Category: Local

Indoctrination

What is Indoctrination?

Posted on | by Sadie Aldaya

By Olivia Abernathy

Olivia Abernathy is a current Challenge III student in Classical Conversations®. She has been a part of CC for over a decade. Olivia enjoys books, writing fiction and nonfiction, theatre, and the mountains. She is the founder and editor-in-chief of her community newsletter. Olivia hopes to own and run her own creative arts magazine. Ultimately, she will go where the Lord leads her.

People often use the word “indoctrination” in our culture today. Democrats say that Republicans are indoctrinating children with conservative beliefs, and the Republicans throw it right back at them. What do we mean when we say somebody’s “indoctrinating” someone else? What makes us dislike the idea of indoctrination?

Where did the word “indoctrination” come from?

According to the American Enterprise Institute, when the verb “indoctrinate” first appeared in 17th-century writings, it merely meant “to teach.” Its meaning came from the Latin “docēre,” “to teach” or “to instruct.” It wasn’t until the 19th and 20th centuries that the modern connotation entered our language. “During the early part of the 20th century, the word’s pejorative meaning entered common parlance as a synonym for ‘brainwashing,’ especially regarding the inculcation of sectarian and partisan doctrines,” 1 says the aforementioned article.

Today’s meaning of indoctrination

Indoctrination, defined by the Random House College Dictionary, means “to instruct in a doctrine or ideology” or “to imbue a person with learning.” This definition intends to instill in someone certain principles or beliefs, specifically those that are not universally held. “Imbue” is also interesting because “imbue” means inspiring someone with knowledge or saturating them with feelings.

“The educational system is key to the modern state’s human and social infrastructure, and schools must fulfill their responsibility...”

Michael Ben-Chaim, American Enterprise Institute

Today, indoctrination has a negative connotation. CNN says, “…there’s a growing political argument on the right that children must be protected from ‘indoctrination’ by the government in schools…”2 In this example, people usually use the word about children in the public school system. We say children are being “indoctrinated” with things we disagree with as part of a plot, that they’re being “conditioned” to accept certain things as fact whether or not they are factual. Is this true? Possibly. Is this a bad thing? Yes, but not for the reason you think I’m about to say.

The consequences of indoctrination

To indoctrinate someone is to instill in them the beliefs of your religion or social group. When you firmly believe something is true, it’s reasonable to want others to come to know the truth (or what you believe the truth is). However, if we genuinely want to have an open mind and exercise critical thinking—if we want that for our children as well—we must expose our children to all sides of an issue, even the parts we might disagree with.

In his book Why ProLife?: Caring for the Unborn and Their Mothers, Randy Alcorn shares how he once presented the pro-life case to a class of high school students. After Alcorn’s presentation, the teacher admitted that he had never actually heard the pro-life case. His exposure had only been to the pro-choice point of view. Alcorn states that the teacher “had uncritically accepted the pro-choice position from others, and his students had done the same.”3 Is this the kind of nation we want to live in? I’m not even talking about pro-life versus pro-choice. I’m talking about a nation where a 55-year-old social studies teacher was only exposed to ONE point of view on a very controversial topic.

Another possible consequence of indoctrination is that children may not learn to question perspectives. In indoctrinating children, educators often teach them to accept a perspective as fact. Students need to develop the skills of thinking through what they see and hear and conducting more in-depth research to discover the truth. No matter what side of the political spectrum you’re on, you don’t want to accept things unquestioningly without thought or research.

Did someone make the moon out of cheese?

“If my mother had told me the moon was made of cheese, I would probably have believed her.”

Children are naturally very trusting. When I was a child, it would never occur to me to question anything my parents said was fact. If my mother had told me the moon was made of cheese, I would probably have believed her. As I’ve moved forward in my classical education, I’ve been taught to look at all sides of an issue, to question the things I’m taught, and encouraged to do research. I’m grateful for the education I’ve received, which regularly involves engaging in difficult conversations and researching many points of view. But only some children have this opportunity.

“Teach” vs. “Indoctrinate”

The definition of “teach” is “to impart knowledge or skill.” What is the difference between “teach” and “indoctrinate?”. The difference is that “indoctrinate” means you only present the thoughts and ideas of a specific group or system. In contrast, the word “teach” imposes no limit on the type or amount of ideas that one can teach.

In essence, we don’t want to merely indoctrinate our children. We want to teach them, give them the freedom to think their thoughts, and use critical thinking skills to carefully ponder both sides of an issue. People should think freely. They should not feel wrong for challenging previous teachings. In a recent podcast, Robert Bortins discussed the results of a survey showing how Gen Z males are fighting indoctrination.

In Conclusion

Indoctrination is filling a child’s mind with a specific belief system or ideology—almost always while condemning other points of view. Are we called to raise our children this way? It may be easy to teach them only what we believe, but it is far better to expose them to all sides of an issue and how to think about it for themselves. Let us be teachers, teachers of critical thinking, teachers of open-mindedness, teachers of brilliant young minds, and let us not be advocates of indoctrination. The American Enterprise Institute says it best: “The educational system is key to the modern state’s human and social infrastructure, and schools must fulfill their responsibility…”4

Olivian Abernathy

Olivia Abernathy is seventeen years old and a current Challenge 3 student in Classical Conversations. She enjoys books, writing fiction and nonfiction, theatre, and the mountains. Olivia is the founder and editor-in-chief of her campus newsletter. She hopes to one day own and run her own creative arts magazine, but in the end, she will go where the Lord leads her.

Footnotes

  1. Ben-Chaim, Micheal. “How Schools Indoctrinate and How They Can Educate.” American Enterprise Institute, https://www.aei.org/research-products/report/how-schools-indoctrinate-and-how-they-can-educate/. Accessed 22 February 2024. ↩︎
  2. Wolf, Zachary B. “The growing movement to protect children from their government.” CNN, 9 March 2023, https://www.cnn.com/2023/03/09/politics/education-government-role-what-matters/index.html. Accessed 22 February 2024. ↩︎
  3. Alcorn, Randy. Why ProLife? Sandy, OR. Eternal Perspective Ministries, 2004. ↩︎
  4. Ben-Chaim, Micheal. “How Schools Indoctrinate and How They Can Educate.” American Enterprise Institute, https://www.aei.org/research-products/report/how-schools-indoctrinate-and-how-they-can-educate/. Accessed 22 February 2024. ↩︎
the Texas capitol building

May Homeschool Days at the Capitol! Get Ready!

Posted on | by Sadie Aldaya

Homeschool Days at the Capitol, Legislative Days, Capitol Days, Pie Day, and other similar events foster communication between parents and their elected representatives. Seize this excellent opportunity to teach your children the importance of the legislative process. Help them mature into civic leaders who will help protect American freedoms.

The chart below lists May Homeschool Days at the Capitol. You can also check your state’s dates here if they’re not listed below.

LouisianaMay 15, 2024
New YorkMay 22-23, 2024
Informed Citizenry

Informed Citizenry Limits Unintended Consequences

Posted on | by Sadie Aldaya

Robert Bortins reminds us in this episode of “Refining Rhetoric” the importance of an informed citizenry and the need for engagement in tackling the issues of today. With the quick pace of life and a faster pace of information, it can be difficult, if not overwhelming, to keep up with it all.

Chris Blackburn and Robert’s quick chat might help you think through how education can affect foreign policy. They explore the consequences of U.S. payments to Iran—linking them to Houthi attacks in the Red Sea, rising oil prices, and inflation.

Engaged and Informed Citizenry

Let’s not sit on the sidelines. Let’s stay informed and involved!

How?

Check out this episode below. Listen to other episodes of Refining Rhetoric.

Have You Noticed the New Format?

There is a new format for the Refining Rhetoric podcast. In the first week, Robert interviews a Christian leader, whether they are a spiritual leader, in the business sector, engaging in the culture war, or active in the political arena. The following week, the discussion revolves around a current event headline and crypto news.

Don’t miss out on these resources and opportunities as an engaged and informed citizen. You can encourage other people to stay informed and involved, as well.

Robert Bortins, CEO of Classical Conversations profile headshot

Robert Bortins is the CEO of Classical Conversations® and the host of Refining Rhetoric. The company has grown from supporting homeschoolers in about 40 states to supporting homeschoolers in over 50 countries and has become the world’s largest classical homeschooling organization under his guidance.

Good Friday - It is Finished!

Good Friday: It is Finished!

Posted on | by Jennifer Bright

By Edward Murray

How could that Friday be good?

Let’s be honest: to call the day of Jesus’ crucifixion “good” is counterintuitive and sounds odd to the watching world. How can we call a day marked by suffering and mourning “good”? How can we say that a bloody cross is “good”?

Yet, this day most definitely is good, because it marks the most powerful and momentous weekend in history! This is the weekend that all of history points to – where the world was changed forever! 

On this day a couple millennia ago, Jesus paid for our sins and rose from the dead, showing the world that the grave has no hold on him. Moreover, for those who are marked by Christ, his resurrection serves as an eternal receipt, proving that their debt is completely paid.

Without the cross, there is no gospel

You can’t have Christianity without the cross. Sure, Jesus is a great teacher, whom we must learn from and model our lives after, but if we don’t have the cross, we don’t have the gospel. If we don’t have a real resurrection of the eternal Son of God in bodily form, occurring in real-time history, then everything is meaningless.

“You can’t have Christianity without the cross.”

Spanning the gospels, one will find various angles recorded of the cross. Yet, in one account recorded by the apostle John, we see Jesus lifting the battle cry that Good Friday points to: “It is Finished!” Not only is THIS the most relieving statement anyone has made in history, but it’s quite possibly the most powerful sermon ever preached, and only with three words.

“…So they took Jesus, 17and he went out, bearing his own cross, to the place called The Place of a Skull, which in Aramaic is called Golgotha. 18There they crucified him, and with him two others, one on either side, and Jesus between them. 19Pilate also wrote an inscription and put it on the cross. It read, “Jesus of Nazareth, the King of the Jews.” 20Many of the Jews read this inscription, for the place where Jesus was crucified was near the city, and it was written in Aramaic, in Latin, and in Greek. 21So the chief priests of the Jews said to Pilate, “Do not write, ‘The King of the Jews,’ but rather, ‘This man said, I am King of the Jews.’” 22Pilate answered, “What I have written I have written…”

28After this, Jesus, knowing that all was now finished, said (to fulfill the Scripture), “I thirst.” 29A jar full of sour wine stood there, so they put a sponge full of the sour wine on a hyssop branch and held it to his mouth. 30When Jesus had received the sour wine, he said, “It is finished,” and he bowed his head and gave up his spirit.” John 19:16-30 (ESV)

The Christian’s rest and relief extends into eternity

One of the hardest things I’ve ever accomplished in life was when I earned my master’s degree. Of course, suffering is relative, but academics don’t come naturally to me. I had to work very hard to get to graduation. And I can still recall how I felt the day I walked across the stage to receive my degree and relish knowing it was finished! Whatever relative turmoil and trial any of us have faced in life to arrive at a proverbial finish line, Jesus’ “finishing” takes that temporal rest and relief, multiplies it by infinity, and extends it to eternity!

In our passage, one of the key things to focus on is the apostle’s recording in v. 28: “After this, Jesus, knowing that all was now finished, said (to fulfill the scripture), ‘I thirst.’”

What does John mean when he says that this scene occurred to ‘fulfill the scripture’?

To answer this question, John alludes to Psalm 22 with Jesus’ reception of sour wine and his garments being divided. However, one of the most significant elements of this passage comes from John’s mention of the hyssop branch (v. 29).

Don’t miss the significance of these elements leading us towards Jesus’ final breath that Friday. With the hyssop branch, John points us to the primary aim of Christ’s mission. It reminds us of the atoning blood sprinkled during Israel’s Passover celebration: God required blood to cover his people, so that their blood wouldn’t be required as the cost for their sins.

In Exodus 12:22, we read about the first Passover. In order to escape the penalty of the final plague, God’s people were to “take a bunch of hyssop and dip it in the blood that is in the basin, and touch the lintel and the two doorposts…” Additionally, this was likely David’s allusion when he confessed, “Purge me with hyssop, and I shall be whiter than snow.” (Psalm 51:7)

 At the Passover, the threat of judgment – a final plague – loomed over all the people, both Egyptians and Israelites. It didn’t matter which people group they belonged to. To escape wrath, the blood of an unblemished lamb was required by hyssop to paint the entrance to one’s house.

By turning to Jesus, you can look to that Friday and say, “It is Finished! It is complete! My debt has been paid, and my sin is atoned for!”

There are only two options:

(1) You pay the penalty of the plague.

or…

(2) A substitute pays the penalty of the plague.

To put this another way, when Jesus received the sour wine with hyssop, the Lord of the universe proclaimed that he finished in real time what the Passover only pictured and typified.

You and I have an eternal debt that we cannot pay. We have sinned before the Holy Eternal Triune God of the universe, but Jesus’ proclamation is that he has finished his work, and the threat of judgment can be spared and atoned for if you look to him as your substitute. By turning to Jesus, you can look to that Friday and say, “It is Finished! It is complete! My debt has been paid, and my sin is atoned for!”

And, keep in mind, Jesus doesn’t say that it is potentially finished, but that it is actually finished! Elaborating on this would take a whole other series, but for now, it can be said that this is a beautiful mystery. Jesus fully atoned for the sins of his people over two thousand years ago, and on that day, when he said, “It IS finished!” he declared this for all who ever have and ever will call on him.

“Believe this, rest in this, and proclaim this!”

The worst day in history was the best day in history

That Friday was good! And this coming Friday, when we look back to his crucifixion, we can mourn the sin of the world and the punishment it deserves, while at the same time proclaiming the goodness of that day.

Dear Christian, remember the truth this week. Believe this, rest in this, and proclaim this! At the cross, Jesus completed the task and proclaimed that it is finished!

And when you’re done remembering Friday, remember that he rose on the third day, which changes everything.

Edward Murray profile headshot

Edward Murray currently serves as Manager of Special Projects and Policy Research for Classical Conversations® and The Homeschool Freedom Action Center. He is a native of Augusta, GA, and an alumnus of Reformed Theological Seminary in Charlotte, NC, where he earned his M.Div. He lives in Newport News, VA, with his wife and three children.

School Choice Isn’t School Choice: My Argument

Posted on | by Jennifer Bright

By Lauren Gideon

I recently wrapped up a year leading Challenge A with Classical Conversations® students. On the last day of community, the students took turns reading their assigned persuasive essays. While each student chose their topic, two had chosen the same topic. 

But they chose different sides!  

After the second student finished reading his essay, arguing opposite the first, do you know what happened? Absolutely nothing! The entire class sat unfazed. They didn’t rush to take sides; they didn’t vote against or ‘cancel’ the minority opinions… no name-calling, and no identity crises. These students haven’t been taught to be offended.  

Look at the Merits of an Idea

They have been taught to look at the merits of an idea as a distinct thing, regardless of the person, their character, their tribe, their emotions, their perceived urgency, and the many other distractions that keep us from discerning the idea’s own merit. We call these logical fallacies, and our students learn how to set them aside and ask, “Is this a good idea?”  

The students’ non-reaction was profound. As adults in the classroom of the world, we know participants are almost always triggered. Public discourse revolves around every angle EXCEPT actual merit. If we want to be virtuous participants in this sphere, we must ask ourselves, “In what way do I need to remove similar logs from my own eyes?” With log-less vision, we can see issues more clearly. 

Another hindrance to our clear vision is social cliques, is when everyone in our perceived tribe seems unified in their position, our objectivity becomes blurred. A prominent topic plagued with this emotional baggage is “school choice.”

School choice has nothing to do with providing more choices. Its singular operative action is to require taxpayers to fund alternatives to the state-provided option.

School Choice is Misleading

Some advocates of “school choice” begin their appeal through statistical arguments. A recent publication opened with the 2022 RealClear Opinion Research poll that argued that “72% of Americans support school choice—the ability of parents to choose the school that best fits their children’s needs.”1 

Why is this significant? First, this communicates the sentiment that “virtually everybody agrees.” This says nothing about whether the viewers should agree with this issue or not. If this premise were asserted to my Challenge A students, they would instinctively reply, “So what?” We call this a bandwagon fallacy.

Additionally, the term “school choice” itself suffers from equivocation. Presently, educational options are legal and available in all fifty states, meaning that proponents equivocate “school choice” with “taxpayer funding for free-market products.”  

School Choice forces Critics to take an “Anti-Choice” Position

Can you think of another political movement that has led this way? This idea has nothing to do with providing more choices. Its singular operative action is to require taxpayers to fund alternatives to the state-provided option. The question that needs an honest answer is, “Should they?”  

Should taxpayers be forced to fund the free market? Moreover, how do legislatures ensure that this money is spent on the type of quality education that is in the public’s best interest (or the government’s interest)? What accountability will ensure the money is spent the way these well-intended policies prescribe? Historically, how well has state government performed this task within their current educational jurisdiction? To what degree could this idea affect the cost and quality of educational options? Does the free market stay ‘free‘ once it is taxpayer-funded? Fundamentally, do we want to expand state-sponsored regulated education or expand actual free-market educational choice?

This IS about a Choice

As the emotions rise among voices on both sides of this issue, remember that the collective conversation does obligate participants to regard sides or emotional manipulation. This issue, like all issues, ought to be about ideas and not the people who hold them. This IS about a choice. Let’s lay aside these culturally acquired discernment liabilities and use those beautiful, classical tools from Challenge A. 

Check out these blogs and this website for additional information on school choice and educational freedom.

Lauren Gideon profile smiling at the camera

Lauren Gideon is the Director of Public Relations for Classical Conversations.  She has been a home educator since her first student was born 18 years ago. She came to Classical Conversations for support when the student count in their home grew beyond what she thought she could navigate on her own. In addition to homeschooling her seven children, she co-leads community classes that unpack our nation’s founding documents and civic responsibility. However, she is happiest at home, preferably outside, with her husband of 18 years, tackling their newest adventure of building a modern homestead.

  1. “New Poll: Overwhelming Support for School Choice.” American Federation for Children. Accessed on 3/19/2024. https://www.federationforchildren.org/new-poll-72-support-for-school-choice/ ↩︎
A woman talking on the phone with a concerned expression, with text that says "Critical race theory? Revisionist history? Explicit sex education? Gender confusion? Not on my watch! Now streaming!

Truth & Lies in American Education – A Documentary

Posted on | by Sadie Aldaya

By Jennifer Bright

Truth & Lies in American Education – A Documentary exposes an alarming agenda in American education.

As a young mother of two, April Few was challenged by her mother-in-law to examine and explore what was happening in her local public school.

Alarming Discoveries Made in American Education

Through a series of interviews with American educational experts, April makes some alarming discoveries regarding agendas kept hidden from the eyes of students and parents like her.

Here are some of the questions she asks:

  • Are American public schools forming a wedge between parents and children?
  • Are children being trained to become political activists for the political left?
  • What is the true aim of so-called comprehensive sexuality education?
  • How much transgender influence is there in government schools?
  • How is Critical Race Theory indoctrinating American children?
  • Is there a federal education scheme to control the nation’s workforce?

This documentary produced by U.S. Parents Involved in Education (USPIE) aims to educate parents of school-aged children about the indoctrination in our American government schools.

Trailer of Truth & Lies in American Education – A Documentary exposes the hidden agenda of American public schools

Share this with friends and neighbors who need to hear this message of what is truly going on in the government schools!

Look at what our government schools are really teaching.

Jennifer Bright is the Communication Manager for Research and Quality Assurance for Classical Conversations. Jennifer’s passions are classical Christian education and discipling the next generation to live for Christ. She supports homeschool families by tutoring their students with the classical tools of learning. Jennifer and her husband began their homeschool journey almost 20 years ago in Russia while serving as missionaries, and currently, they reside in Covington, Louisiana.

A dad reads a book to his two boys sitting on a couch

Does School Choice Mean Education Freedom?

Posted on | by Jennifer Bright

By attorney and reporter Kevin Novak

The following was published in the Western Journal on August 27, 2022, and is a credible source for thinking through the issues surrounding “school choice and education freedom.” The views expressed in this opinion article are those of the author and are not necessarily shared or endorsed by the website owners.

In our current day, school choice is a popular topic for parents and voters to consider, especially with rising inflation, our current environment post-Covid, and the legislative-sessional season. We are all presented with various cases regarding government funding for education. But with the prospect of financial aid comes multiple elements that aren’t being said.

Kevin Novak poses legitimate questions regarding school choice in the following article, including lowered taxes, privatized education, and educational freedom.

“Consider these inquiries. If a legislature has the present ability to pass ‘school choice’ legislation, why does it not instead pass legislation that lowers taxes? In conjunction, if a legislature has the present ability to pass school choice legislation, and it being the case that many children have escaped the civil government school system, why does it not instead decrease spending on civil government education? And how would passing more school choice laws produce more financial freedom for people or more thought freedom for children?”

Read the full article here.

Also, read other articles about school choice and educational freedom here.

an "I voted" sticker with an American flag design on it

The Power of the Primary

Posted on | by Sadie Aldaya

by Elise DeYoung

Every four years, Americans gather at the ballot box to voice support for our desired presidential candidate. Sadly, in recent decades, this exercise of our republic has been intensely polarized due to political unrest and institutional distrust. This is a serious problem because the “government of the people, by the people, for the people…” [1] cannot stand if we, the people, don’t trust our representatives or the system that elected them.

So, it is vital that, regardless of who you vote for, we all find a common ground of trust in the election system, which Samuel Adams once called “one of the most solemn trusts in human society.”

The most fundamental aspect of trust is understanding. You do not trust someone you do not know; likewise, it is difficult to trust a system of government that you do not understand. Americans must fulfill their responsibility to know how the presidential election works and realize why the founding fathers ordered it as they did.

The presidential election is divided into two main stages: the primary and the general elections. These elections are similar in their structure (the campaign, the people’s vote, and the delegates’ or electors’ vote) but are very different in their methods. This article will explore the first stage of the election, the primary.

The Process of the Primary

During the primary, presidential candidates fight to become their party’s nominee for the general election. It is a ruthless cycle of endorsements, eliminations, and elections, and it is easiest to understand this process in three stages or “rounds.”

  1. The Campaign Trail
  2. Primary Vote and Caucuses
  3. The National Convention

The Campaign Trail

Round one of the primary—the campaign trail—usually starts at the beginning of the election year. This primary stage is when candidates promote their political intentions, their reasons for running, and their public image to voters and sponsors.

During the campaign trail, candidates will give speeches, air campaign ads, do interviews, kiss babies, and talk about their favorite ice cream.

While this process can seem trivial to the average voter, it is a brutal battle for the candidates fighting to gain public and financial support to sustain their campaign through inauguration day.

The candidates, who have established a public image and a potential path to victory, are then pitted against each other in debates and the polls. This happens so that each candidate can attempt to persuade the voters and sponsors to support them—not the other guy.

These debates force many candidates to drop out of the race before voting even takes place, as they lose support to their more popular competitors. Once this occurs, the remaining candidates turn their attention to the vote.

Primary Vote and Caucuses

There are two methods by which states conduct voting in round two of the primary. Some states use a primary vote, and others host caucus events.

The primary vote is similar to the general election. With this method, voters individually go to their designated voting location to cast their ballot.

On the other hand, the caucus method is much more public and involved. A caucus is an event held by the state’s party, where members of that party gather to persuade others to their candidate publicly and cast their votes at the end of the night.

Interestingly, caucuses were historically the main voting method in the United States until the 20th century when states decided that the primary voting system would be “fairer” and “more democratic.”

It is easy to recognize the vast differences between these methods.

  • Primary voting is individualistic
  • Caucuses are communal
  • Primary voting allows you to ignore other opinions and opposing arguments
  • Caucuses require you to engage with different sides of the political debate and defend your candidate

Another distinction is that the state government runs primary voting, while the political party runs the caucus event.

Primary voting can be open, semi-closed, or closed, depending on your state. In an open primary, voters registered with any party can vote for any political party candidate. Semi-closed means that registered voters can only vote for the party they are registered to; however, independents can choose whichever party they wish to cast their vote to. A closed primary means that each voter must vote for a candidate in their registered party.

Closed caucuses require you to register for the party you will vote for ahead of the caucus.

Common Misconception about the Primary

We must now address a significant misconception about the American presidential primary. Some people believe that when they vote in the primary, they vote directly for the candidate they choose. However, this is not the case. The people do not nominate the candidate; the party does.

When you vote in the primary, you are not voting to nominate the candidate; you are actually voting to award your candidate the delegates of your party, who will be the ones to nominate someone at the National Convention, which is round three of the primary.

The National Convention

Simply put, each state has delegates for both Democrats and Republicans, and candidates earn delegates based on the results of the people’s vote. The method of distribution depends on the state’s election laws. Some states reward the candidate with the majority vote with all the delegates, while others divide them based on percentage.

This process is different in each state, so I recommend researching how your specific state awards candidates with delegates.

One thing that is standard across the board is that for each party, some delegates must vote in alignment with the result of the people’s vote in their state, while others may vote for whomever they see fit. Democrats call restricted delegates “pledged” delegates, and Republicans call them “bound” delegates. Those who are not restricted to the results of their voter’s primary are “unpledged” according to Democrats or “unbound” according to  Republican delegates.

In addition to these titles, many other distinctions exist between how the Democrats and Republicans run their conventions. Learn more about the Democratic method and the Republican procedure.

No matter how your state and party conduct the specifics of the delegate’s role, at the National Convention, each delegate votes for their party’s nominee, and at the end of the night, the nominee is announced.

The Founder’s Concern & The Power of the Primary

All these different steps and complicated methods beg the question, why not just establish the simpler method of a nationwide popular vote?

“The people is a great beast.” —Alexander Hamilton

The founders rightly feared the tyranny of the majority in a government of the people, by the people, for the people. Alexander Hamilton famously said, “The people is a great beast.” They knew it was easy to convince large swathes of a population to support the most exciting politician in the room, but that politician wasn’t always fit for the Oval Office. Just take a moment to consider that Adolf Hitler was a fan favorite among the German population when he was appointed as chancellor in 1933.

So, in their wisdom and foresight, the founding fathers established what could be considered “indirect elections.” They created a system where the power of the elections is held by each state rather than being centralized in the federal government, where the people have their voices heard and taken into account without the majority overpowering the minority, and ultimately, where trusted and educated delegates and electors stand between the people, the federal government, and the White House.

Vote!

“On average, the primary turnout rate for all these states combined was 27%, while the general election turnout was 60.5%. This means that less than half of the voters that cast a ballot in the general election turned out for the primary.” [2]

These numbers are very disheartening because it means that Americans have forgotten the power of the primary.

We must engage in our elections because they are the bedrock of our republic. So now that we understand how the primary works and why the founders established it the way they did, let us vote so that “government of the people, by the people, for the people shall not perish from the earth.” [3]

Not only must we engage in our elections, but we must pray for and communicate with our elected officials regularly. Here are some resources for you.

Read other blogs written by Elise here.

Elise DeYoung is a Public Relations and Communications Associate and a Classical Conversations graduate. With CC, she strives to know God and make Him known in all aspects of her life. She is a servant of Christ, an avid reader, and a professional nap-taker. As she continues her journey towards the Celestial City, she is determined to gain wisdom and understanding wherever it can be found. Soli Deo gloria!

[1] Lincoln, A. (1863, November 19). The Gettysburg Address [Speech]. https://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm

[2] (2022, July 28). Turnout in Primaries vs General Elections since 2000. States United Action. Retrieved January 30, 2024, from https://statesuniteddemocracy.org/wp-content/uploads/2022/07/historic_turnout.html#Overview

[3] Lincoln, A. (1863, November 19). The Gettysburg Address [Speech]. https://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm

gold coins that are physical representations of digital cryptocurrency, with Bitcoin and Ethereum symbols on them

Central Bank Digital Currency —15 Free Resources

Posted on | by Jennifer Bright

By Sadie Aldaya

Central Bank Digital Currency (CBDC) have garnered significant attention and debate in economic, social, and political circles in recent years. As governments and financial institutions explore the possibilities and implications of CBDCs, it’s crucial for individuals to stay abreast and engaged with the ongoing discourse surrounding this topic. To aid your understanding, here are 15 free resources covering various aspects of CBDCs, including expert opinions, analyses, and discussions.

Central Bank Digital Currency Resources

Podcast Episodes and Videos

  1. “CBDC & Fed Now App Launch Coming In Days. Is it “The Mark?”—Justin Barclay interviews Dr. Kirk Elliot on this insightful podcast episode.
  2. Greg Reese Report: FedNow Launch—This informative video will give valuable insights into the Federal Reserve’s CBDC initiative launch.
  3. Refining Rhetoric with Robert Bortins ends each episode with a Classical Crypto segment.
  4. Leigh Bortins & Kevin Novak’s Unfragmented Book Club series on Thank God for BitCoin by Jimmy Song. Part 1, Part 2, Part 3

Articles and Reports

  1. Central Bank Digital Currency: What Is A CBDC?—Forbes offers an in-depth exploration of CBDCs, highlighting their significance and implications.
  2. Why a Digital Dollar Is a Really Bad Idea—The Foundation for Economic Education (FEE) presents compelling arguments against the concept of a digital dollar.
  3. Homeschool Freedom Action Center: The Perils of Centralized Digital Banking Currency—An insightful analysis of the risks associated with centralized digital currencies.
  4. CBDC vs. Crypto: What’s the Difference?—The CATO Institute shares the nuances of CBDCs versus cryptocurrencies in this thought-provoking article.
  5. Federal Reserve—Learn about the FedNow Service and its role in the future of digital payments.
  6. White House Statement—Discover the current White House perspective on responsible digital asset innovation.
  7. CBDCs: The Road To Total Digital Enslavement—Wide Awake Media explores the implications of CBDCs on digital freedom in this thought-provoking article.
  8. Bank of Korea Governor Sees CBDC Introduction as Case for ‘Urgency:’ Report—Gain insights from the Bank of Korea Governor on the urgency of CBDC introduction.
  9. Donald Trump Vows to ‘Never Allow’ Central Bank Digital Currencies if Elected—This informative article explores Donald Trump’s views on CBDCs.

Finally, navigating the realm of CBDCs requires a thorough understanding of the complex issues at play. By engaging with these resources, you’ll be better equipped to grasp the implications of CBDCs on economies, financial systems, and individual freedoms. Stay informed, stay vigilant, and join the ongoing conversation surrounding the future of digital currencies.

Sadie Aldaya is the Research & Quality Assurance Specialist for Classical Conversations. Sadie and her husband homeschooled for over 20 years. She served as a Classical Conversations field representative for 15 years, providing community and support for other homeschooling families. Sadie’s passions are to stop government encroachment in areas where they have no authority or jurisdiction and to see Christians return to a biblical Christ-centered worldview.