Purpose of Education

Purpose of Education

“Without vision, the people perish.”
Hosea 4:6


At the foundation of every school
is a philosophy of education. You cannot
have a school without one, whether
it is articulated or not, for in operating
a school many decisions have to
be made: what to teach, how to teach
it, what books to use, how should
children be dressed, what form of
discipline to apply, etc.

The philosophy that presently
governs American public education is
the “progressive” one formulated early
in this century by John Dewey and his
colleagues. They viewed education primarily
as a socialization process, an
instrument for social change, a means
of changing America from a capitalist,
individualistic, believing society into
a socialist, collectivist, humanist or
atheist society. This process entailed
destroying the old order so that a new
one could rise in its place.

Radical Transformation

During the first four decades of
this century all of public education
was transformed to permit the schools
to carry out the mandates of the progressive
philosophy. The curriculum was
radically changed and teaching methods
were altered. Intensive phonics was
replaced by look-say, cursive was
replaced by print script, arithmetic
disappeared into mathematics, and
geography and history were ground up
into something called social studies.
Even classroom furniture and decoration
were changed. Immovable desks gave way
to moveable desks, chairs, tables,
floor mats and bean bags, and pictures
of George Washington were replaced by
pictures of animals, Mickey Mouse, and
other cartoon characters. As socialization
was encouraged, classroom discipline
went out the window. What was
once called cheating was now known as
“cooperative learning. ” And, of
course, dress codes were abandoned.

Thus, what we have today in our
public schools is the result of
numerous decisions made in conformity
with a well-articulated, painstakingly
conceived, and deliberately implemented
philosophy of education.

The Tenets of Humanism

At the foundation of this philosophy
are several important doctrines:

(1) There is no God. no supernatural
power that created the universe. therefore
there is no sin. (2) Man is a
product of evolution, an animal, descendant
from other anima1s. (3) The
purpose of life is self-fulfillment or
self-actualization. (4) There are no
absolutes in morality; ethics are
situational. (5) Evil is caused by
poverty, ignorance and social injustice;
thus if you want to get rid of
evil you must get rid of its societal
causes. (6) Man is not innately depraved
or sinful; his moral behavior is
the result of environmental influences
and education.

Probably the best summaries of the
philosophy that undergirds American
education today can be found in John
Dewey’ s “My Pedagogic Creed” and in the
two Humanist Manifestos. They spell out
what has become the entire program of
public education, and virtually everything
that goes on in a public school
today is derived from these doctrines
and tenets.

The Altar of Socialization

The reason why public education
cannot be truly reformed is because no
one in the education establishment, the
federal or state governments, or the
business community is willing to admit
that such a philosophy exists and is
the chief reason why excellence is
unattainable. And so, as long as the
progressives and humanists control what
is taught in American schools, there
will be no real academic improvement,
and excellence will continue to be sacrificed
on the altar of socialization.
But need it continue to be that
way? Is there any reason why the
progressives and humanists should have
an exclusive monopoly on curriculum
development in America? Who gave them
that privileged position? Who gave them
the power to dictate what is taught in
every public school? Who gave them the
mandate to destroy reading instruction,
arithmetic, history, traditional values
and morality? Who gave them the right
to do it?

Our Abdication

We did. How? By default. By
abandoning the field, giving them our
children, acquiescing to “progress. ”
Yes, there were voices in the wind
warning of calamity and tragedy to
come. But the progressives and humanists
were clever enough to take full
control of the institutions of power,
and that permitted them to carry out
their plans and finance them abundantly
with the taxpayers’ money.

True, their experiments began in
private institutions financed by private
foundations. But once they gained
control of the public financing mechanism,
they were assured of ultimate
success. The result has been the
totalitarianization of public education.
Indeed, attempts by conservatives
to introduce intensive phonics, arithmetic
drill, or books that promote
traditional morality have been met with
hostility and ridicule. Such attempts
are dubbed the work of reactionaries,
right-wing extremists, censors, book
burners, John Birchers, religious
fanatics, etc.

Can It Be Changed?

But need it continue that way? Need
the vast majority of parents and taxpayers
accept for eternity the intolerant
dictates of a progressive elite,
self-chosen, self-anointed, and self-elected
to decide what all American
children are to be taught?
Of course not. It is still within
our power to change all of that. But to
do so requires formulating a new philosophy
of education on which to build
a new American education system for the
21s t century.

What kind of philosophy is needed
to raise American education to the
level of excellence most Americans
want? To find out, one must ask some
very basic, simple questions: What is
the purpose of education? What do
parents want when they send their
children to school?

A New Philosophy

We believe that the purpose of
education is to pass on to the younger
generation the knowledge, wisdom and
values of the older generation.
In other words, education is a
function of child rearing and is conducted
by parents and teachers to
enable their children to become moral,
productive, independent members of a
free society able to pursue rewarding,
satisfying careers and to raise! families
of their own.

True education creates a bridge
between generations, not a chasm, not a
gap. What better way is there to show
love for one’s children than by giving
them a heritage of knowledge, wisdom
and values?

The New Curriculum

So what do we teach? What is the
new curriculum?
We begin with knowledge. The first
step in the process of formal instruction
is to provide the child with the
tools of learning, the academic skills
needed to pursue knowledge. We! call
these tools the three R’s: reading,
‘riting, and ‘rithmetic. For reading
we teach intensive, systematic phonics
so that the child will master the
mechanics of alphabetic reading and
become a fluent, proficient, phonetic
reader. For writing we teach cursive in
the first grade so that the child
acquires a facile writing skill for
lifetime use. For arithmetic we use all
of the techniques that help children
develop automatic counting skills, for
arithmetic is a memory system dependent
on rote memorization for optimum use
and efficiency.

With the tools of learning honed
and perfected, the child is ready to
take on the subject matter deemed
important by his parents and teachers:
geography, history, the physical
sciences, economics, government, mathematics,
etc. And having learned the
mechanics of reading, the child must
now develop his use of language, for
language is the tool of thought. He
must expand his vocabulary and develop
his writing skills so that he can
express himself clearly. A sense of
accuracy and precision must be inculcated.

Also, a second language and
Latin are important ingredients in the
development of high literacy.




About revealed4you

First and foremost I'm a Christian and believe that the Bible is the inspired word of Yahweh God. Introducing people to the Bible through the flat earth facts.
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1 Response to Purpose of Education

  1. Leo Wong says:

    I am in Canada. Since kindergarten until Grade 11, every classroom I was in had a globe depicting NASA’s globe Earth. Also, in a few classrooms, there was a drawing of a flat Earth being supported by a giant tortoise and showing the ocean water and ships falling off the edge into oblivion. When asked, the teachers would say that in Christopher Columbus’s days, seafarers feared dying that way. People then laughed at that possibility.

    The Western World’s educational system is humanistic in nature with Darwinism and the Big Bang Theory being the roots. Students are being brainwashed to reject the notion of a Creator God.


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