John Dewey and the Transformation of Education

John Dewey was born in Burlington, Vermont in 1859, the same year that Charles Darwin published The Origin of the Species. According to David Barton via an Internet search for Dewey, Socialist educator Dewey was the father of modern education. His liberal philosophy and ideas on progressive education transformed education during the early twentieth century and continue to dominate its practice into the twenty-first, not only in America but throughout the western world. Having wholeheartedly bought into Darwin’s theory of evolution, he applied Darwinian principles of evolution to social interaction, particularly politics and education. His evolutionary vision saw man in an ever-upward progression toward some undefined perfection. In this belief, both he and Darwin before him were so unschooled in the hard sciences and related engineering fields that they entirely neglected the Second Law of Thermodynamics, which claimed the exact opposite for systems that weren’t constantly maintained. Of course, they also lacked access to the major findings of the past half century in the field of molecular biology, all of which, when their implications are understood, are devastating to Darwin’s theory. As the saying goes, a little knowledge (the kind available to biologists in the nineteenth and early twentieth century) is often worse than none at all.

As must be the case with all Darwinists who appreciate its implications with respect to the Judeo-Christian God, Dewey was a full-fledged humanist. True to the humanist party line, he was an atheist, embracing what he called “science” as his god. He was a prime participant in the creation of the first Humanist Manifesto, the tenets of which demonstrate his basic philosophy.

Dewey managed to ensconce himself in a position where he was able to implement within the educational system all the basic tenets of humanism. He and those who followed after, being thorough pragmatists, had the sense to do so gradually, thus avoiding agenda-threatening clashes along the way toward the full implementation of their social revolution. At the beginning they avoided overt disputes over Christian beliefs and values except for one, God’s transcendent creation. Evolution alone was sufficient to erode, over time, faith in Scripture and, ultimately, in God Himself. Their indoctrination of students in evolutionary theory was relentless and, during rare times of confrontation, vicious. Their success in this endeavor has been nothing short of spectacular. Many, perhaps a majority, of Christians today have accepted evolution as a reality. Even a Pope declared that he was comfortable with evolution and could accommodate it into his faith with ease. He was terribly wrong: it directly contradicts Scripture; it removes the status of Christianity as a worldview, restricting its relevance to worldviews; and it represents a false belief. There are enough well-written, cutting-edge books available to multiple intellectual and technical levels on the issue of evolution’s falsehood that any seriously-committed Christian should have no problem understanding this issue for himself or herself. But that leads to another very serious problem associated with Dewey’s transformation of the educational system: the drastic lowering of educational standards – not just in America, but throughout the world, except in isolated places.

The Dumbing Down of the World (or selected parts)

Recently on a visit with my wife to an antique shop, I came upon a third-level McGuffy Reader. Curious, I opened it and was astonished at its demanding standards. I thought that I’d had a decent education, but there’s no way I could have begun to meet the essay requirements, historical knowledge or Christian understanding demanded of these pre-highschoolers.
Now I’m disgusted to realize that I was at the beginning of a constant downward trend of educational standards. I’m not just expressing an old man’s crotchety unhappiness with the younger generation; I know for a cold, hard fact, partially in having to listen to the often-voiced heartfelt disgust of educator friends, that today’s crop of students has become far more self-indulgent, disrespectful of authority, lazy, and intellectually undisciplined than those of my generation and even those of my children’s generation.

In line with the fourteenth item of the humanist manifesto, the ultimate objective of the humanist-minded power elite appears to be the replacement of nations with a single governmental entity, socialist in nature. As this objective dovetails rather closely with the account of society at the end of the age as presented in Revelation, it must be assumed that such will actually take place at some time in the future. In order to accomplish this goal in America, the educational system embarked on a gradual but relentless program designed to eliminate the common reverence toward God, reduce the common respect for national historic figures and the United States Constitution, and disarm the intellectual foundation for a potential future revolution against the removal of a national identity. The easiest way to remove the common understanding of the American identity is to replace the historical understanding with something else, and the easiest way to do that is to minimize the former understanding itself. This can be accomplished rather easily by relaxing the standards for education, which furnish the added benefit to the humanist cause of helping to disarm any intellectual basis for dissent. The interim goal of the revamped educational system would then consist of bringing to adulthood minds insufficiently trained or disciplined to think for themselves. Such minds would be so shallow that they would be forced by ineptness to accept uncritically anything that a person of authority wished to place within them. The longer term objective might be to return the populace to intellectual maturity once the one-world government had been set in place. But then again, maybe that objective wouldn’t be considered at all, for why mess with a docile, governable population?

There would be problems with such a plan. If the population in general was to be made docile, compliant and stupid, from whence would come the innovations necessary for the upward evolution of society? The key to solving this problem would require the application of selectivity: not all educational systems would have the objective of dumbing-down its students. Some systems would have to create disciplined, technically proficient minds capable of maintaining and even improving upon prevailing technology. But where to enact this educational variant? It would have to be in a country not burdened with a nationalistic fervor or a shared Judeo-Christian heritage; moreover, it would have to be in a country where the common person had already been beaten into submission, where the educated person would consider himself or herself to be an elite individual and entirely disassociated from the common person.

Such countries already exist. India is one of them. When I was an engineer at Boeing, we began to be concerned with the amount of design work that was being outsourced by Boeing to other countries, typically Japan. Then our concern shifted to include the number of foreign engineers being hired. An abundant crop came from India.

As for the manner in which America came to be separated from its traditional values, I personally believe that it came about by following rather closely the scenario presented above. If that scenario seems far-fetched and over-the-top like other conspiracy theories, remember one fact: nation-class leaders over the centuries have generally followed one maxim: the bigger the lie (or, equivalently, the more horrific the practice) the more easily it is swallowed. The common man, thinking in more benign terms, has a natural tendency to think that his leaders think like him. Very few leaders come to achieve nation-class status by thinking like the common person. More often they follow the acquisitive pattern of sociopathic personalities.

Obama did not initiate the humanist agenda, nor was he the first U.S. president to go along with it or to utilize it to further his own ends. George H. W. Bush mouthed the now-ubiquitous notion of a New World Order, which of course, is at least as old as the dollar bill, and actually much older, having been foretold by Moses in Genesis 11 and embellished upon by Daniel, other Old Testament prophets, and more recently by Jesus in His Olivet Discourse and John in Revelation. Bill Clinton continued to further the cause of a one-world government, as did Bush junior. But Obama has pursued this humanist objective far more vigorously than did his predecessors, and appears to be pursuing a policy of actualizing it with himself as its leader.

Sooner or later the leader of the dumbed-down society will no longer point to the antichrist. He will be that entity himself. Over two millennia ago, the prophet Daniel said of the future antichrist in Chapter 11,

“And the king shall do according to his will; and he shall exalt himself, and magnify himself above every god, and shall speak marvelous things against the God of gods, and shall prosper till the indignation shall be accomplished; for that which is determined shall be done. Neither shall he regard the gods of his fathers, nor the desire of women, nor regard any god; for he shall magnify himself above all.”

A very brief conversation with any conscientious educator will quickly reveal how discouraged they are with today’s schoolchildren. Some high school teachers are so exasperated that they liken their classrooms to third-grade playgrounds, or even pre-kindergarten child-care centers. There are exceptions, thankfully, but the average high-schooler possesses little or no mental or emotional discipline, nor is he or she capable of logical thought. Many high schools have given up on assigning homework.

The teachers shouldn’t complain too loudly. These are problems of their own making. Their teacher’s union to which the majority of them belong, the enormously powerful National Education Association, is a known humanist organization that thoroughly embraces and attempts to implement humanist principles. Teachers should have known that about their organization years ago and actively fought against it. Instead, the majority of teachers with shameful docility has wholeheartedly bought into the revolutionary change in perspective about our God, our government, and the principles that used to guide us.

What God has to say about the atheistic Worldview

A thousand years before Christ, King David of Israel penned in Psalm 14 (and 53) the following forecast of humanistic atheism, its inevitable descent into greed and corruption, and of God’s opinion of it:

“The fool hath said in his heart, There is no God. They are corrupt, they have done abominable works, there is none that doeth good. The Lord looked down from heaven upon the children of men, to see if there were any that did understand, and seek God. They are all gone aside, they are all together become filthy; there is none that doeth good, no, not one. Have all the workers of iniquity no knowledge, who eat up my people as they eat bread, and call not upon the Lord? There were they in great fear; for God is in the generation of the righteous. Ye have shamed the counsel of the poor, because the Lord is his refuge. Oh, that the salvation of Israel were come out of Zion! When the Lord bringeth back the captivity of his people, Jacob shall rejoice, and Israel shall be glad.”


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