Being that the progressives have declared war on our Christian culture, and the Constitutional Republic our Christian founders founded,is it time we treat secular humanism the same way the secular humanists are treating the Christians, should we remove secualr humanism from the public schools, and the public arena, like the secualr humanist have done with Christianity??
Following are some interesting articles about this subject
Humanism is the dominant view among leading educators in the U.S. They set the trends of modern education, develop the curriculum, dispense federal monies, and advise government officials on educational needs. In short, they hold the future in their hands. As Christian taxpayers we are paying for the overthrow of our own position.
Charles Francis Potter, an original signer of the first Humanist Manifesto and honorary president of the National Education Association, has this to say about public school education:
Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism.(8)
Not only are the leading educators of America promoting humanism, but so are those who write the textbooks children use in the classroom.
A sociology textbook dealing with ethics states: "There are exceptions to almost all moral laws, depending on the situation. What is wrong in one instance may be right in another. Most children learn that it is wrong to lie. But later they may learn that it is tactless, if not actually wrong, not to lie under certain circumstances."(9)
To show how this is coming about, we will go first to the basic issue the change in the philosophy of education. We will then examine some of the fruit the specific programs carrying the humanist message into the classrooms. Finally, we will examine the attitude of those in educational leadership who are trying to promote humanism in the schools, whether it be secular or cosmic in nature.
Most of us have thought that the schools' basic responsibility is to teach what is known as the three "R's": reading, writing and arithmetic. But the fact that many students today cannot pass basic aptitude tests indicate the failure of the public schools in teaching the three "R's."
A recent Time magazine essay stated that "a standardized math test was given to 13-year-olds in six countries last year," and that the "Koreans did the best. Americans did the worst." Besides being shown triangles and equations, the kids were shown the statement "I am good at mathematics." Koreans were least likely to agree with this statement, while Americans were most likely to agree, with 68 percent in agreement.(10)
The conclusion one might make regarding these informative results is that American school children are not very good at math, but they feel good about it.
Today leading educators no longer see their job primarily to be the teaching of these necessary skills. The philosophy of education has undergone a fundamental change. Educators now perceive their jobs to be the complete "resocialization" of the child--the complete reshaping of his values, beliefs and morals.
Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the child's personality and values.
Teacher as Therapist
S. I. Hayakawa, U. S. Senator from California, was an educator for most of his life. On the floor of the U. S. Senate, he stated:
In recent years in colleges of education and schools of sociology and psychology, an educational heresy has flourished . . . The heresy of which I speak regards the fundamental task of education as therapy.(11)
The National Education Association report, "Education for the 70's," states clearly that "schools will become clinics whose purpose is to provide individualized psycho-social treatment for the student, and teachers must become psycho-social therapists."(12)
The February 1968 issue of the National Education Journal states:
The most controversial issue of the 21st Century will pertain to the ends and means of human behavior and who will determine them. The first education question will not be `What knowledge is of the most worth?' but `What kind of human behavior do we wish to produce?'(13)
Who will determine human behavior, and what kind of behavior do we want? Who will engineer society, and what kind of society shall we design? These are the tasks the educational leaders have set for themselves. They are not thinking small.
Catherine Barrett, a former president of the NEA, said:
We will need to recognize that the so-called basic skills, which represent nearly the total effort in elementary schools, will be taught in 1/4 of the present school day. The remaining time will be devoted to what is truly fundamental and basic.(14)
Barrett wishes to press on to bigger and more significant things, such as redesigning society by reshaping our children's values. Educational leaders are saying the big question in education is: What human behavior do we want, and who will produce it?
The question we need to ask is: By what pattern do these educators propose to reconstruct society, and whose values will be taught? You can believe that it will not be the Judeo-Christian value system.
What are the basic programs carrying the humanist message into the classroom? Senator Hayakawa mentions psychodrama, role playing, touch therapy and encounter groups. Others are: values clarification, situation ethics, sensitivity training, survival training and other behavior-oriented programs. Meditation, visualization, guided imagery, along with self-esteem teaching, represent intuitive learning that has become known as "affective education."
Dr. William Coulson of the Western Sciences Institute indicated that affective learning, self-actualization, is at the root of our nation's illiteracy.(15)
These programs are designed to modify children's attitudes, values and beliefs. The primary problem is not the teaching of values, but the fact that these new programs are designed to "free" the children from the Judeo-Christian value system taught by parents and church.
These programs cover such topics as sex education, death ed, drug and alcohol education, family life, human development and personality adjustment. The teaching today by humanists is void of absolutes; there is not a basis of discerning right and wrong. The only wrong is having or holding an absolute.
Relativism is the Key
The only basis for developing morals is what the child himself wants or thinks, and /or what the peer group decides is right. Strong convictions of right and wrong are looked upon as evidence of poor social adjustment and of need for the teachers' therapy. The bottom line is this the major consensus determines what is right or wrong at any point in our culture, there are no absolutes.
Sheila Schwartz is a member of the American Humanist Association, and her article "Adolescent Literature: Humanism Is Alive and Thriving in the Secondary School" appeared in the January/February 1976 edition of The Humanist. In regard to the impact of secular humanist thought in education, she makes the following statements:
Something wonderful, free, unheralded, and of significance to all humanists is happening in the secondary schools. It is the adolescent-literature movement. They may burn Slaughterhouse Five in North Dakota and ban a number of innocuous books in Kanawha County, but thank God [sic] the crazies don't do all that much reading. If they did they'd find that they have already been defeated. . . Nothing that is part of contemporary life is taboo in this genre and any valid piece of writing that helps make the world more knowable to young people serves an important humanistic function.(16)
Lastly, what are the basic attitudes of the educational leadership in America?
Sidney Simon is one of the educational elite in the U.S. He is a humanist, teaches at the Center for Humanistic Education in Amherst, Massachusetts, and is one of the main architects of values clarification theory, which is widely used in public schools. Mr. Simon is a professor. He teaches those who will later teach your children and mine in the public school. While Mr. Simon was teaching at Temple University in Philadelphia, he commented on his experience teaching high school students:
I always bootlegged the values stuff. I was assigned to teach social studies in elementary school and I taught values clarification. I was assigned current trends in American education and I taught my trend.(17)
Simon goes on to say, "Keep it subtle, keep it quiet, or the parents will really get upset."(18)
Rhoda Lorand, a member of the American Board of Professional Psychology, made some observations about the attitudes of educators before the U.S. House Sub-Committee on Education. Her testimony related to House Resolution 5163 having to do with education. Her words are as follows:
The contempt for parents is so shockingly apparent in many of the courses funded under Title III, in which the teacher is required to become an instant psychiatrist who probes the psyche of her pupils, while encouraging them to criticize their parents' beliefs, values and teachings. This process continues from kindergarten through the twelfth grade.(19)
As parents, we are expected to fund the very teaching methodology that is designed to destroy our influence upon our children.
The New Age Seduction
However, the humanist perspective on education is not the only threat we face today. The humanists became entrenched in the late 1960s and during the 1970s.
During the decade of the eighties and now in the nineties we have a new threat. Those who have bought into the New Age movement have a goal to influence the young as well. The January/February 1983 issue of The Humanist carried this article titled "A Religion for a New Age." The author stated:
I am convinced that the battle for humankind's future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level preschool day care or large state university.(20)
The main thrust of this new threat is eastern in philosophy and origin. Humanism as a religion represents a real threat to our Christian heritage, but eastern philosophical ideas by comparison are deadly to our way of life.
Instructor magazine, a publication for teachers, carried an article entitled "Your Kids are Psychic! But they may never know it without your help." The article says that "teachers in particular are in a position to play an exciting role in the psychic development of children."(21) The article goes on to identify psychic ability as the practice of telepathy, clairvoyance, precognition and retrocognition.
As teachers continue their path toward enlightenment of their students, they may step into the world of "confluent education." Dr. Beverly Galyean describes confluent education as a "wholistic" approach to learning. The basic premises of "confluent education" should cause great concern within the Christian community.
Among Dr. Galyean's premises are:
In essence we are not individuals but part of the universal consciousness [which is God]. Realizing this essential unity, and experiencing oneself as part of it, is a major goal for a child's education.
Because each person is part of the universal consciousness which is love, each contains all the wisdom and love of the universe. This wisdom and love is the `higher self.' The child can tap into this universal mind and receive advice, information and help from it. This is usually done through meditation and contact with spirit guides.
Each person creates his or her own reality by choosing what to perceive and how to perceive it. As we teach children to focus on positive thoughts and feelings of love, their reality will become that.(22)
Dr. Galyean sums up her beliefs by saying that
Once we begin to see that we are all God . . . the whole purpose of life is to reown the Godlikeness within us; the perfect love, the perfect wisdom, the perfect understanding, the perfect intelligence, and when we do that we create back to that old, that essential oneness which is consciousness. So my whole view is very much based on that idea.(23)
As Christians our response to New Age influences in public school education can be carried out in several ways.
First, we must develop a relationship with the school. One possibility might be through actively working as a volunteer on campus in some capacity. Another is getting to know your child's teacher and his or her world view.
Second, we must discern he particular bias of the textbooks used in the classroom. Whether they are humanistic in their approach or eastern and whether they properly treat the Judeo-Christian world view.
Third, if we discover that our Judeo-Christian perspectives are being sacrificed for the inclusion of alternative views, then we must become politically involved and seek the election of individuals to the school board and other effective positions who reflect a more traditional stance.
Fourth, we must continue to be actively involved in our children's lives. Furthermore, we must teach our children to become discriminators. We cannot ever accept the idea that our child's education is someone else's responsibility.
It is imperative that we educate others as to the problems within the system and then take appropriate action.
As Christians, our response to New Age influences in public school education can be carried out by developing a relationship with the school and getting to know our children's teacher and his or her particular world view.
We must also be aware of the bias represented in our children's textbooks. However, more importantly, we must develop a deeper relationship with our children, thereby becoming the greatest of all the various influences in their young lives. Unless we achieve this goal, we will have emotionally and spiritually lost the battle for our children's future.
High School – 1957 vs 2010
Secular Humanists and Social Progressives like to hail how far we have “evolved socially.” Humanists proclaim that all we need for a social utopia is to abandon the old outdated forms of religion that restrain our “inner goodness.” Using groups like the ACLU and other legal groups to remove all vestiges of Christianity from our public schools, government, our military and just about every public forum, we are now seeing the fruits of Humanism being harvested in our society. However, I am old enough to have personally witnessed, in my lifetime, how far our nation has declined socially, morally and spiritually as we abandon our Christian heritage and Christian values. I recently received an email of comparisons between the 1950’s and today. It adequately frames the discussion with very real and plausable scenarios and so I share it with you here. Let’s compare then and now to see how much better off we are today with secular humanistic values…
Jack goes quail hunting before school and then pulls into the school parking lot with his shotgun in his truck’s gun rack.
1957 - Vice Principal comes over, looks at Jack’s shotgun, goes to his car and gets his shotgun to show Jack.
2010 - School goes into lock down, FBI called, Jack hauled off to jail and never sees his truck or gun again. Counselors called in for traumatized students and teachers.
Johnny and Mark get into a fist fight after school.
1957 - Crowd gathers. Mark wins.. Johnny and Mark shake hands and end up buddies.
2010 – Police called and SWAT team arrives — they arrest both Johnny and Mark. They are both charged them with assault and both expelled even though Johnny started it.
Jeffrey will not be still in class, he disrupts other students.
1957 – Jeffrey sent to the Principal’s office and given a good paddling by the Principal. He then returns to class, sits still and does not disrupt class again.
2010 – Jeffrey is given huge doses of Ritalin. He becomes a zombie. He is then tested for ADD. The school gets extra money from the state because Jeffrey has a disability.
Billy breaks a window in his neighbor’s car and his Dad gives him a whipping with his belt..
1957 – Billy is more careful next time, grows up normal, goes to college and becomes a successful businessman.
2010 – Billy’s dad is arrested for child abuse. Billy is removed to foster care and joins a gang. The state psychologist is told by Billy’s sister that she remembers being abused herself and their dad goes to prison. Billy’s mom has an affair with the psychologist.
Mark gets a headache and takes some aspirin to school.
1957 – Mark shares his aspirin with the Principal out on the smoking dock.
2010 – The police are called and Mark is expelled from school for drug violations His car is then searched for drugs and weapons.
Pedro fails high school English.
1957 – Pedro goes to summer school, passes English and goes to college.
2010 – Pedro’s cause is taken up by state. Newspaper articles appear nationally explaining that teaching English as a requirement for graduation is racist. ACLU files class action lawsuit against the state school system and Pedro’s English teacher. English is then banned from core curriculum. Pedro is given his diploma anyway but ends up mowing lawns for a living because he cannot speak English.
Johnny takes apart leftover firecrackers from the Fourth of July, puts them in a model airplane paint bottle and blows up a red ant bed.
1957 – Ants die.
2010 - ATF, Homeland Security and the FBI are all called. Johnny is charged with domestic terrorism. The FBI investigates his parents — and all siblings are removed from their home and all computers are confiscated. Johnny’s dad is placed on a terror watch list and is never allowed to fly again.
Johnny falls while running during recess and scrapes his knee. He is found crying by his teacher, Mary. Mary hugs him to comfort him.
1957 – In a short time, Johnny feels better and goes on playing.
2010 – Mary is accused of being a sexual predator and loses her job. She faces 3 years in State Prison… Johnny undergoes 5 years of therapy.
There you have a vivid comparison of how we as Americans have evolved socially as we continue to exclude the Lord in our daily lives.
President Harry S. Truman, addressing the Attorney General’s Conference on Law Enforcement, 1950 said this:
“The fundamental basis of this nation’s law was given to Moses on the Mount. The fundamental basis of our Bill of Rights comes from the teaching we get from Exodus and St. Matthew, from Isaiah and St. Paul. I don’t think we emphasize that enough these days. If we don’t have the proper fundamental moral background, we will finally end up with a totalitarian government which does not believe in the right for anybody except the state.”
WHAT IS SECULAR HUMANISM?
To state it bluntly, Humanism is the religion which deifies man and dethrones God. Its avowed aim is to replace theism with humanism. John W. Whitehead and John Conlan, writing in the Texas Tech Law Review, define Secular Humanism in this way:
The word "secular" by definition refers to "the temporal rather than spiritual." "Secularism" is a doctrinal belief that morality is based solely in regard to the temporal well-being of mankind to the exclusion of all belief in God, a supreme being, or a future eternity. "Humanism" is a philosophy or attitude that is concerned with human beings, their achievement and interests, and the condition or quality of being human, rather than with the abstract beings and problems of theology.
"Secularism is nontheistic and "humanism is secular because it excludes the basic tenets of theism. Therefore, Secular Humanism is nontheistic. However, while Secular Humanism is nontheistic, it is religious because it directs itself toward religious beliefs and practices, that are in active opposition to traditional theism. Humanism is a doctrine centered solely on human interests and values. Therefore, humanism deifies Man collectively and individually, whereas theism worships God.
The basic beliefs of Humanism have been summarized in this way:
Specifically, what are some of the principles or articles of faith of Humanist belief that find their way into public and even private education? Above all,
Humanists do not believe in God and, of course, they do not believe in salvation or damnation. They believe in the theory of evolution, a theory that is often presented as fact in many schools and textbooks. Humanists believe that everyone has a right to full sexual freedom, the right to express their individual sexual preferences as they desire. They believe that everyone, regardless of age or condition, has a right to determine the values and goals that affect their lives. They believe in the right to suicide, abortion and euthanasia. They adhere to situation ethics morality, meaning they do not live by or believe in absolute standards of morality. They recognize no immutable rights or wrongs as revealed in the Ten Commandments. They believe everyone has a right to maximum individual autonomy, meaning the right of each to do his own thing, whatever it may be. Humanists do not believe in national sovereignty, but in a world government.
Webster's Dictionary reveals that the word "humanism" is a broad word used in many different ways. Webster's definition is:
la: devotion to the humanities: literary culture b: the revival of classical letters, individualistic and critical spirit, and emphasis on secular concerns characteristic of the Renaissance 2: HUMANITARIANISM 3: a doctrine, attitude, or way of life centered on human interests or values; esp: a philosophy that asserts the dignity and worth of man and his capacity for self-realization through reason and that often rejects supernaturalism.
II. TENETS OF SECULAR HUMANISM
Whitehead and Conlan write:
Certain common elements of Secular Humanism establish Secular Humanism as a doctrinal "faith." These common elements will be termed "tenets" since they apply universally to adherents of the religion of Secular Humanism.
A. The Irrelevance of Deity The first tenet of Secular Humanism denies the relevance of Deity or supernatural agencies. In place of traditional theism's worship and prayer to God, the Secular Humanist finds his religion expressed in a heightened sense of personal life and in a cooperative effort to promote social well-being. If God is irrelevant, or even dead, it follows that there has been no revelation from God to Man. As a consequence, the Secular Humanist does not accept traditional theism's belief in the Bible as the divinely inspired word of God.
B. The Supremacy of "Human Reason" The second tenet of Secular Humanism is the belief in e the supremacy of "human reason." The phrase "human reason" encompasses the belief that man can begin from himself and on the basis of the utilization of his mental faculties alone "think out the answers to the great questions which confront mankind."
C. The Inevitability of Progress The third tenet of Secular Humanism is the belief in the inevitability of progress. The belief in progress is perpetuated through the evolutionary theory and its cultural application (Social Darwinism). Evolution has produced the mechanistic belief that nature is moving inevitably to higher and higher forms of life. This optimistic view of progress has been rebutted by developments of the last 40 to 50 years, however, so that now it is not seriously advanced.
As Secular Humanism takes a more pessimistic outlook toward man's progress, humanists look more to the State to assume a guiding hand in shaping man s future. In recent years the State has heeded the humanists' call and taken on a more humanistic character. In this respect education is viewed by Secular Humanism as the fulfillment of the State's role as a "saving institution," and thus, the State has become more intimately involved in education and now controls all public education. Therefore, a logical conclusion of Secular Humanism's statist emphasis is the establishment of the State's role as a "saving institution" through a domination of the education system. Because Man is either not progressing as rapidly as the Secular Humanist would desire, or because Man does not seem to be progressing in the evolutionary sense, many Secular Humanists have opted for forced progress and manipulative environment control. Totalitarianism, therefore, could very well be the end result of Secular Humanism.
D. Science, Guide to Progress A fourth tenet of Secular Humanism is the belief in science as the guide to human progress and t ultimate provider of an alternative to both religion an morals. Therefore, science itself assumes a religious character, and the tenet of science-as-provider can pose an equally frightening threat of totalitarianism. The scientist has faith that the universe is potentially knowable. It has been said of Francis Crick, Nobel Prize winning scientist and signer of Humanist Manifesto II: "His scientific enterprise is governed by a basic religious stance. And while he recognizes that the particular stance he takes is anti-religious in conventional terms, 'it is a religious attitude because it's concerned with religious problems.' He is absolutely right. What Crick and other scientists are doing is bringing forth a religion based science." Secular Humanism has developed a "scientific theology" that has evolved from a description of concrete objects and events to a study of relationships observable in complex systems. As science takes on a more pessimistic humanism, it will grow impatient with natural development and progress, and as pessimism expands, State technology will become more closely aligned with science and its goals. To encourage Man's progress toward a humanistic society, many scientists have suggested that State technology and money be used to genetically manipulate the citizenry.
E. The Autonomy and Centrality of Man The fifth tenet of the religion of Secular Humanism is the belief in the self-sufficiency and centrality of Man. This tenet encompasses the assertion of the autonomy and independence of Man apart from Deity of any kind, thereby supposedly releasing Man from all obligations to Deity. Along with the evolutionary theory, the centrality and autonomy of Man are the most prominent features of Secular Humanism. Because Man is autonomous, Secular Humanism posits that man, contrary to traditional theism, is inherently good and in no need of salvation or theological redemption to correct or redeem what traditional theism designates as Man's fallen nature. This tenet of Secular Humanism, therefore, promulgates the idea that Man's future and salvation are in Man's hands. Thus, the tenet of the autonomous Man postulates that Man, not God, controls the destiny of the human race. If God is non-existent, then there is no revealed word of God from which Man can assert absolutes. If Man is the master of his own destiny, he can create his own system of absolutes apart from divine revelation. Therefore, to the humanist, the monstrosities perpetrated upon mankind by Hitler and Stalin, both autonomous men, cannot logically be criticized. Why? If there are no transcendent absolutes, then each individual is absolute and the sole judge of his own actions. Any condemnation of these autonomous men's actions by Secular Humanists would deny Man's absolute autonomy and impose an absolute standard upon the actions of Man from a source outside of himself. To the humanist, such condemnation would be hypocrisy. However, pessimism is beginning to mar the belief in the tenet of centrality, too. In the event that you feel these writers have been unjust in their presentation of the beliefs of Secular Humanism, read Humanist Manifestos I and II.
The sixth tenet of Secular Humanism, the belief in the absolute of evolution, is discussed in Section VI. The Bible reveals that deception is the chief characteristic of all false teachers and false prophets. Humanists are no exception. If they were to call themselves atheists as they really are, very few people would be deceived by them.
Secularism at its root is ignoring the eternal. It is living for this world only as if there is no God and no eternal consequence for our actions. It is the mark of a fool. "A fool says in his heart, ‘There is no God’" (Psalm 14:1). It is not living in light of eternity. It is easy to see how this kind of thinking is a logical outgrowth of denying God’s existence (atheism).
The monster is secularism, but what do the various heads of the hydra represent? What are the components of secularism? The following "isms" contribute to our increasingly secular society. (Some of these ways of thinking are old, some are new but they’re all compatible with and reinforce the dominant worldview in our culture: secularism.)
1. Pessimistic Existentialism— this cynical, fatalistic belief system asserts that man is a useless passionate creature with no intrinsic meaning or purpose in life. Feelings, instead of truth become the new standard for evaluating human significance. The most important question is not, "What do you think?" but, "How do you feel?" The problem is that how we feel may have no correspondence to what is true. "There is a way which seems right to a man but its end is the way of death" (Prov. 14:12). Paul tells us that we are to be babes in evil but mature in our understanding. Proverbs 18:2a says that, "a fool finds no pleasure in understanding."
2. Moral Relativism— this belief system assumes that God does not exist, so there is no objective basis for believing in absolute morality; therefore, "everything is relative"—including morality and ethics. The basis of right and wrong becomes a function of individual opinion or group consensus, both of which are continually subject to change. According to George Barna, 71% of Americans subscribe in some way to this belief system. Judges 17:6 says, "…everyone did as he saw fit." That’s the logical outcome of moral relativism.
3. Pragmatic Utilitarianism— Instead of asking, "Is it true? "pragmatism asks, "Does it work?" This is a results-oriented point of view, which says that the ends justify the means. Its motto: "Where there is a will, there is a way." Modern man tends to be pragmatic and tends not to engage in ethical and religious reflection and thought. Instead of saying "because it’s true, it works," pragmatism says, "because it works, it’s true." Since God’s will must be done God’s way, the ends do not necessarily justify the means.
4. Logical Positivism, or empiricism, is the belief that reality is limited only to what can be measured by the empirical senses—eyes, ears, nose, tongue and fingers. It involves the application of rationality and empiricism through science and technology. In other words, science becomes our "sacred cow" or god. Any truth that can’t be observed or experienced, such as moral or spiritual truth, is relative. The "scientist," like Carl Sagan, would be the "high priest" in this modern movement. Motto: "The cosmos is all there is or ever will be." Paul says that the Christian is to "live by faith and not by sight" (2 Cor. 5:7).
5. Darwinian Evolution— this belief system assumes that God does not exist, so it needs to arrive at an alternative explanation for creation and the development of the human species. Theistic evolution is an oxymoron. If creation can be explained apart from a Creator, there is no longer any need for God as an explanation for the creation. This theory requires a strong "faith" since it is based on assumptions, that can’t be proven. The writer of Hebrews says, "By faith we understand that the universe was formed at God’s command, so that what is seen was not made out of what was visible" (11:3). The fact is that the creation of the universe is outside the purview of scientific investigation.
6. Pagan Hedonism— the motto of hedonism is: "You only go around once in life so you’ve got to grab for all the gusto that you can get." Instead of focusing on truth and falsehood, or good and evil, the hedonist focuses on pleasure and pain. In simple terms, the hedonist makes the pursuit of pleasure and the avoidance of pain paramount to all other pursuits in life. It says, "Let us eat, drink and be merry, for tomorrow we shall die" (1 Cor. 15:32). Paul said that if Christ wasn’t resurrected, this way of thinking might make sense.
7. Crass Materialism— this involves the unbridled acquisition of things. Its motto: "Money isn’t everything, but whatever is in second place is sure far behind." Jesus contradicted this point of view when he said, "life does not consist in the abundance of things that you possess" (Luke 12:15). You can’t serve two masters, you can’t serve God and materialism (Matt. 6: 24). Materialists consider shopping or consumerism a form of "therapy." Unfortunately, greed and disillusionment get the best of such people.
8. Secular Humanism is a worldview that is man-centered rather than God-centered. In its simplest form it views man "as the measure of all things." Man, not God, is the standard by which all norms and values are ultimately determined–all reality and life is centered on man. This belief system is summarized in the Humanist Manifesto I & II. Its motto: "I am the master of my fate, I am the captain of my soul." Man-centered secular humanism is the most popular alternative to God-centered Christianity.
9. Marxist Communism is an atheistic and materialistic form of government with a socialistic economy based upon the government owning the means of production. Historically, virtually every significant effort aimed at improving people’s standard of living invested by socialistic or communistic theories of economics has failed miserably. Since communism is not compatible with human nature, it has never worked in the "real" world. Perhaps the last bastion of communism in America is the secular university.
10. Atheism is the belief that there is no God. The most important factor in any worldview is whether or not one believes in God. The Bible never tries to prove God’s existence; it merely assumes it and states that we are without excuse if we fail to come to that conclusion based upon the evidence (Rom. 1:18ff). Proverbs 14:1 says, "A fool says in his heart, ‘there is no God.’" Studies show that most people have some concept of God. Many people who claim to be atheists are simply mad at God. Others choose to adopt a lifestyle that is not compatible with God’s existence so they rule Him out of their lives. If you define God as your ultimate object of loyalty, then everyone has a god. We will all trust in something or someone, the question is in whom or what will we trust? Is the object for our faith worthy?
11. Historical Revisionism is the attempt on the part of secular humanists to rewrite history based on the assumptions of what is considered to be a politically correct way of thinking. In particular, they would like to rewrite the history of the founding of our nation to cover up the fact that our founding fathers had deep religious roots and used the Bible as the primary source document for their writings. They prayed regularly and included God in numerous official documents and practices of our nation. Revisionists would have us believe that our nation had a strictly secular foundation.
12. Narcissism is the excessive interest in one’s appearance, comfort, importance and abilities. It could be defined as extreme and unhealthy self-love to the point of self-absorption. A related term is "hubris"—arrogance resulting from excessive pride. This way of thinking is the result of our failure to think realistically and to regard ourselves and not God as the center of our universe. James 4:6 says, "God opposes the proud but gives grace to the humble." Narcissism is the logical consequence of enthroning one in the kingdom of self. Paul says, we are not to think more highly of ourselves than we ought to think (Romans 12:3).
13. Multiculturalism is the belief based on postmodernism, which assumes that all truth is culturally biased and so there is no morality or truth that transcends every culture. Therefore, no one culture is any better than any other culture, just different. All cultures must be equally tolerated and celebrated. Multiculturalism is the result of the collective application of moral relativism.
14. Pluralism is the condition that exists in a society or culture, which possesses many different religions, worldviews and truth-claims when none is dominant. It is the belief that there is no way to bring divergent ideas into a coherent whole. It does not believe in universal truth or moral absolutes. Pluralism results from a failure to realize that all truth is God’s truth and He is the cohesive force uniting all of the universe. Colossians 1:17 says that Christ "is before all things and in Him all things adhere or hold together."
15. Postmodernism is a particular worldview based on the belief that truth does not exist in any objective sense and is created rather than discovered. Truth is culturally biased, subjective and therefore relative. This way of thinking can best be understood as a reaction to the empiricism of modernism, which limits one’s understanding of reality to the five senses. Christians believe that truth is discovered, discerned or revealed rather than created. We are not the source of truth, God is. Jesus said, "I am the truth…" (Jn. 14:6) and "…Thy word is truth" (Jn. 17:17).
16. Political Correctness is the belief that is approved and the behavior that is accepted when measured by the worldview and assumptions of secular humanism, postmodernism, multiculturalism and universalism. The bottom line is that secular humanism is considered socially acceptable while biblical Christianity is not considered politically correct. Political correctness is a means of putting social pressure on Christians to suppress their speech. Christians are called not be ashamed of the Gospel, but to speak the truth in love (Eph. 4:15).
17. Universalism is a religious belief, which says, in effect, "all roads lead to Rome." All religions lead to God. All worldviews can be valid avenues of salvation and any religion or worldview that attempts to be unique or exclusive is "wrong." According to George Barna, 64% of Americans subscribe to this point of view. The simple truth is that either one religion is correct, true and valid, or none are. All religions are mutually exclusive or contradictory to one another. Christianity is the only religion that teaches salvation "by grace…through faith" (Eph. 2:8,9). If it is true, all other religions must be false.
18. The New Tolerance is based upon the belief that all truth is relative and therefore every individual’s beliefs, values, worldview, lifestyle, and perceptions of truth are equally valid. Multiculturalism is simply secular tolerance applied to the culture rather than to the individual. Tolerance is the greatest virtue in a culture that is void of absolute truth and morality. It would appear that the only people not to be tolerated are biblical Christians, because their worldview is the only one that poses a threat to secularism’s relativistic morals.
19. Naturalism, as opposed to supernaturalism, states that this natural, material world is all that exists. Since there is no such thing as the supernatural, there’s no such thing as God or miracles. Whatever exists can be explained by natural causes; therefore the supernatural cannot exist. This belief is at the heart of the theory of evolution. Some naturalists refer to themselves as scientific materialists—the name makes no difference; Materialism, naturalism and evolution go hand in hand—you can’t have one without the other.
20. Globalism (one world government)— if God does not exist, then He can’t help us solve our problems. We have to depend upon ourselves to solve our problems. The best way to do that is through Globalism, or a one-world government, with a socialist economy of course. There are currently serious efforts going on in our world through such organizations as the United Nations and World Court to do just that. Under such a government, all nations would have to surrender their sovereign status. In the last days, the Bible says that the antichrist will be in charge of a worldwide government.
What do all these "isms" have in common? They have all rejected the love of God as revealed in the Gospel of Christ and they have all rejected the wisdom of God as revealed in His Word–the Bible. They do not respect God or take Him seriously nor do they have any regard for His Word. Paul described it this way in Romans 1:21, "For although they knew God, they neither glorified him as God nor gave thanks to him, but their thinking became futile and their foolish hearts were darkened." The way to avoid being adversely influenced by these non-Christian worldviews is to develop a Christian worldview—that is, to learn to think biblically.
If we want to avoid becoming the proverbial frog in the kettle, we must not allow the world to squeeze us into its own mold but rather we must allow God to transform us by the renewing of our mind (Rom. 12:1-2). But more than this, we are called to go on the offensive and use the "sword of the Spirit" (Eph. 6:17). In 2 Corinthians 10:3-5, Paul said, "For though we live in the world, we do not wage war as the world does. The weapons we fight with are not the weapons of the world. On the contrary, they have divine power to demolish strongholds. We demolish arguments and every pretension that sets itself up against the knowledge of God, and we take captive every thought to make it obedient to Christ." Only the "sword of the Spirit" can slay the secular monster called the hydra.