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Today's Creation Moment

May
21
A Confused Flower?
1 Chronicles 16:9
"Sing unto him, sing psalms unto him, talk ye of all his wondrous works."
On Creation Moments we regularly look at unusual plants and animals that show the unlimited inventiveness of our Creator. Unusual living things are also fascinating because, since they are clearly...
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Education/Textbooks

The Evolving Child: John Dewey's Impact on Modern Education, Part 2

in
Author: 
Nancy Pearcey

Dewey-naturalizing education

The Evolving Child: John Dewey's Impact on Modern Education, Part 1

in
Author: 
Nancy Pearcey

William Coulson developed, with Carl Rogers, some of the earliest forms of humanistic education in the United States. As he tells BSN readers, it turned out to be a system that makes students unteachable! Intellectual conversions are not a frequent occurrence in the world of academia. And that makes the story of William Coulson all the more intriguing. Coulson was a student and subsequently a colleague of Carl Rogers, the founder of non-directive (later called client-centered) psychotherapy.

Footnotes: 

1. Blum directed the DECIDE program of elementary and secondary school drug education that originated out of Stanford University in the early 1970s. See Richard H. Blum with Eva Blum and Emily Garfield, Drug Education: Results and Recommendations (Lexington, MA: Lexington Books, 1976). Subsequent testing is reported in .Richard H. Blum, Emily Garfield, Judy Johnstone, and John Magistad, "Drug Education: Further Results and Recommendations," Journal of Drug Issues, Vol. 8, no.4, Fall, 1978, 379-426.

2. Carl Rogers wrote a chapter in his last book, Freedom To Learn for the Eighties (Columbus: Merrill, 1983), entitled "A Pattern of Failure," in which he describes this and other failures of his educational methods.

3. The Journals of A. H. Maslow, ed. Richard J. Lowry, 2 vols. (Monterey, CA: Brooks-Cole Publishing, 1979).

4. Jacqueline Kasun, "Sex Education: The Hidden Agenda," The World & I, September 1989, 494-495.

5. Lawrence Bailis and William Kennedy, "Effects of a Death Education Program upon Secondary School Students," The Journal of Educational Research, Vol. 71, no. 2, November/December 1977, 66.

6. By "educators" we do not mean the classroom teacher, who is usually simply doing in good faith what he or she has been taught. We mean those who decide what the classroom teacher should be taught - those who write textbooks and curricula, who teach in teachers' colleges, etc.  

7. William R. Coulson, "Principled Morality Versus Consequentialism," paper prepared for the National Institute on Drug Abuse.  Available from the Center for Enterprising Families, 2054 Oriole St, San Diego, CA  92114 or call (619) 527-0146

8. Cited in Coulson, 1-2.

9. See the description of Hegelianism in George Herbert Mead, Movements of Thought in the Nineteenth Century, Vol. 2 of Works of George Herbert Mead, edited and with an introduction by Merritt Moore (Chicago, IL: University of Chicago Press, 1936), especially 147-149.

10 Friedrich Froebel, The Education or Man, cited in Rousas I. Rushdoony, The Messianic Character of American Education (Nutley, NJ: Craig Press, 1968), 270.

11. Cited in Richard Hofstadter, Antl-InteIlectuallism in American Life (New York: Random House, Vintage Books, 1963), 366.

12. Rushdoony, 98-99, 270-271.

13. Henry I. Perkinson, The Imperfect Panacea: American Faith In Education, 1865-1965 (New York: Random House, 1968), 187.

14. Hall initiated the idea of elective courses, giving children the freedom to choose what to study. Like Parker, however, he judged children's natural capacities in light of the well-brought-up children of his day. He assumed, for instance, that children would "naturally" be ready to study Latin and Greek in late elementary school. A mere generation later, proponents of progressive education had no use for any of the classical languages.

15. Psychological theories of conditioning, combined with evolutionary assumptions, led to the belief that "rebellion is youth's destiny," a belief distinct to modern culture. Rushdoony, 131.

What Should Be Taught?

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Author: 
Robin Fish

Note: Creation Moments exists to provide Biblically sound materials to the Church in the area of Bible and science relationships. This Bible study may be reproduced for group use.

Introduction:

Footnotes: 

Copyright © 1986 Bible Science Newsletter, Pastor Robin Fish. Creation Moments, Inc. PO Box 839 Foley, MN 56329 800-422-4253 www.creationmoments.com

Why Is There A Higher-Critical Problem?

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Author: 
Robin D. Fish

Note: Creation Moments exists to provide Biblically sound materials to the Church in the area of Bible and science relationships. This Bible study may be reproduced for group use.

Footnotes: 

Copyright © 1988 Bible Science Newsletter, Pastor Robin D. Fish. Creation Moments, Inc. PO Box 839, Foley, MN 56329
800-422-4253 www.creationmoments.com

Teaching Evolution - Is There a Better Way?

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Author: 
Ian Taylor

1. Today's public school textbooks on Biology, Earth sciences, and Human society generally well-present the facts; it is the interpretation of those facts that is currently under fire and is being openly questioned. Without exception, that interpretation is from the evolutionary perspective and serves to colour the very words that are used in the text. Textbooks on Human anthropology are notoriously bad in this repect.

Footnotes: 

TFE Publishing, 33 Ontario St., Suite 112, Kingston, ON. K7L 5E3

Can You Trust Your Textbook?

in
Author: 
Ian Taylor

1. Public school textbooks on Biology, Earth sciences, and Human society generally well-present the facts; it is the interpretation of those facts that is currently under fire and of concern. Without exception, the interpretation is from the evolutionary perspective and serves to colour the very words that are used in the text. Textbooks on Human anthropology are notoriously bad in this respect.

Footnotes: 

TFE Publishing, 33 Ontario St., Suite 112, Kingston, ON. K7L 5E3

Adam: Man of Clay

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A century ago the world traveler was struck with the fact that the hand of Western culture was evident from the Bedouin tents of Arabia to the aboriginal huts of Tasmania. At that time, the obvious outward and visible sign was the Singer sewing machine; today it is the ubiquitous Coke bottle. There is no question here that an idea in the form of a unique product, identified with the manufacturer’s name and geographical location, has in a relatively short time, diffused throughout the world. Commerce knows no real bounds.

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