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Who Was John Dewey?

Posted on December 17, 2024 | by Elise DeYoung | Leave a Comment

By Elise DeYoung

If history teaches us anything at all, it is that ideas have consequences. Socrates’s ideas prompted his execution, the American ideas freed a nation, and Marx’s ideas killed 100 million people. Indeed, ideas have a cost. Perhaps this is why Scripture consistently warns of corrupt philosophies, bad company, and false teachers. A nation’s teachers have the power to mold its civilization, so some of the most consequential ideas are those believed and taught by educators. Thus, it is our responsibility as free people to keep our educators accountable for the ideas they teach.

Generally, we have failed to do this, and today, our education system is overrun with bad ideas. The consequence of education should be the creation of literate, well-rounded, educated citizens, and the American public school system has failed to do this. This is reflected in the numbers found by The Nation’s Report Card (NAEP):

26% of students are proficient in mathematics
32% of students are proficient in reading
24% of students are proficient in writing

Clearly, we are watching a bad idea unfold before our very eyes. But who promoted this bad idea? What inspired them to do so? Briefly put, government schools were first proposed by a communist utopian named Robert Owens (1771-1858). He believed that, through government-run education, he could condition the masses to accept communism, thereby creating a utopia. The Prussian elites were the first to implement this idea nationwide, and in the early 19^th century, they established a harsh education system that outlawed all alternative forms of education. Only a few years later, Horace Mann (1796-1859), inspired by the Prussian government, became the chief advocate of government schools in the United States and established the first Board of Education.

Shortly after Mann’s death, John Dewey entered the government school system. As Dewey grew older and formed his philosophy, he began to view public schools as impractical and oppressive, so he sought to reform the system that had educated him.

Because of his work in philosophy and education reform, John Dewey is a household name in academic circles. His disciples and critics hold two opposite views of him: Advocates of government schools laud John Dewey as a benevolent hero, while public school abolitionists slander him as a bad actor. Whether you believe he was a saint or a Soviet, because of his influence on education reform, we ought to soberly educate ourselves on John Dewey’s life and what he desired to accomplish through education reform. Dewey became known through his own education credentials, academic pedigree, and reform policies.

Early Life and Education

John Dewey was born in Burlington, Vermont on October 20, 1859. Even at a young age, Dewey was an excellent student and naturally born teacher. Here is a timeline of Dewey’s college accomplishments and university professorships:

1859-1874: Student; Burlington Highschool, Vermont
1874-1878: Philosophy Student; University of Vermont
1882-1884: Philosophy Doctoral Student; John Hopkins University
1884: Assistant Professor; University of Michigan
1888: Professor of Philosophy; University of Minnesota
1889-1894: Philosophy Department Chair; Michigan University
1894: Founder; University of Elementary School at the University of Chicago
1894-1904: Philosophy Department Chair; University of Chicago
1902-1904: Director of the School of Education, Chicago
1904-1930: Professor of Philosophy; Teachers College at Columbia University
1930: Retired, Professor Emeritus; Columbia University

With such an impressive resume, it is unsurprising that the Dewey name still carries weight in philosophical circles.

Philosophical Influences

While Dewey was rising in academia, a new scientific discipline was developing overseas. In 1879, psychology emerged when Wilhelm Wundt founded the Laboratory in Leipzig, Germany. Here, Wundt first practiced psychology and taught other educators to do the same. One such disciple was an American named G. Stanley Hall. While Wundt worked to establish the broad practice of experimental psychology, Hall focused his efforts on exploring the development of children. Following his time in Germany, Hall took up a professorship at Johns Hopkins University, where he established the first American psychological laboratory; remarkably, one of his first pupils was John Dewey.

The Premise of Psychology

As Samuel Blumenfeld wrote in his book Crimes of the Educators, the simple premise of Wundt’s psychology was that “Human beings could be studied like animals and could be conditioned to behave as society wanted. Man, in other words, was nothing more than a stimulus-response organism.” This premise sounds outrageous to Christian ears because Scripture tells us that God created man in imago Dei. However, this premise seemed self-evident to secularist thinkers living in the era of Darwinism. Consequently, this idea was at the center of Dewey’s theories. In his book Democracy and Education, Dewey writes extensively about how human behavior is caused by basic biological instinct and that a function of education is to harness that instinct and channel it toward productive social action.

The Tenets of Humanism

Psychology alone did not influence Dewey. Along with the title philosopher, psychologist, and professor, Dewey was a self-proclaimed humanist and one of the first signers of the Humanist Manifesto. A religion with the proud slogan “Good without God,” Dewey quite literally worshipped the idea of perfecting humanity. For example, in the second tenet of Humanism, we read, “Humanism believes that man is a part of nature and that he has emerged as a result of a continuous process.” Once more, progressive evolution is at the center of Dewey’s worldview and belief system.

By understanding Dewey’s view on humanity, we can understand why he focused on reforming education. Like Robert Owen before him, he believed that man was a “creature of circumstance” who needed to be trained like an animal. So, in an effort to further man’s progress toward perfection, Dewey captured the classroom and applied his theories to it.

Education Reform, Human Reform

Robert Owen once said, “To train and educate the rising generation will at all times be the first object of society, to which every other will be subordinate.” John Dewey, it seems, took this mandate as seriously as Robert Owen had meant it. Because he was born into a world that had accepted Owen’s public school, Dewey focused on perfecting the system that was laid out before him.

In his writing, Dewey explored the questions, “What is the purpose of education?” and “How is that purpose best fulfilled?” In Democracy in Education, Dewey considered the former question:

“There is more than a verbal tie between the words common, community, and communication. Men live in a community in virtue of the things which they have in common; and communication is the way in which they come to possess things in common. What they must have in common in order to form a community or society are aims, beliefs, aspirations, knowledge—a common understanding—like-mindedness as the sociologists say.”

He claimed that, in order to last, a society must transfer its shared values and beliefs to the next generation through education.

“The subject matter of education consists of bodies of information and of skills that have been worked out in the past; therefore, the chief business of the school is to transmit them to the new generation. In the past, there have also been developed standards and rules of conducts; moral training consists in forming habits of action in conformity with these rules and standards.”

To put it briefly, Dewey believed education’s purpose is to transmit past generations’ values, information, and skills, and he aimed to discover and establish a method of teaching that would fulfill this mandate. In Experience and Education, Dewey considers the two prominent education methods during his lifetime: traditional and progressive schooling.

Traditional Schools, Progressive Schools

He writes that the purpose of traditional school is “to prepare the young for future responsibilities and for success in life, by means of acquisition of the organized bodies of information and prepared forms of skill which comprehend the material of instruction.” He took issue with “traditional schooling” because he believed it imposed itself on unprepared youth, destroyed the desire to learn, and failed to emphasize practical learning. It must be understood that Dewey was not referring to homeschooling or independent education methods when he referred to “traditional schooling.” Rather, this was his classification of the public school system he had been raised in.

As an alternative to the “traditional schooling” he had experienced, Dewey promoted the benefits of progressive schooling:

“If one attempts to formulate the philosophy of education implicit in the practices of the new education, we may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims of materials is opposed acquaintance with a changing world.”

Dewey wanted to create a system of schooling where learning was subjective, experience was valued above lecturing, and practical skills were cultivated. He believed that through education reform, humanity could be reformed to be well-equipped, useful citizens ready to fulfill social duties.

The Consequences of Dewey

John Dewey believed his ideas would create the best future for American education, but have they? A nation is shaped by its educators, and for over one hundred years, millions of Americans have given up their children as test subjects in the largest education experiment in history. It is time to seriously consider the real consequences of Dewey’s education reform. In this series, we will consider John Dewey’s role in creating the literacy crisis in our nation, introducing humanist teaching in the classroom, and redefining the purpose of education.

It is time for Americans to take a serious and sober look at the ideas of the man known as the father of progressive education. Only through a proper understanding of John Dewey and his ideas can we correct the consequences in every public school classroom around the United States.

Elise DeYoung is a Public Relations and Communications Associate and a Classical Conversations^® graduate. With CC, she strives to know God and to 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!

Dispute, Deny, Distort, Discard: The Constitution in the Crosshairs

Posted on December 10, 2024 | by Sadie Aldaya | Leave a Comment

By Brian Tonnell

Satan tried it first. Dispute: “Did God really say?” Deny: He didn’t really say that. “You will not certainly die.” Distort: Here’s the real truth. “God knows that when you eat from it … you will be like God, knowing good and evil.” And the final result? Adam and Eve discarded God’s words. Dispute, deny, distort, discard.

Once Adam and Eve were no longer grounded in God’s ideas, what did they have to fall back on? Their own wisdom. They did what was right in their own eyes. And history continually reminds us that this is a recipe for disaster.

Surely, we would never fall into that trap!

The Erosion: From Biblical Principles to Moral Relativism

Even the casual observer will recognize that our culture is losing—more likely, has lost—its basis for Truth. There can be no doubt that our country was founded on biblical principles. During the early days of our country, the preponderance of America was Christian. Even if not all were religious, there was at least a pervading belief in the rightness of biblical principles. This foundation in biblical principles helped steer our culture down the morally right path, whether in government, the courts, the public square, business, or private homes.

While our descent from biblical principles to human wisdom could take up volumes, suffice it to say that we have lost our founding principles. We have lost our basis for Truth. If so, what indicators might we see of this loss? We would expect to see laws and court decisions that fly in the face of biblical principles.

Did God really say that we should not murder? He did not. What he really meant was that we should not execute criminals. The real truth is that this mandate does not apply to the unborn. After all, the unborn are not human. Dispute, deny, distort. Hence, God’s principle that protects unborn children has been discarded.

Did God really say that homosexuality is a sin? He did not. What he really meant was that homosexual acts of lust are sinful. The real truth is that monogamous, loving, homosexual relationships are pleasing to God. Dispute, deny, distort. Hence, God’s mandate against sexual immorality has been discarded.

So, our biblical foundations have been discarded. What now? What do we fall back on to guide us through life? Perhaps our founding documents? Yes, those will guide us in our decision making! The founding documents will be our final authority and all will be well.

The Slippery Slope Is Real

The insidious, slippery departure from biblical principles has brought with it an unintended consequence. When we discarded God’s Word, not only did we eliminate His precepts, but we also abandoned the idea that man answers to a higher authority. The idea that there is a Truth higher than our own, that man is not the final authority was thrown under the bus.

If we can discard the standard upon which our Constitution was written, what is the next logical step? What will stop us from discarding the standard that remains, in order to live by our own wisdom? We have discarded the Bible, so why not also discard the Constitution? After all, the latter was built on the former. Of course, we would not expect to hear anyone advocating the abandonment of our Constitution. Then again, we would not have expected to hear anyone advocating the abandonment of the Bible. The process of discarding our Constitution is occurring in the same manner that Adam and Eve discarded God’s words.

Do our founding documents really acknowledge a right to life, the free exercise of religion, the right to pursue happiness, the freedom of speech? They do not. Hence, we can legalize abortion because “right to life” really means that biological parents have the right to responsibility-free life.

When Elane Photography in Albuquerque refuses to photograph a gay dedication ceremony, thereby exercising their religion, they should be forced to photograph these events in the future or face jail time. This suppression of religious freedom is the “price of citizenship” (says the New Mexico Supreme Court Justice). And when North Carolina’s Love Wins Ministries is distributing food to the homeless in a public park, they should be forced to cease and desist or face jail time. After all, “religious freedom” really only applies in the church building, not in the public square.

If a child in California or New Jersey struggles with gender confusion issues, the government now says it is illegal for a professional counselor to attempt to restore peace in that child’s soul. After all, pursuing happiness is really only valid if your definition of happiness agrees with the one outlined by the government.

The Department of Justice can distribute an internal memo directing employees to verbally acknowledge homosexuality as a valid lifestyle, because “silence” on the matter “will be interpreted as disapproval.” And an Army Chaplain’s Aid, as well as an Air Force Senior Master Sergeant can be threatened with discharge because they made the unconstitutional mistake of speaking their opinion on the gay marriage issue. After all, free speech really only applies if it conforms to cultural norms.

Dispute, Deny, Distort

Dispute, deny, distort. And now, even our Constitution is in the crosshairs, ready to be discarded.

The recipe is tried, tested, and successful. Unfortunately, the success of this recipe spells disaster.

We have abandoned our biblical foundations by disputing, denying, distorting, and finally discarding God’s principles. We have fallen back on our own founding documents as the yardstick by which to measure right and wrong. In the interim, we have also succumbed to the attractive idea that man is the ultimate authority, autonomously knowing good and evil. Hence, we are now disputing, denying, distorting, and finally discarding our own founding documents. What is left for us to fall back on now? Our own wisdom? Unfortunately, yes. But how many times throughout history has man done what was right in his own eyes?

The Fight for Truth: Can America Be Saved?

Can we reverse this trend? Yes. My theory is this: at some point in the near future, the increasingly outrageous anti-biblical and anti-constitutional incidents occurring in our country will force Christians out of their complacent woodwork and into the spotlight. When the number of blatantly blasphemous events (laws, court decisions, and so on) reaches its climax, the content citizenry will become discontent. Then, the public outcry will drown out the immoral minority. In addition to this, I firmly believe homeschoolers will be a significant influencing factor in the reversal of this trend. Our children will be the ones on the front lines, standing for Truth, for biblical principle, and for constitutional adherence.

We must continue teaching God’s principles to our students day and night, when we sit at home and when we walk along the road, when we lie down, and when we get up. We must persevere so they will be girded with the belt of truth, the shield of faith, and the sword of the Spirit. The battle they will face is not against flesh and blood, but against spiritual forces of evil. Fortunately, we know our enemy, and his tactics have not changed since the beginning of time. Our biblical foundation has already been discarded, and the sooner we recognize that our Constitution is now in the crosshairs, the more ready we will be for this next battle. Battle by battle and with God’s help, we will regain the ground we have lost and win the war!

Enjoy “9 Resources for Learning About the U.S. Constitution” and other blogs on the Constitution.

This article was previously published by Classical Conversations^®.

How Homeschoolers Celebrate Christmas All Year

Posted on December 5, 2024 | by Sadie Aldaya | Leave a Comment

By Arron Hebbard

For unto us a child is born, unto us a son is given: and the government shall be upon his shoulder: and his name shall be called Wonderful, Counsellor, The Mighty God, The Everlasting Father, The Prince of Peace. Of the increase of his government and peace there shall be no end, upon the throne of David, and upon his kingdom, to order it, and to establish it with judgment and with justice from henceforth even forever. The zeal of the Lord of hosts will perform this.”
Isaiah 9:6-7.

It is that time of year, a blessed time of year, when we celebrate the coming of the Lord Jesus Christ. The Christmas season, of course, celebrates His birth, while the Advent season, which precedes Christmas, looks forward to His second coming. He is born, a Son given to us, who will rule and reign in peace and health.

Over what, however, does He rule? Our answers may not always match our actions when we answer this question theologically or philosophically. Coincidentally, the idiom, “Actions speak louder than words,” may reveal more of what we actually believe as an answer to this question.

The Meaning of Christmas and How Homeschoolers Celebrate It Year Round

Christian homeschool families reveal something of this by their choice to homeschool. Keep in mind, of course, that this is not to say others do not. But Christian homeschool families reveal, by their choice to homeschool, their acknowledgment that Christ’s government extends to history, science, math, literature, language, theology, philosophy, and logic.

We choose to educate the way we do, with the content and methodology we use, precisely because we want to understand each of these subjects in light of Christ’s Lordship of them. We can read pagan authors, mathematicians, and scientists precisely because we recognize that Christ is Lord—King—of the subjects they write about. Whatever their opinions, Christ is King, and studying them under His rule helps us, as my pastor would say, “Chew up the hay and spit out the sticks.” We are learning to judge, as our King does, the truth in their words and the falsehood.

Christian homeschool families also recognize that Christ’s rule as King is not a temporary one. He is not the Lord of math today and not tomorrow. He is established on His throne from that time (the time of His birth, Isaiah 9:6) forward and unto ages of ages.

We, therefore, communicate to our children the multigenerational aspect of His Lordship by our choice to homeschool. Mom and Dad lead the learning and pass that on to their children. Their children become learners who will lead others in learning. The task of education and of to know God and to make Him known is not one that begins and ends with me as a homeschool parent but is one that is modeled and passed down to my children and their children and their children’s children. The task of education and of to know God and to make Him known is to bend the knee and confess that Jesus is King from this time forward and unto ages of ages.

As a parent and as a Christian, I love having the opportunity to celebrate the birth of my Lord during this season, as well as the giving of gifts that accompany it. I love the connection between Christmas and what Jesus teaches us in Matthew 25:35-40, “For I was hungry, and you gave Me something to eat; I was thirsty, and you gave Me something to drink; I was a stranger, and you invited Me in.” When asked when they saw Him thirsty and gave Him a drink or hungry and gave Him food, He answered, when they gave these things to the least of them, they gave them to Him. Just as the wise men gave Him gifts, I too am giving Him gifts when I give to those around me.

I love, even more perhaps, having the opportunity to celebrate the Kingship of Jesus year round as my wife and I homeschool our children. As we teach them under the authority of Jesus, the King, and as we teach them, by our own modeling, that this authority is an everlasting authority unto ages of ages.

I love, too, that there are so many others—all of you—out there on this journey with us. We are not alone in this endeavor, and it is comforting and encouraging to know there are others striving to serve the Lord and raise up a generation of children who will do the same. It is especially comforting to know that we are all praying for one another, as well. I offer my prayers on behalf of you and your families this Christmas season! Merry Christmas, and may God bless you all!

Enjoy other Christmas blogs here.

This article was originally written by Aaron Hebbard in 2013 and last published by Classical Conversations® in 2022.

Homeschool Idaho: Exposing the School Choice Threat

Posted on December 3, 2024 | by Elise DeYoung | Leave a Comment

By Annie Grey

“Freedom is a state of exemption from the power or control of another; liberty; exemption from slavery, servitude, or confinement. Freedom is personal, civil, political, and religious.” — Webster’s 1828 Dictionary

Exposing the School Choice Threat

We homeschoolers tend to be a cautious bunch, being wary of mainstream narratives regarding education. Especially those that affect our God-given freedom to choose how our children are educated. The strength of our freedom was built on a foundation of independence and a consistent refusal of government funding. These freedoms have been fought for by pioneering homeschoolers who, in some cases, were jailed and had their children removed from their homes as punishment for upholding their God-given right to freedom. Learn more about Idaho’s homeschool history by reading my article “Free to Homeschool.”

Recently, these convictions have wavered as many homeschoolers have joined the School Choice movement. “School Choice” is a term thrown around in many different states to emotionalize a choice we already have. Every parent already has the right to choose public, private, parochial, home, or online school for their children. The School Choice movement isn’t about providing a choice. Instead, it is about who will pay for that choice. Touted as the miracle that will save the American education system, School Choice proponents hawk sales-pitch slogans like vendors at a carnival, making lavished promises and downplaying obvious risks.

Maybe you’re just now learning about the School Choice movement, or perhaps you already understand it. Regardless of where you are, as lead learners in our homes, we must strive to educate ourselves on issues that matter.

Homeschool Idaho Resources

That is why Idaho’s state homeschool organization, Homeschool Idaho, has created a webpage with a wealth of information regarding the School Choice argument. Regardless of where you live, all the resources are relevant to homeschoolers. Do you want to learn what School Choice is and what it is not? Then check out the “What is…” page. Are you curious about what UNESCO has to do with School Choice? Be sure to visit the “UNESCO connection” page. Do you know who School Choice actually benefits? If not, read the “Does it deliver?” page.

The resources I have outlined, and many more offered, were created to help you educate and equip yourself and other homeschool parents to engage with this topic. As Homeschool Idaho exposes School Choice, I encourage and challenge you to share these resources with your homeschool friends, family, leaders of your homeschool organizations, and your legislators.

Stand Up for Freedom

As the ones with the most to lose, we must guard against emotional arguments, flowery words, political rhetoric, and the rat trap of “free” money. Let’s not fall prey because we are uninformed. Rather, let’s hold our state’s homeschool organizations to a higher standard by taking an unapologetic stand for homeschool freedom. Together, let’s choose better.

If we wish to continue to walk in the rights and freedoms to educate our children as ordained by God, we cannot be uninformed or silent. As Paul wrote in Galatians 5:1, “For freedom Christ has set us free; stand firm therefore, and do not submit again to a yoke of slavery.”

Annie Grey is a Christ follower, wife, and momma to two CC graduates. When she isn’t serving families in Montana, Idaho, and Wyoming as an Area Representative, she is enjoying the outdoors in many ways, working on the family homestead, teaching group fitness classes, engaging with her young adults in thought-provoking and interesting conversation, or curled up reading a good book. After launching her arrows, she is grateful in this season that God is still using her to encourage and support families who wish to homeschool.

Against the Secular Humanism of Progressive Education

Posted on November 26, 2024 | by Jennifer Bright | Leave a Comment

By Brian Tonnell

Originally published as a Classical Conversations blog.

After speaking at a Practicum in Bartlesville, Oklahoma, I was listening to the radio on my way back to the hotel. American Family Radio was airing a program called “Crane Durham’s Nothing But Truth.” On this program, the speaker discussed the importance of philosophy, describing worldview as “the water in which we swim.”

If true, would we not expect to be engulfed in that water? To become a fish comfortable swimming in that water? Would not this philosophical ocean affect our children as well? And if those murky waters repulse us, what can we do about it?

Swimming in a Sea of Worldview

Indeed, we all swim in a philosophical ocean.

Our culture’s worldview surrounds us like water surrounds a fish. In the car, secular radio bombards us with the philosophies of Macklemore, Bruno Mars, Pink, Miley Cyrus, and Lady Gaga (look up their lyrics and you will instantly understand).

In our homes, the barrage continues on television. It is nearly impossible to watch more than five minutes without encountering a blatant disregard for Biblical principles. In the grocery store, magazine covers promote our culture’s prevailing philosophy of humanism, naturalism, existentialism, and so on. Video games, advertising, and even billboards round out the philosophical waters of our culture.

However, there is one more philosophical aquarium that so many children swim—the classroom.

The Philosophy of Public Education

As homeschoolers, we spend much effort decrying public education by pointing to statistics that indicate a broken system, but all we are really doing is pointing to the symptoms.

Perhaps a better understanding of the philosophy underlying public education will help us see the root cause of its brokenness. What kind of water fills the public education aquarium?

In order to understand the problems of our modern education system, we must look to the philosophy which undergirds it. To do so, we must go back in time to the late 1800s.

G. Stanley Hall: The Voice for Child-Centered Education

G. Stanley Hall had an overwhelming impact on our modern educational philosophy.

Hall was a psychologist, educator, and philosopher who founded and served as the first president of the American Psychological Association. He believed that educating children based on a core of required subjects was detrimental to their development.

Largely influenced by Darwin’s evolution theory and by Freud’s ideas on the human psyche, Hall theorized that emphasizing intellectual attainment was disadvantageous and that the child’s needs should be placed at the center of the educational system.

As a result, “Hall’s findings ushered in a new era of pedocentric schooling in which schools adapted to the needs of children.” In his own words, he believed that childhood “comes fresh from the hands of God” and that children were “not corrupt.”

While his intentions may have been pure, his theories had a marked influence on another pioneer of American education, John Dewey.

John Dewey: The Father of Progressive Education

During the late 1800s and early 1900s, philosopher John Dewey made his mark on history and is still considered the Father of Progressive Education. According to PBS.org, Dewey “was the most significant educational thinker of his era and, many would argue, of the 20th century.”

Dewey’s worldview was humanistic, which was clearly evident in his philosophy of education. In 1933, Dewey joined thirty-three prominent religious, educational, and philosophical leaders in signing the original Humanist Manifesto.

Now, in order to understand his philosophy, let’s take a brief look at the Humanist Manifesto.

The Humanist Manifesto

The stated purpose of the Humanist Manifesto was to establish a new religion—one that places man at the center of the universe. The document states, “While this age does owe a vast debt to the traditional religions, it is nonetheless obvious that any religion that can hope to be a synthesizing and dynamic force for today must be shaped for the needs of this age. To establish such a religion is a major necessity of the present.”

The first two core beliefs of this new religion strongly assert that evolution is fact and all things are self-existing rather than created.

The fifth core belief is that “modern science makes unacceptable any supernatural or cosmic guarantees of human values.” This same core belief insists that human needs will determine the value of reality.

In other words, the concepts of right and wrong are determined by “intelligent inquiry.”

The ninth core belief states that converts to the Humanist religion will cooperate to “promote social well-being,” which, according to the eleventh and thirteenth core beliefs, will be carried out by institutions such as education and government.

Interestingly, and perhaps not incidentally, this belief mirrors that of another religious movement of the time called the “Social Gospel.” Ask your local Challenge III student for more information about this topic.

The fourteenth core belief establishes socialism as the superior economic framework and hints at communism as the premier governmental framework.

Finally, in the last paragraph, “Though we consider the religious forms and ideas of our fathers no longer adequate, the quest for the good life is still the central task for mankind. Man is at last becoming aware that he alone is responsible for the realization of the world of his dreams, that he has within himself the power for its achievement.”

Interestingly, this last idea is stated much more succinctly in the second iteration of the Humanist Manifesto (1973): “No deity will save us; we must save ourselves.”

John Dewey’s Humanist Philosophy

So, if this was the philosophical water in which John Dewey swam, what sort of educational philosophy did the Father of Progressive Education espouse?

Dewey believed that education was “a regulation of the process of coming to share in the social consciousness.” Further, he believed “the only sure method of social reconstruction” was “the adjustment of individual activity on the basis of this social consciousness.”

His goal was to reconstruct society via the education system. He believed that the teacher’s job was “to select the influences which shall affect the child and to assist him in properly responding to these influences.” He believed that the “right character” of children should be formed by “the influence of a certain form of institutional or community life upon the individual and that the social organism through the school, as its organ, may determine ethical results.”

The Humanist’s Goal: Shaping Society Through Education

In a nutshell, he believed that society must be shaped via the school system, that the character of future generations should be molded by the governmental institution, and that the idea of right and wrong should be determined by rigorous inquiry.

Based on his godless, humanist philosophy, the waters of his educational philosophy fell squarely within the ocean of his humanist religion.

The Corrosive Effects of Humanism on Students

So what? If we buy into the idea that Hall and Dewey’s philosophical waters overwhelmingly affected our modern educational system, what results might we expect? Might we expect a generation (or more) of students to grow up sharing this philosophy? That seems reasonable.

Abraham Lincoln once said that “the philosophy of the school room in one generation will be the philosophy of government in the next.” If his statement is accurate, might we expect to see a government that swims in the humanistic philosophical waters?

To say that our government radiates humanism is to speak an obvious truth.

To say the same about the children of our culture is, perhaps, not quite as obvious.

After all, especially in the church, we try to flood our children with a philosophy very different from that of the world, a philosophy opposed to humanism. We try to surround our kids in the philosophical water of a biblical worldview.

However, as a good friend of mine very shrewdly stated, at some point, every one of our children will ask, “Who is lying to me?”

The Nehemiah Institute Study: Worldview Erosion over Time

The Nehemiah Institute asked the same question I ask now: How are our school children affected by swimming in the waters of our culture’s philosophy? They began tracking the worldview of high school students in 1988, and have administered PEERS tests that assess students’ worldview in politics, education, economics, religion, and social issues.

The results are telling.

In 1988, public school students from Christian homes overwhelmingly fell into the “Moderate Christian” worldview—in their opinion, God was relevant to religion, but to nothing else.

By 2007, the same demographic (public school students from Christian homes) overwhelmingly fell into the “Secular Humanism” category (and on the cusp of socialism). Even private school kids from Christian homes showed a striking trend to assimilate into their surrounding waters. They overwhelmingly fell into the “Moderate Christian” worldview in 1988, but by 2007, they were comfortably swimming in the waters of secular humanism.” Only in the very small number of private, Christian schools that actively taught a biblical worldview did the students’ philosophy inch away from secular humanism and toward biblical theism.

Swimming Against the Current

The point is: yes, the philosophy of our culture is the water in which we swim, and regardless of the type of fish you are, if you swim in nothing else, you will eventually be assimilated into that water.

Does this mean that all non homeschooling teachers are humanists and socialists? Of course not.

Many of my own family members and good friends have been public or private school teachers. They love the Lord and reject the godless philosophy of our culture.

However, regardless of the type of fish they are, they are forced to swim in the educational philosophical aquarium of our culture. Are we to then jump out of the ocean and migrate to a new water source in which to thrive?

How to Survive the Putrid Waters

Alas, no. That would defeat God’s purpose for His people. In the seventeenth chapter of John, Jesus prays that God will not remove us from the ocean, but that we would be protected from it while fulfilling God’s mandate to be light and salt to the world.

Even so, we are to be foreigners in this world, resisting the temptation to drink from or thrive in its putrid waters. Colossians 2:8 warns us to avoid being captivated by the hollow and deceptive philosophies of the world. And so, we must remain, but we must provide ourselves and our children a cove of fresh, biblical water for respite, training, discipling, mentoring, reviving, strengthening, and resting. The church may seem a good place to provide this, but in reality the church is looking more and more like the world every day.

You Are the Key to Resisting the Secular Humanism of Progressive Education

This task falls squarely on you and me, the parents of our future.

We need to set up our children for success by giving them safe waters in which to swim.

For me, Classical Conversations^® is a critical, key ingredient to this task for my middle and high school children. We need to control the influences that bombard our children, whether through music, media, entertainment, or education. We need to train them how to respond to the philosophical waters in which they will eventually be forced to swim.

Sounds a lot like John Dewey’s philosophy. So, what separates this idea from his ideas?

John Dewey’s “savior” of the next generation was man himself through the influence of the school, the state, and the godless religion of humanism. But the real Savior of the next generation is unknown to either the school or the state.

It’s not the responsibility of the state to train our children in the way that they should go. Rather, this responsibility lies solely with you and me.

We must train and educate our children to know God and to make Him known; to love Him with their hearts, souls, and minds.

We must train them to be salt and light so that when they are eventually forced to swim in the rancid waters of our culture’s philosophy, they will be able to impact the culture and make a difference for eternity.

Read other articles on this subject here.

School Choice in Tennessee: Defend Education Independence!

Posted on November 19, 2024 | by Elise DeYoung | Leave a Comment

The School Choice movement is steadily advancing in red states across the country. How can we, as citizens, engage with this legislative issue and protect education independence in our states?

It is important that we consider and wrestle with arguments for and against School Choice policies. If you live in Tennessee, this conversation is not only important but timely. Many elected officials in Tennessee, including Governor Bill Lee, have dedicated themselves to implementing School Choice legislation. With such a unified initiative among state politicians, it is important for Tennesseans to understand this issue and consider its implications.

To help parents engage with the School Choice movement in an accessible way, mom, patriot, and host of Truthwire News, Kelly Jackson sat down with Classical Conversations^® CEO, Robert Bortins. Together, they break down voucher policies, consider claims made by ESA advocates, and lay out the effects this legislation has on families.

Kelly Jackson and Robert Bortins discuss School Vouchers in Tennessee.

Here are some of the questions they discuss:

Who is advocating for School Choice policies in Tennessee?
Who benefits from School Choice legislation?
How can Tennessean families defend education independence in their state?

To learn more about School Choice and the ESA policies in your state, visit Homeschool Freedom Action Center.

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.

Engaging Your Child’s Unbelief

Posted on November 12, 2024 | by Jennifer Bright | Leave a Comment

By Jared Christophel

Growing up on a farm, I knew that leading a horse to water wouldn’t make him drink, but being a father to teens drove the point home, especially when my oldest stopped taking communion. My children have grown spiritually in fits and starts. The times when they have been having spiritual fits were also when they were least approachable. My attempts to engage their faith struggles from an intellectual standpoint would not generally result in any fruit but would usually seem to increase their frustration.

Wisdom for Engaging Your Child’s Unbelief

What follows is the wisdom I have learned in engaging unbelief in my children.

I recall distinct moments growing up when I acquired a sense of what it meant to believe in God. One of those times was as a child watching Indiana Jones in the Last Crusade. Harrison Ford closed his eyes, breathed deeply, and told himself he believed before stepping over the edge into the apparent void, only to step securely onto an invisible bridge. I’m not saying these were theologically correct moments, but they nonetheless informed my idea of what it meant to believe. Squeeze your eyes harder, and you can, by your own willpower, increase your faith.

Without going down a philosophical rabbit hole of what it means to believe something, we can at least state that Christ’s claims about belief indeed require a mental assent to and trust in that which we cannot see, much like Harrison Ford’s bridge.

[21] And Jesus answered them, “Truly, I say to you, if you have faith and do not doubt, you will not only do what has been done to the fig tree, but even if you say to this mountain, ‘Be taken up and thrown into the sea,’ it will happen. [22] And whatever you ask in prayer, you will receive, if you have faith.”
Matthew 21:21–22 (ESV)

Entering college, I understood belief as something I needed for salvation, but that is where it stopped. It was an intellectual decision, and as such, it was just like any philosophical debate I could ruminate on as long as I came down on the side of “yes, I believe.”

And wrestle with belief I did. One Sunday, my pastor in college said during a sermon, “If you want to believe, obey.” I don’t remember the specific theological reasoning, but I remember thinking how irrational that sounded. It seemed the philosophical equivalent of the tail wagging the dog. However, it stuck with me, and over time, with Christ’s sanctifying work in me, I have found it to be true. I think it goes something like this:

Word of God — Photo by Sixteen Miles Out.

“Faith comes from hearing, and hearing through the word of Christ” (Romans 10:17). If you want an increase in your faith, increase your hearing of the word of Christ. Set Him always before you, meditating and memorizing His word. You are what you behold. Your faith will increase not by your own eye-squeezing willpower but because of the grace flowing from our Lord through His word and through His spirit. Here enters the idea of the spiritual disciplines.

Out of the Overflow of the Heart, the Mouth Speaks

Many Christian leaders have championed disciplines over the centuries, but one of my favorites is Dallas Willard. One of his illustrations was of boys playing backyard baseball and emulating their favorite MLB player. As much as they wanted to hit the ball like Jose Canseco (ok, I’m old), it wouldn’t happen by closing their eyes tighter and wishing. It took 10,000 hours of practice. We might wear the bracelets that say WWJD, but our faith remains nascent (nonetheless sufficient) unless we are active disciples of Christ.

I’m trying to illustrate that how we perceive what it means to believe matters deeply when we try to address the “little faith” of our children. In my attempts to engage what I perceived to be intellectual struggles, I was generally met with intellectual repudiation, no matter how logical my words were. Out of the overflow of the heart, the mouth speaks. What I failed to realize, of course, is that my child’s struggle was a heart issue.

Engaging a teenager’s heart can be messy, but realizing the core problem at least helps to narrow the father’s focus. You are what you behold. It isn’t as simple as instructing them to spend two hours a day in the Word and to put down the FIST (Facebook, Instagram, Snapchat, TikTok) that keeps punching them in the face. Because without faith, all obedience is worthless (Romans 14:23, Hebrews 11:6).

Out of the overflow of the heart, the mouth speaks.
…my child’s struggle was a heart issue.

The Little Faith Must Want It

The “little faith” must want it. Encourage their heart that as long as that ember of belief engendered by the Spirit has sparked the fire, they can and will grow. Encourage them that the journey of a thousand miles begins with the first step and that they don’t need to have all the answers (you never will).

In the case of my 18-year-old teenager, I encouraged her to engage her struggles but to follow the path of discipleship that had been set out by centuries of Christians. You are what you behold. In the end, Christ commanded us to take and eat, not take and understand.

Our role as fathers in shepherding our children through unbelief will differ depending on the age and stage of each child. We must be aware of the power of dopaminergic screens and set appropriate boundaries. Our children are in a “battle of beholding.” Until a certain age, we must keep watch at the gate.

I would be remiss if I left out one crucial part of engaging our children’s unbelief. The Catholic social scientist Arthur Brooks has noted that the number one factor relating to a child maintaining the faith of their family is the adherence of the father to the faith. As you know by now, our children see right through us.

Do you want that faith? Do you want your children to believe? Walk the walk. Don’t just close your eyes like Harrison Ford. Spend time in His Word. Go into your room and close the door to pray. Pray without ceasing (or at least three times a day). Spend time with fellow believers. Do good works. Meditate on His word. Memorize scripture. Read a book on spiritual disciplines. And cry out to our Heavenly Father, “Increase my faith!”

Read other blogs in the “Raising Boys to Become Men” series here.

Jared Christophel graduated from the College of William and Mary with a degree in Chemistry, and the University of Virginia with a Doctor of Medicine. He practiced Otolaryngology-Head and Neck Surgery at the University of Virginia for 10 years where he was awarded tenure. While in Charlottesville, he served on the board of Regents School of Charlottesville for six years. In 2020, Dr. Christophel left the academic world to join a private practice in Hampton, Virginia. Jared is married to Rebecca, a native of Yorktown, VA. Jared and Rebecca met on a medical missions trip in Peru, and he continues to serve on medical missions trips with ten trips to Kenya in as many years. They have four children who attend Summit Christian Academy at both the Grammar and Upper School. Dr. Christophel attends Peninsula Community Chapel.

Unlikely Allies in the Fight for School Choice

Posted on November 5, 2024 | by Jennifer Bright | Leave a Comment

By Robert Bortins and Lauren Gideon

Originally published in The Christian Post.

In a recent attempt to give an unbiased overview of the current temperature in the “school choice” movement, Elizabeth Russell and Sharon Dierberger outline the main themes and key players in an article called “Unlikely Allies.” This piece is worth reading as we consider how this new trend is taking shape. Given enough time, ideas will expose themselves for what they truly are.

In this context, the idea is tax-funded education expansion. The idea goes by many names and takes on many shapes. So now that these ladies have given this idea a thorough shake-down, it’s time to consider what observations float to the top. Here are those three inconvenient truths for “school choice” advocates.

One: Exposed Inconsistencies

One major problem with the modern school choice agenda is that it is inconsistent with nearly every other pillar of the conservative paradigm. In the second half of the “Unlikely Allies” article, Robert Bortins, CEO of Classical Conversations, draws this point out. The irony of the situation is that conservatives are against almost everything else that goes by the name of “Universal.” And it’s not because these things aren’t important. We all need some form of health care, income, housing, and nutrition, but historically, conservatives have always held the principle that re-distributing society’s wealth to subsidize these commodities hurts all parties: the provider, the recipient, and the commodity itself. Even if we all know everyone needs to eat, conservatives have had a consensus that theft is morally wrong, creating dependency harms the recipient, and subsidization of a commodity drives costs up and quality down—literally, no one wins! But often, we are blinded by our good intentions when the object in question is vital to human flourishing, like food, health care, and education.

One major problem with the modern school choice agenda is that it is inconsistent with nearly every other pillar of the conservative paradigm.

It’s easy to understand why compassion can blind policymakers. It’s the classic tale of “the ends don’t justify the means.” But why has the political right flip-flopped on its position on education? Even more ironic is the reality that most conservatives adamantly opposed student-loan payoff for all the expected reasons but fiercely champion the expansion of taxpayer-funded K-12 education via “school choice.” It’s enough to make you double-blink and cock your head, but who has the courage to call out this egregious inconsistency when the “school choice” topic has been the banner under which the leaders of the conservative right have chosen to march.

Two: Transferred Ownership

The home education movement has been living a cultural experiment for the last 40-plus years. When Jim Mason, President of the Home School Legal Defense Association (HSLDA), refers to the “habits of liberty” that grew from this counter-cultural movement, the first habit required was the reclaiming of ownership and responsibility. At that time, this was such a powerful virtue that it compelled families to make choices that put them at odds with public policy and cultural norms. Home educators realized that what you fund, you own, and they couldn’t tolerate willfully handing over ownership of their children’s education to the state. For 40 years, independent private home educators have coped with the idea that they will contribute towards government education while privately funding 100% of their children’s education—and they’ve succeeded! This reclaiming of ownership has fostered other such habits of liberty that make the home education ecosphere a petri dish for other radical ideas like entrepreneurship and self-sufficiency. It’s no wonder that globalists like UNESCO want to buy back these independent “threats” to their agenda with public dollars.

Home educators realized that what you fund, you own,
…What the state funds, the state owns.

While a good number of home educators “get” this, we are well aware that we have a unique perspective, and the paradigm dichotomy is stark. Consider how well-intended Democratic state Rep. Ajay Pittman refers to the children in her district as “her babies.” Again, this might sound endearing to those who haven’t made the “ownership leap,” but those within our ranks notice this claim on the children and the paradigm it represents. When we allow the state to fund an initiative, we are asking them to own the initiative; in this case, it is the education of our children. Disagree? Over the last few years, we have watched parents petition school libraries to remove inappropriate books. Does that sound like ownership or dependency? Homeschool parents are never forced to beg their government for education changes. Ownership matters. What the state funds, the state owns. This should serve as a caution to all private education entities lined up for their tax-funded checks.

Three: Swapped Principles

If we were to climb a mountain and look down across the landscape, we could watch the metaphorical migration described in this “Unlikely Allies” article. The authors list several democrats who are warming up to the idea of school choice and joining the movement despite scrutiny from their political allies. They also appropriately identify that the holdouts on the right are “reliably conservative voters” and “most conservative factions of their own party.” So, as we sit from our vantage point, the patterns we could observe at this stage of the conversation is that new members to the “school choice camp” are coming from the left, while those leaving or putting up a fight are the most conservative among the political right. Is there anything that we could conclude from this observation? Is this movement actually conservative in nature?

Let’s take an inventory: school choice grows the size and influence of government, it costs the taxpayer more money, and in some instances, it is funding schools that are even more radically immoral than the existing government schools. Consequently, the school choice movement rejects conservative principles on several fronts. Two case studies identified in “Unlikely Allies” demonstrate this reality. Governor Tony Evers championed the cause in Wisconsin and convinced his “liberal-leaning Supreme Court to reject a challenge to the voucher program.” Conversely, Republican Governor Greg Abbott used “money from the governor’s own war chest” to wage “political war” on 21 of the most conservative representatives in his own party who dared to disagree with this progressive policy. Let the facts speak for themselves; the political parties have switched principles on this issue, and it’s time to call it out for what it is.

Conclusion

This whole conflict is best summarized in an unlikely quote. Mr. Shannon Whitworth, a school choice advocate, is quoted saying, “There’s a significant power block invested in keeping our (young black) people addicted, uneducated, poor, and without hope, because those factors create dependency.” And “it’s that dependency upon which the left’s power is derived.” Dear Mr. Whitworth, I couldn’t have said it better myself.

The unavoidable antidote to this dependency is the sober pursuit of independence, ownership, and autonomy—all virtues inconsistent with this new tax-funded education expansion model.

Unfortunately, we now see both political sides capitalize on this dependency-fueled power grab. The unavoidable antidote to this dependency is the sober pursuit of independence, ownership, and autonomy—all virtues inconsistent with this new tax-funded education expansion model.

Please read other articles on “school choice” here.

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.

Lauren Gideon is the Director of Government Relations for Classical Conversations.^® She has been a home educator since her first student was born 19 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.

National Homeschool Day of Prayer

Posted on November 1, 2024 | by Jennifer Bright

By Lauren Gideon

Pray, Pray, and Pray Some More

If you are a mom like me, homeschooling is not new to your family’s rhythm. My oldest is a senior, and I have been his primary teacher since he was born. Right now, my prayers naturally turn toward asking for wisdom for this new season and what lies ahead for him and our relationship. I also naturally pray through the changes our family has been going through this last year and the changes still to come. I pray over the new events and trials for others in my life. I pray for the “new trees.”

In the forest of my life, sometimes I lose sight of what’s going on around me because it all looks the same. Most people have heard of nose blindness to the smells we’ve become accustomed to, but could there be a blindness to the consistent rhythms of our lives? My cousin once told me of a lady she knew who would literally stand in the bread aisle and pray over which loaf of bread to buy. That has never been my style, but could there be a chance that I am missing out on paying attention to and praying for the things that aren’t new, the things I find ordinary?

Today is National Day of Prayer

When I learned of Homeschool Freedom’s National Homeschool Day of Prayer, my thoughts turned to prayer. Here is the list of ideas this organization suggests should inform your prayers.

PLEASE JOIN US AND OTHER HOMESCHOOLERS ACROSS THE COUNTRY AS WE:

Give thanks for the freedom we have to homeschool our children,
Pray for homeschooling families in your own nation and around the world,
Pray for upcoming elections and the impact they may have on homeschooling,
Pray for your state’s homeschool organization and its leaders,
Pray for your elected officials to recognize that the education of children is the responsibility of the parents, not that of the nation,
Pray for your own family—your homeschooling journey and the Lord’s guidance as you take that journey, your relationships with one another, your own children and their futures, as well as seeking ways your family can minister to others,
Rejoice in God’s mercy and His faithfulness in all things.

If you’re like me, it’s good to have these reminders to help us see what we have become accustomed to seeing. If you are reading this, I’m praying for you, too. Wherever you are in your homeschooling journey, I pray that you will see the tiny miracles of grace happening in yourself and in the lives around you, that you won’t take a single school day (which is every day) for granted, and that you will invest each moment for the sake of the kingdom and for the smile of your Father.

Read other blogs by Lauren here.

Lauren Gideon is the Director of Grassroots Advocacy for Classical Conversations^® and she teaches through an organization committed to raising citizenship IQ on U.S. founding documents. She and her husband homeschool their seven children on their small acreage, where they are enjoying their new adventures in homesteading.

a person holding up a cardboard sign that says "Act Now"

Kentucky Amendment 2—Educate Yourself!

Posted on October 30, 2024 | by Jennifer Bright | Leave a Comment

By Elise DeYoung

The School Choice movement has taken the United States by storm as hundreds of Republican legislatures from sea to shining sea are pushing to pass school choice legislation in their states.

The aim of school choice is to support a parent’s right to choose where they send their children to school by funding that choice using taxpayer money. A popular slogan used by the movement that you may have heard is “Fund students, not systems.” Policies like voucher programs and Educational Savings Accounts (ESA) all collect taxpayer funds, redistribute them, and use those funds to pay for public and private school options.

Ballotpedia reports, “As of 2024, 14 states had enacted ESA programs. Programs in six states—Florida, Iowa, Utah, West Virginia, Arizona, and Arkansas, and North Carolina—covered all or most students.” Currently, state legislators in Kentucky are working to add their state to the list.

Amendment 2

On January 26 of this year, State Representative Suzanne Miles (R-7) introduced Amendment 2 to the legislature. On March 13, the measure rapidly passed in the House with a 65-32 vote; on March 15, it passed in the Senate with a 27-8 vote majority.

In Kentucky, after the legislature passes an amendment measure, it is put on the ballot for the people to vote on. This vote will take place on November 5, 2024. Before this day arrives, it is crucial that we educate ourselves on the amendment and its implications.

Amendment 2 states, “The General Assembly may provide financial support for the education of students outside the system of common schools. The General Assembly may exercise this authority by law, Sections 59, 60, 171, 183, 184, 186, and 189 of this Constitution notwithstanding.”

To view Kentucky’s current state constitution, visit this link.

When explaining the immediate effects of Amendment 2, Attorney and Former Kentucky Solicitor General Chad Meredith explained in a debate with KET.org,

“This amendment does not make any policy… All this [amendment] does is it puts the ball in the court of the legislature to make policy. If the legislature decides to make vouchers, then we will have a system like that. If they don’t, we won’t. This amendment has nothing to do with vouchers.

All this amendment does is it sets the stage for the legislature to be able to make education policy, unfettered of any restrictions that were put on it in the 1890’s.”

It is important to recognize the truth in Mr. Meredith’s words when he says, “This amendment does not make any policy.” In fact, it does not. However, when we hear him say, “All this amendment does is it sets the stage for the legislature to be able to make education policy, unfettered of any restrictions,” we should be very wary.

Before you vote, please consider the immediate and permanent implications that this amendment would invite and answer the following questions:

Is it wise to remove the guardrails on education policy?
Should Kentucky vote to open the floodgates to a voucher program?

A Warning to Kentucky

Though the amendment does not pass School Choice legislation, we must acknowledge that it welcomes the creation of such policy in Kentucky. If you are unfamiliar with the issue of School Choice and the effects it has had on other states, here are a few resources to look into before you vote on Amendment 2:

Weaponizing “School Choice” To Control ALL Education, Alex Newman
School Choice, Schoolhouse Rocked
Vouchers, School Choice, and Your Child’s Tuition
Op-ed: Kentucky Should Vote No on Amendment 2 by Robert Bortins

The truth is that using public funds for private education is not only legislative malpractice but also dangerous because with public funding comes public oversight. We have seen this movie before—consider how the government now oversees public healthcare, farming, and universities. This is because these industries accepted the government check, and now, they are under government control.

Do we want this to happen in our private schools and homeschools? I think you would resolutely agree with Classical Conversations^® when we argue no. We want to keep our education independence! So, we must reject the use of public funds for private education before it is too late.

Protect Education Independence in November!

Thankfully, if you live in Kentucky, you still have the ability to vote down this attempt to alter your state constitution to unfettered School Choice policy in your state. Educate yourself on Amendment 2 before November 5, share this urgent information with your friends and family, and go prepared on November 5 to protect education independence in your state.

For more information, visit Ballotpedia.

Elise DeYoung is a Public Relations and Communications Associate and a Classical Conversations^®graduate. With CC, she strives to know God and to 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!