurts.

He must not put the Scriptures into a mold made by Humanists that will require stripping it of its absolute authority. He must not listen to his heart, for it is deceitful above all things and desperately wicked. He must not trust his feelings, for they come from his fallen, sinful nature and will make him behave without regard for God’s teaching and usually selfishly and proudly.

There is a spiritual component to life. There are Angels and Demons as well as God and Satan, Heaven and Hell. Only the Scriptures can “empower,” by teaching us how to live as God wants us to. We cannot “open our minds” or “empty them” to let in some mysterious wisdom, nor can we be guided by an “inner light.” These are concepts opposed to the teachings of the Word of God and make us vulnerable to Satanic Control and human failings.

We cannot be fascinated with unnatural or supernatural beings and their so-called powers. The obsession with personal advancement and power is evil unless it is through God’s spiritual gifts and as a means to serve Him better.  Resurrection from the dead or immortality should be considered only in the context of the miraculous instances in the Scriptures or the believer joining Christ in Heaven. We cannot speak with the dead. We cannot use nature’s “forces” or “spirits.” We cannot transform into something else except by Satanic means. No spirit or person can control our souls or spirits or eternal destinies beyond God’s power to redeem us.

Families consist of a mother and father who are legally married and wholly committed to a life together, each giving all to the other and to God. Parents must be an example of self-control, unselfish love for each other and their children. A family is a unit and under the best circumstances they will all work together to grow spiritually, physically and financially, sharing responsibilities of keeping an orderly, spiritual household and providing for its financial maintenance.

The woman’s place in the home is described best in Proverbs 31, where she earns income that benefits the household while making its internal maintenance, her husband’s security and reputation, and her children’s growth in character, her primary concerns.

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The Religion of Physics III: Hawking Rewrites History

There are two ways to rewrite history. The common lie is ineffective. The amazingly effective method is far more difficult. Simply eliminate any information which contradicts what you are attempting to promote. Never tell any outright lie, simply be very selective in what you allow your audience to hear.

Secular Humanists always start from the simple and “progress” to the complex. Cave paintings are presented as the simplest, therefore earliest, of man’s art expressions. Then man’s art “evolved” to flat painting, to one-dimensional perspective, to two-dimensional perspective, and finally to realistic painting. This is a means of expressing man’s supposed “evolution” in culture and of course took thousands of years. The Parthenon, the Acropolis, Luxor, Angor Wat, the Great Wall of China and thousands of other ancient works of art, created during the same time periods as cave paintings and flat paintings are either ignored or added at the end as an appendix. In music the same “evolution” is foundational. Simple percussion, simple harps, animal horns, these ancient instruments develop over millennia. The complex orchestras of Babylon, ancient India and China are once again either ignored or added as an appendix.

“Our present ideas about the motion of bodies date back to Galileo and Newton. Before them people believed Aristotle, who said that the natural state of a body was to be at rest and that it moved only if driven by a force or impulse.” These are the opening words of Stephen Hawking’s A Brief History of Time, Chapter 2, Space and Time. The writings of Galileo and Newton, their ideas of gravity, inertia and motion laid the foundation for modern Physics. It is not true that nobody before them “bothered to see” if Aristotle was correct by experiment. Herodotus opens his Histories with “Those of the Persians who have knowledge of history declare…” He views the Persians as more knowledgeable than the Greeks but less knowledgeable than the Babylonians or the Egyptians.1 Francis Bacon declared in 1620 that “printing, gunpowder and the compass” were the greatest inventions of all time. Each of these inventions go back to the early Chinese.2

Printing, cannons, navigation, massive stone structures, 2,000-year-old roads and bridges which are still in use all require advanced use of physics. Where are their records? Alexander the Great burned the massive Persian archives. Julius Caesar, later Eusebius and later still Islamic Arabs burned the majority of the library of Alexandria. Throughout history wars have destroyed much of the information of earlier cultures.

In A Brief History of Time, Stephen Hawking uses the same tactics: destroy or ignore all facts of history which disagree with uniformitarianism/evolution. Even Albert Einstein’s much smaller work, The Evolution of Physics goes back to the mathematics of the Greeks. Many Greeks contributed to the system of geometry known today as Euclidian or two-dimensional geometry, which includes trigonometry. It is foundational to both Newton and Galileo. It is also contrary to Aristotle and Stephen Hawking’s ideas, therefore ignored.

After the book’s conclusion, Stephen Hawking takes the three men he credits with the founding of modern physics, Albert Einstein, Galileo Galilei and Isaac Newton, and devotes 2 pages to each one. Perhaps these pages were intended to be tributes. The fact that each of these men believed that the universe was designed and created with a moral purpose is ignored. When it is mentioned, it is ridiculed.

Albert Einstein said hundreds, perhaps thousands of times, “God does not play dice with the Universe.” Stephen Hawking said, “All the evidence show that God was actually quite a gambler, and the universe is a great casino, where dice are thrown, and roulette wheels spin on every occasion.” He also said, “Not only does God play dice, but … he sometimes throws them where they cannot be seen.”

Steven Hawking points out that Albert Einstein publicly protested against Germany’s involvement in WWI, became a pacifist, supported Zionism, was offered the Presidency of Israel, which he declined, supported the US in WWII helping to build the first atomic bomb.

“Galileo, perhaps more than any other single person, was responsible for the birth of modern science. His renowned conflict with the Catholic Church was central to his philosophy…” Stephen Hawking’s high praise shows the crux, the lynchpin of modern science: principled resistance of the established religion when it stands for error and unwavering devotion to truth. Stephen Hawking then twists this praise to advance his own religion at Galileo’s expense. He falsely claims that “Galileo was one of the first to argue that man could hope to understand how the world works, and moreover, that we could do this by observing the real world.” What about Job? What about the 10,000 Arabic documents on astronomy, their widespread use of the Greek astrolabes? Scholarly Arabs rejected the Ptolemaic system in 1070 AD. What about the Mayans, Egyptians, Babylonians, the Indus Valley, the Chinese, the Japanese, the Incas??

Galileo took the same position as John Calvin, Martin Luther, William Tyndale, the Anabaptists, Augustine of Hippo and all other Reformers. The Holy Spirit guides the conscience of the individual believer to correctly understand both special revelation (the Bible) and general revelation (the material world). “It seems to me that it was well said by Madama Serenissima and insisted on by your reverence, that the Holy Scripture cannot err, and that the decrees therein contained are absolutely true and inviolable. But I should have in your place added that, though Scripture cannot err, its expounders and interpreters are liable to err in many ways, and one error in particular would be most grave and most frequent, if we always stopped short at the literal signification of the words.”3

Galileo did not believe, as Stephen Hawking so boldly lies, “that the Bible was not intended to tell us anything about scientific theories, and that it was usual to assume that, where the Bible conflicted with common sense, it was being allegorical.” Instead, Galileo, like Martin Luther, took the position of Augustine; “I have insofar as I was able, explained in detail and set forth for consideration the meanings of obscure passages, taking care not to affirm rashly some one meaning to the prejudice of another and perhaps better explanation.”4

Galileo believed that the Established Religion of the day, the Roman Catholic Church was suppressing the truth of the Bible. Savanarola was burned at the stake in 1498 AD for the very same belief. Galileo explained this in detail in his 1610 publication Discoveries and Opinions of Galileo. Stephen Hawking even admits this. Galileo “wrote about Copernicus’s theory in Italian (not the usual academic Latin) and soon his views became widely supported outside the universities.” At that time, the universities represented the thinking of Aristotle. Stephen Hawking fails to understand that the modern University system took the place of the Roman Catholic Church in suppressing scientific truth.

Stephen Hawking is retired from the position Lucasian Professor of Mathematics at Cambridge University, a position once held by Sir Isaac Newton. Yet Stephen Hawking opens his comments on Isaac Newton with: “Isaac Newton was not a pleasant man. His relations with other academics were notorious, with most of his later life spent embroiled in heated disputes.” Another view might say that Sir Isaac Newton was a very principled man who spent the later part of his life defending himself against baseless personal attacks. Neither statement is entirely true, but when Hawking spends less than two pages on Newton, such a charge is entirely unwarranted. Rather he should have expanded on Sir Isaac Newton’s considerable contributions to physics, such as his works in the field of optics, the prism and the invention of the reflecting telescope, none of which are mentioned with more than an offhand comment in A Brief History of Time. Instead of attacking Isaac Newton’s character, Stephen Hawking should either be complimentary or stick to Newton’s scientific accomplishments. This comes across as an attack because Newton was a Christian who based his science on the Bible.

Except for the personal attacks on Einstein, Galileo and Newton, A Brief History of Time is an extremely seductive and interesting collection of important facts. It is completely religious, carefully selecting the facts which support Stephen Hawking’s conclusions.

“We find ourselves in a bewildering world.” This is the simple position of those who believe in the “new” or “progressive” physics, represented by Stephen Hawking. Though this thinking is now so dominant they simply refer to their beliefs as physics, this is the opposite of classical or traditional physics represented by Albert Einstein. Einstein believed “One may say the eternal mystery of the world is its comprehensibility.”6

Stephen Hawking uses the label scientific determinist for his belief in this “bewildering world.” “The usual approach of science of constructing a mathematical model cannot answer the question of why there should be a universe for the model to describe. Why does the universe go to all the bother of existing?” “…Why is it that we and the universe exist? If we find the answer to that, it would be the ultimate triumph of human reason-for then we would know the mind of God.”

Compare this with the attitude of Galileo. “Some years ago, as Your Serene Highness well knows, I discovered in the heavens many things that had not been seen before our own age. The novelty of these things, as well as some consequences which followed from them in contradiction to the physical notions commonly held among academic philosophers, stirred up against me no small number of professors-as if I had placed these things in the sky with my own hands in order to upset nature and overturn the sciences. They seemed to forget that the increase of unknown truths stimulates the investigation, establishment, and growth of the arts, not their diminution or destruction.”5

All quotes of Stephen Hawking are from the book A Brief History of Time.

1 The History of Herodotus by Herodotus of Halicarnassus, 440 BC, Translated by George Rawlinson 1858 AD.
2 Novum Organum, Liber I, CXXIX 1863 translation
3 Letter to Benedetto Castelli (1613) fro Galileo
4 Augustine of Hippo The Literal Interpretation of Genesis 408 AD.
5 Essay published in 1615, in response to enquireies of Christina of Tuscany, as quoted in Aspects of Western Civilization: Problems an dSources in History (1988) by Perry McAdow Rogers, p. 53.
6 Albert Einstein, article “Physics and Reality” in Journal of the Franklin Institute (March 1936).

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Introduction to Antidisestablishmentarianism

Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passion, they cannot alter the state of facts and evidence.1
John Adams

Sometime in the early twentieth century, Secular Humanist indoctrination convinced almost everyone in the United States that “an establishment of religion” in the first phrase of the first amendment of the United States Constitution is vague and can mean just about anything. “The state of the facts and evidence,” as John Adams so eloquently put it, is the exact opposite.

Section One of this work documents what the founders meant by the phrase “an establishment of religion. ” The Founding Fathers made as clear a statement as the English language permitted. The Constitution of the United States is founded on English law and to a lesser extent, various European laws, especially German and Dutch. In each of these countries, an Establishment of Religion was the collection of taxes to support education, welfare and public worship. The various governments appointed the teachers, welfare workers and pastors and expected these people to support the government in turn.

The original state constitutions not only permitted, but openly encouraged establishments of religion, especially in the areas of welfare and education. The foundation of the US Constitution is the fact that federal government was to have no control whatsoever in these areas. Their concept of a separation of Church and State was the exact opposite of what the courts have rammed down our throats for the past hundred years. The church should have the right to pray and teach without any federal intervention whatsoever. Judges should have the right to post any Scriptures they want. The courts should have no authority whatsoever to comment. Removing a state judge from office for posting the Ten Commandments is not merely an Establishment of Religion. It is the Inquisition.

Section Two documents the foundations of Secular Humanism and how it grew to become America’s Establishment of Religion. The words “Secular Humanism ” come from various groups in the 1950′s. The phrase “Secular Humanist ” is found in court documents to describe this set of beliefs. Secular Humanism is as old as civilization, but the primary foundation of twenty first century Secular Humanism is Plato’s Republic. In America, Secular Humanism can be said to have originated with Thomas Paine. Secular Humanism has specific beliefs which are written down in various manifestos. Like Christianity, Islam and Judaism, Secular Humanism has many variations. Though Secular Humanists do not like the term, the most accurate words to describe these variants are “sects ” or “denominations. ” Like Christians, Muslims and Jews, many Secular Humanist denominations do not get along with one another. Therefore, we have attempted to point out the beliefs which have the greatest agreement.

Section Three defines science, since Secular Humanists claim that science separates them from all other religions. Since true science is founded in the belief, faith and trust of the Bible, all of these words are defined carefully and in detail. In the Bible, belief, faith and trust are legal terms. Believe means to examine the evidence and come to a reasoned conclusion. Action taken on that belief is faith. Trust is the passive version of faith.

The Scientific Method is the biblical version of belief, faith and trust applied to the material world which God created for us. In the Bible, the Scientific Method recognizes that God is the creator, that we are required to be responsible managers of the material world God has given us and that there is a final judgment after death which will include how well we managed the gifts God allowed us to use.

Our book concludes with Section Four, the results of having Secular Humanism as an Establishment of Religion. With the exception of America’s founding documents and the ancient documents such as Plato, Plutarch and Genesis, hundreds of other quotes could easily be substituted for the quotes that appear here. There is nothing new or unique in this book. It is a combination of what used to be common knowledge in America before Secular Humanism took over and destroyed the education system and current events. If we were to start over today, we would pull different stories from the daily news. Though the individual stories would be different, the points would be the same. “There is nothing new under the sun ” (Ecclesiastes 1:9). Or to state the same thing another way, the more things change, the more they stay the same.

America’s Established Religion is Secular Humanism. This work is dedicated to exposing, defining and disestablishing it.

____________________

1 John Adams, “Argument in defence of the [English] soldiers in the Boston Massacre trial,” December 1770.

2 “Alabama’s Judicial Ethics Panel removed Chief Justice Roy Moore from office Thursday for defying a Federal judge’s order to move a ten commandments monument from the State Supreme Court building. ” Friday, November 14, 2003. Posted 6:56 AM Eastern time. CNN.com

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Preface to Antidisestablishmentarianism

The most religious people on earth are those who claim not to have any religion. Dogmatic, intolerant, and bigoted, they refuse to allow anyone to so much as speak their opposition. Yet these same people demand political power and tax support. The mildest opposition, such as the mere mention of Intelligent Design (not God), has blacklisted tenured professors. Just two parents in a middle school in Texas made the national news by objecting to Gideon Bibles placed, without comment, on a table outside the school office.1 Such people dishonestly claim that they are not religious and “religion” is a group of mythologies. The truth is that they are the ones promoting mythology. In every aspect of life they promote this mythology with unproven dogmatic assertions under the guise of “Science” vocabulary. After hijacking the word “Science,” they use the courts to elevate their misuse of the term to an established religion.

Science is the study of the world around us, the use of the experimental method and the improvement of our lives through the application of technology. It is divided into various academic disciplines such as Chemistry, Physics, Mathematics and Biology. However, what the federal courts, the academic community and the mainstream Western media mean by science is uniformitarianism. It is the cosmological foundation of the religion of Secular Humanism. “Since the fathers fell asleep, all things continue as they were from the beginning of the creation” (II Peter 3:4). This concise description of Uniformitarianism clearly shows that it is completely and entirely a religious belief in antiscientific myths.

Secular Humanists use words which have been in the English language for hundreds of years but give them “new” meanings. However, “there is no new thing under the sun” (Ecclesiastes 1:9, KJV). The words believe, faith and trust are all historic judicial terms and they also form the foundation of the true scientific method. What Secular Humanists promote as their version of the scientific method consists of preconceptions, presuppositions and assumptions. It is the opposite of an open mind.

A true open mind is founded in belief, faith and trust. The historic meaning of believe is to perceive or understand with the mind and then make an informed decision.2 The most basic use of the word believe which the average American would understand is that of a juror in court. Which witness do you believe? Which piece of evidence is believable? A synonym would be the word credible. When we believe something or someone and then act on that belief, that is faith. The active part of belief is faith. The passive part of belief is trust. Suppose your brother says that he will drive you to the doctor. If you believe him, then you understand what he says and you make a decision to get ready. If you get in the vehicle with him, that is faith. You act on your belief. When you sit in the vehicle as he drives, that is trust, a passive reliance on what you have proven true. You trust in his driving skills. You trust in the vehicle. You trust the roads, etc. Everything we do is a combination of belief, faith or trust. By restoring their historic definitions, belief, faith and trust re-emerge as the clear language of true experimental science. These terms were deliberately segregated from science to deceive people into believing Secular Humanism.

Liberals, Secular Humanists and materialists, however, use the word “belief” as a synonym for a philosophical position, just an opinion. Faith and trust to them are metaphysical words which mean different things to different people. And this is just the tip of an enormous iceberg. Secular Humanists have redefined hundreds of words to support their religion, such as sin, judgment and anthropology. A conversation with them can be very difficult since they use historical English words but mean something entirely different.

The traditional role of religion is to place priesthood as intermediary between God and man. The traditional role of an establishment of religion places the government in that intermediary role between God and man. In the Middle Ages the Roman Catholic Church put itself between man and God, as other religions have in the past. Johann Tetzel, a “professional pardoner,” sold indulgences representing forgiveness for sins in Germany. Indulgences were based on the “storehouse” of good works believed to exist because of the sacrifice of Christ and the good deeds and prayers of past saints. Tetzel was said to promise that, “As soon as a coin in the coffer rings, a soul from purgatory springs.”3

Selling indulgences was the final act of many which brought on the Reformation. People wouldn’t have bought them if they hadn’t believed the Catholic Church alone could placate God on their behalf. Martin Luther convinced the princes of Germany that they did not need to send their money to Rome because they could go to God directly. Rome sent armies to collect the money. Even Modern Roman Catholics who do not believe that their church today claims to stand between them and God have to admit that the medieval Roman Catholic Church did.

The combined power of Church and State restricted personal worship, scientific study and access to historical truth. Today Secular Humanism has done the same by removing foundational truths from education. It excludes study and discovery that contradicts uniformitarianism. It rewrites history to undermine morality and freedom of expression.

The union between the medieval Romanist church and the state came to an end in two ways. In Southern Europe during the Renaissance, art, architecture, literature, and learning opened up to all men, not just those who were part of the church and state system. The Renaissance left the power intact, however. In Northern Europe, the Reformation abolished the need for a church like Rome through the great affirmations of the Reformation: The Scriptures are the absolute authority; Justification is by faith alone apart from works; and every believer is his own priest with direct access to God. The Reformation made a special priesthood class unnecessary because men could pray directly to God and read His Word on their own.

The medieval Roman Catholic Church kept the Scriptures almost exclusively in Latin to prevent ordinary people from studying them, forcing people to come to the priest. The priest would not only tell them what the Scriptures said, but he also mingled that with the church’s interpretation. In order for ordinary people who did not know Latin to read the Bible for themselves, the Scriptures had to be translated into the language of the ordinary people. Translation work by Reformers was essential to enable ordinary men to read the Scriptures for themselves, even though it was punishable by death under the Church-State system. The Renaissance and the Reformation worked together in the development of moveable type to make printing and distribution of translations of the Scriptures easier. Renaissance scholars revived interest in studying forgotten manuscripts and making translations into the vernacular. Erasmus’s Greek New Testament provided a basis for more accurate translations of the Scriptures.

The Medieval Romanist Church-State system took away freedom by forcing man to rely on and accept its teachings. The Renaissance and the Reformation restored freedom by returning art, science, and all forms of learning to ordinary people. In particular the people were able to worship God as the Scriptures taught, without Church-State control. Modern western culture, and American culture in particular, was founded on this religious freedom. American culture is more Christian than European cultures, but neither of these cultures can survive if the foundation of religious freedom is destroyed.

It is this Christian foundation of religious freedom which is the real target of Secular Humanists. These Secular Humanists have taken outrageous liberties in their unrelenting quest to replace religious freedom with their established religion of Secular Humanism, which they incorrectly call science or Natural Law. Their major tool is the US court system. Sympathetic US courts have consistently supported Secular Humanism by using every possible opportunity to replace the word religion with the ancient concept of Natural Law. However, since Natural Law has been used so many different ways, the courts had to standardize the term Natural Law. Their version of Natural Law goes back to Plato’s Republic. Though Plato never used the phrase “natural law” in his Republic, translator Benjamin Jowett’s notes state that, “Plato among the Greeks, like Bacon among the moderns, was the first who conceived a method of knowledge…”4 Plato’s Republic is at least the foundation of modern Natural Law, if not the detailed finished product. Together with Aristotle, Plato is supposed by secularists to have laid the foundation for learning and development of the Sciences. This is really is essence of Natural Law.

Jowett goes on to say that Plato provided for a means to spread his method of acquiring knowledge. “In the ideal State which is constructed by Socrates, the first care of the rulers is to be education.”4 Jowett makes it clear that Socrates meant to impart much more than mere academic knowledge, just as Natural Law means to teach more than mere Science. Socrates promoted “the conception of a higher State, in which ‘no man calls anything his own,’ and in which there is neither ‘marrying nor giving in marriage,’ and ‘kings are philosophers’ and ‘philosophers are kings;’ and there is another and higher education, intellectual as well as moral and religious, of science as well as of art, and not of youth only but of the whole of life.”4

Many know that Plato in his Republic based his state on a philosopher/king. Few, however, are aware that he believed in communism and free love and that these two “natural” principles were to be foundational principles of the state. Though the preceding condensation by Benjamin Jowett is an excellent job, as you can read for yourself, the actual words of Socrates, as quoted by Plato, are much longer and more difficult to understand. “None of them will have anything specially his or her own.” “… Their legislator, having selected the men, will now select the women and give them to them [the legislator gives selected women to selected men]… they must live in common houses and meet at common meals … they will be together … And so they will be drawn by a necessity of their natures to have intercourse with each other…” “… Until philosophers are kings, or the kings and princes … have the spirit and power of philosophy, and political greatness and wisdom meet in one … cities will never have rest from their evils.”5

The philosopher/king, according to Socrates, was to lay these foundational ideas through education. Though he did not use the phrase “establishment of religion,” Plato clearly advocated an established religion. It was to be put in place by a philosopher/king through education based on a state where “no man calls anything his own” and where there is neither “marrying nor giving in marriage.” Though this education would begin with children, it would continue throughout a person’s entire life. This is the Natural Law which the US Court system has imposed.

The US needs to disestablish its Establishment of Religion and reestablish religious freedom. In the 1800′s churches which tried to break away from the Church of England were called disestablishmentarians. The people who fought against the disestablishment of those churches within the Church of England in the 1800s were called Antidisestablishmentarians. Today, the mainstream media, liberal politicians, the academic community, the liberal courts and all others who file lawsuits, blacklist, fire, refuse to hire, tax, legislate against, libel, slander and do whatever is necessary to maintain their positions of privilege and power are modern Antidisestablishmentarians.

1 (No author) “Parents Fuming as Texas Schools Let Gideons Provide Bibles to Students,” Tuesday, May 19, 2009, Fox News.com. “A spokeswoman for the school district said that a number of materials are made available to students this way, including newspapers, camp brochures and tutoring pamphlets. College and military recruitment information is available all year long. The Gideon Bibles were made available for just one day. ‘We have to handle this request in the same manner as other requests to distribute non-school literature — in a view-point neutral manner,’ Shana Wortham, director of communications for the district, wrote in an e-mail to FoxNews.com.

2 Alexander Hamilton, in an 1802 letter to James Bayard. “I have carefully examined the evidences of the Christian religion, and if I was sitting as a juror upon its authenticity I would un-hesitatingly give my verdict in its favor. I can prove its truth as clearly as any proposition ever submitted to the mind of man.”

3 Philip Schaff, History of the Christian Church, Volume 7, “The Reformation,” Charles Scribner’s Sons, 1910.

4 Plato, The Republic (c. 360 B.C.), translated by Benjamin Jowett over a period of 30 years until his death in 1893, completed posthumously by Lewis Campbell. (Introductory material (in double quotes) and paraphrases of Plato’s ideas (in single quotes) were written by Jowett.)

5 Plato, The Republic, Book Five Dialogue excerpts among Socrates, Adeimantus, Glaucon and Thrasymachus have been placed in parentheses within Jowett’s introductory material.

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Who We Are and What We Believe

We are Michael and Mary Findley, Christian educators for over 30 years in many parts of the country. We have homeschooled, taught in Christian schools, directed Children’s Church ministries and taught Sunday School for adults and children. We have created videos for cable television, infomercials and public awareness videos, as well as teaching videos and 3D fiction productions. We graduated from Bob Jones University. Michael has a BA in Bible and an MA in Church History with postgrad coursework in Math, Science, Physics  and Computer Science. Mary has a BA in English.

We need to preface a statement of our beliefs by quoting from the Preface of our book Antidisestablishmentarianism.

A true open mind is founded in belief, faith and trust. The historic meaning of believe is to perceive or understand with the mind and then make an informed decision.2 The most basic use of the word believe which the average American would understand is that of a juror in court. Which witness do you believe? Which piece of evidence is believable? A synonym would be the word credible. When we believe something or someone and then act on that belief, that is faith. The active part of belief is faith. The passive part of belief is trust. Suppose your brother says that he will drive you to the doctor. If you believe him, then you understand what he says and you make a decision to get ready. If you get in the vehicle with him, that is faith. You act on your belief. When you sit in the vehicle as he drives, that is trust, a passive reliance on what you have proven true. You trust in his driving skills. You trust in the vehicle. You trust the roads, etc. Everything we do is a combination of belief, faith or trust. By restoring their historic definitions, belief, faith and trust re-emerge as the clear language of true experimental science. These terms were deliberately segregated from science to deceive people into believing Secular Humanism.

This explains what we mean by belief. Not opinion, not blind acceptance, but a conclusion or verdict based on tested evidence.

We believe the Scriptures are authoritative, a true foundation for right understanding in all areas of life. They are the basis of true Science, accurate History, and correct standards for life, conduct, and judgment.

Our church background is independent Baptist. (See the Blog post “Why I Am a Baptist” for details on this.) We have attended many different kinds of churches, as well as services at truckstop chapels, throughout the country. We have friends who come from nearly every denomination and have had discussions with Atheists, Jews, Muslims, Hindus and Buddhists, among others. In these discussions we have two rules: Be civil and be honest. When the speaker can’t meet these two conditions, the discussion is over.

We do not believe a person can pick and choose what to believe in the Bible or decide what to consider symbolic or literal. “When the plain sense of Scripture makes common sense, seek no other sense.” (Dr. D. A. Waite, Ephesians.) The Bible does use figures of speech and symbols. Jesus Christ is neither a lion nor a lamb, and He does not have a sword sticking out of his mouth. These are figures of speech and symbols. They do not make any part of the Bible less true or authoritative.

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What’s Elk Jerky for the Soul?

Today we Christians hear many messages designed to make us feel better, and above all to be easy to digest (understand, absorb), like chicken soup. Much “feel good” Christian teaching is, however, not biblical.

I Corinthians 3:1 says, “And I, brethren, could not speak unto you as unto spiritual, but as unto carnal, even as unto babes in Christ. I have fed you with milk, and not with meat: for hitherto ye were not able to bear it, neither yet now are ye able.”

Milk is good for babies. It’s easy to digest. Paul calls these “milk-drinking” Christians carnal. They shouldn’t be babies. They should have grown up by now. Today we have lots of carnal Christians subsisting on milk. We have based this blog on a passage of Scripture today’s “milk-fed” Christians might not know.

Hebrews 5:11-14: “Of whom we have many things to say, and hard to be uttered, seeing ye are dull of hearing. For when for the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and are become such as have need of milk, and not of strong meat. For every one that useth milk is unskillful in the word of righteousness: for he is a babe. But strong meat belongeth to them that are of full age, even those who by reason of use have their senses exercised to discern both good and evil.”

The writer of Hebrews wants to teach his audience so much, but they are not concentrating and taking in the message. He says they ought to be teachers by now, but they’re back to being milk-drinkers. They need to learn the “first principles” all over again.

Here’s the key portion of the passage: “such as have need of milk, and not of strong meat.” Elk jerky is about the “strongest” meat we could think of. That’s why it says in the banner, “It’s tough, but you need it.” Soldiers carving a victory out in time of war could pretty much live on jerky. It builds you up, but it’s kind of tough if you’re used to milk. Christians should understand that they are battling to carve out a victory for Christ. If you are a “milk-drinking” Christian, it’s time to get used to some elk jerky to feed your soul.

Do you really want to be “unskillful in the word of righteousness”? Don’t you want to be “of full age“? Are you really satisfied with what may make you feel good, but is designed for babies? Don’t you want to be one of “those who by reason of use have their senses exercised to discern both good and evil”?

Use self-discipline. Push yourself to grow in Christ. Chewing elk jerky develops some physical muscle and strength. Disciplining yourself takes you out of the carnal Christian category and puts you in the “full age” or mature Christian category.

Our Findley Family Video Publications website states that our main purpose is to “Disestablish America’s Established Religion,” Secular Humanism. The blogs on this site are going to cover, a little more briefly and less colorfully, the areas in which Secular Humanism has taken over our world. You’ll find as you follow our posts that it’s taken over every area. History, Science, Culture, Education, Politics, and even the churches, are permeated with secularism.

We are in the Conflict of the Ages, fighting the Prince of this World and spiritual wickedness in high places. We need survival rations for that battle, something light, easy to carry, but packed with what you need to keep going and growing. That’s what elk jerky for the soul really is.

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