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Lynn M. Stuter
January 11, 2003

More and more states are experiencing the after affects of the "seed" money received via federal grants that require the states to appropriate enough money to implement and abide by certain federal laws.  Many states are finally coming to the realization that there just isn't enough tax dollars to do what they are being required to do because they took federal "seed" money - money that often equates to pennies on the dollar of total operating and maintenance costs.
And many states, like Washington state, are in the midst of a tax rebellion - people are tired of paying 30% to 40% of their wages to the government who spends it at will with no consideration of the hardship it causes the wage-earner losing those tax dollars.
Recently, here in Washington state, news arrived that the state was given a D+ rating on education.  While the state lamented the requirements of the federal No Child Left Behind Act, the primary teacher's union started running ads encouraging the state legislature to spend more money on education.
Will more money cure what's wrong with education?  As way of answer, ask yourself, "Has more money cured what's wrong with education in the last 30 to 40 years?"  Obviously not, considering the current state of education. Although we have watched district after district build new buildings, buy new equipment, hire more personnel, we have noticed  local control and local representative governance subjugated to state and federal laws and requirements.
So, what is wrong with education?
1.  The philosophy.  Education reform is synonymous with systems education, and systems theory is built on the humanist world view.  History tells us that humanism has been the world view of every tyrant, dictator and despot this world has known with the exception of militant religions.  Humanism has failed in every society in which it has been introduced.
2.  The purpose.  Education reform is not about creating an innovative, creative, intelligent child capable of reaching for the star or stars of his or her choice; it is about producing a not too-well educated "worker" for a managed socialist economy.
3.  The focus.  The people who built systems education, the so-called experts, have built the system on humanistic psycho-babble - how they believe (as opposed to "know") man functions.  Since the foundation of humanism is terribly flawed, anything based on it will also be terribly flawed.
Is there a cure? Oh yes, there is a cure.  It's really quite simple and can be done by any individual.  It doesn't cost a thing, monetarily - it only requires time, diligence, and a desire to learn.
Our Founding Fathers built our nation on biblical law.  That was not by happenstance, that was very deliberate.
Why did they do that?
Our Founding Fathers knew that there was only one world view under which man could truly be free, and that world view was and is the Christian world view.
Many people have a very warped view of Christianity ... hell, fire and damnation ... with pictures of a crotchety, bald-headed, sharp-nosed, old minister standing at the pulpit railing at the sinner.  Others view Christianity as "go to church on Sunday, put money in the offering, go to bible study ... call yourself a Christian."  Neither view is accurate.
The Bible establishes the very basis of self-government, from the individual to the family, to the community, to local, state and federal governance.  The more self-governance practiced at each level, starting at the "individual" level, the less governance is needed at the next level, and the less power the next level has over the level preceding it.
This establishes a hierarchy in which the individual is free and can exercise free will, at the same time respecting others and the rights of others.  The catch is that the individual must choose to discipline self to abide the laws of the Bible. 
In their bashing of Christianity, this is something the bashers carefully avoid discussing.  Why?  Because those who bash Christianity have one goal - power and position over others - all wrapped up in a beautifully wrapped package labeled "taking care" of others: empathy, compassion, caring.
So when the people involved in education reform say they are "doing it for the children" ... are they, or are they doing it because they seek power and position?  Since more money thrown at education hasn't and won't cure it, quite obviously those calling for more money are seeking power and position.
When the government sets up one social program after the next to "take care of (some segment of society)", are they doing it for that segment of society or are they doing it because they seek power and position?  Has the "war on poverty" helped poor people in this country?  Has the "war on drugs" stopped the flow of drugs in this country?
The answer to each of these is a resounding "no".  While being the impetus for establishing one social program after the next, the number of poor in this country, the number of people using and abusing illegal drugs, continues to rise.  Quite obviously, the programs aren't about helping people, they are about the government seeking power and position.
Think about it logically.  If you were a government employee, would you do what was necessary to put yourself out of a job?  The answer to that, especially in this day and age, is a resounding "no"?  So, the only way to keep your job is to do what is necessary to justify your job.  And you can't justify your job if what you do helps  people to stand on their own two feet instead of being dependent on you.  Therefore, the only way you can keep your job is to seek power and position over others.
It's a cycle that will not be broken unless and until people break it.  In 1996, a humanist magazine released the results of a survey in which 90% of Americans stated they believed in God.  Were that really true, America would not be in the mess it is in today.
A Christian is not a Christian by virtue of going to church on Sunday or any of the rest of what too many churches today are encouraging in the name of filling the pews.  Christianity is a way of life, which, while tolerating the religious beliefs of others, does not sway from its foundational principles, chief among those being self-governance.

2003 Lynn M. Stuter - All Rights Reserved



Mother and wife, Stuter has spent the past ten years researching systems theory with a particular emphasis on education.  She home schooled two daughters, now grown and on their own.  She has worked with legislators, both state and federal, on issues pertaining to systems governance and education reform.  She networks nation-wide with other researchers and citizens concerned with the transformation of our nation.  She has traveled the United States and lived overseas.

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