Archive for September, 2009

The Lay of the Land: Preparing This Generation to Be World Changers For Christ

Wednesday, September 16th, 2009

We must prepare this generation to be different in meaningful ways. We must prepare this generation–like no other–to be in the work but not of the world. As Josh Harris loves to say, “American cannot take another Christian generation that just fits in.” The postChristian age is one dominated by anxiety, irrationalism and helplessness. In such a world, consciousness is adrift, unable to anchor itself to any universal ground of justice, truth or reason. Consciousness itself is thus “decentered”: no longer agent of action in the world, but a function through which impersonal forces pass and intersect [Patricia Waugh in Gene Edward Veith, Jr., Postmodern Times: A Christian Guide to Contemporary Thought and Culture, p. 45]. Let’s examine some modern trends.

The first is a pervasive and abiding concern about the future. To those of us who lived through the Cold War this seem ludicrous. But it is real and this generation is one of the most hopeless in history. Interestingly enough this hopelessness has made us rather sentimental. We have become very sentimental about the past. We have lost our way; lost our dreams.Dr. Harvey Cox: “We once had dreams and no technology to bring them to pass.” Now we have technology but no dreams! Even in our most creative creations it is more of the same: Star Wars are going after the same thing we want and still not finding it. Notice bar scene. The Star Wars phenomenon is so appealing because it is about the past; not about the future. Luke Skywalker is more like John Wayne than he is like Tom Cruse. To this hopeless generation history is not sacred; it is merely utilitarian. It is not didactic; it helps make them feel better. The modern psychologist B.F. Skinner, for instance, disdains history and gives mm’s to monkeys. We have no actions–only fate driving us. We are rudderless. The fact is we Christians know, however, that God is in absolute control of history. We need to teach our children to be tirelessly hopeful. We need to make sure that we are not mawkish! We can easily do so by speaking the Truth found in the Word of God in places of deception.

Next, there is a serious breakdown of community. The Christian teacher Oz Guinness says . . .It is now questionable whether America’s cultural order is capable of nourishing the freedom, responsibility, and civility that Americans require to sustain democracy. Modernity creates problems far deeper than drugs, etc. It creates a crisis of cultural authority in which America’s beliefs, ideals, and traditions are losing their compelling power in society. Sociologist Peter Berger says. . . One of the features of our modern day has been the loss of mediating institutions, so that we now have increasingly atomistic individuals and a powerful state, with no buffers in-between. The Christian homeschooler, therefore, must not merely talk the talk, he must walk the walk. We must create an alternative community of hope. We must sabotage the conspiracy of hopelessness and self-centeredness that is so pervasive in our nation.

America Needs Homeschoolers

Tuesday, September 15th, 2009

2.5 million strong, homeschoolers are in almost every county in America. You, will, without a doubt, be the next successful business people, craftsmen, and professionals. Within a few years you will, I believe, become leaders in our society. Besides the fact that homeschoolers are scoring higher on almost all standardized tests, you are also better adjusted emotionally and spiritually than the general population. I believe that most of you will move to the head of graduating classes of the most prestigious Christian and secular universities in America. You will become leaders in government and industry. The Christian community has not had such an opportunity to influence civil society since the time of Constantine. This is a great opportunity and challenge!

Never has American needed homeschoolers more! At the same time that Christians are beginning to take their place in society, American culture has never needed them more. The Christian teacher Oz Guinness argues that American culture is no longer sustaining Americans. In our homes, in our work places, in our places of play–the stadium–we are struck by the facileness, superficiality, and subterfuge that permeates all parts of American society. Mediocrity has replaced meritocracy.“The Medium has become the message,” the social Critic Neal Postman writes and indeed it is. We, as a culture, have dumbed down, as it were. We do not know how to think; we do not know how to analyze knowledge. We are lost . . .

Culture has to do with making sense out of life and formulating strategies for action; and the ideas and symbols that people draw on in these fundamental undertaking are no longer working. Marriage is no longer working–over 1/2 of American marriages are failing. Fatherhood is not working–4/5 poor American urban families are single family homes. Many of the things that we took for granted are no longer working, no longer have meaning.

That is the bad news.

The good news is that I think that homeschoolers will be different. Our families are stronger, our children are more productive. There is no magic here–my wife and I have sacrificed so much for our children. But it is working and I believe that I will live to see one of the greatest revivals in human history! This generation, then, I believe is one of the most strategic generations in history. How can we prepare them?

What is Literary Criticism? Why teach it?

Monday, September 14th, 2009

The heart of literary criticism is the notion of rhetoric. Quality rhetoric is important and necessary. It seems to me, and to the Greeks, that a democracy demands a responsible, well considered rhetoric. It is absolutely necessary that we participate in legitimate conversation about important issues.

Rhetoric demands that we reclaim the use of metaphor. Our mindless search for relevance and literalness has gotten us pretty lost in the cosmos. Metaphor or comparison between two ostensibly dissimilar phenomena is absolutely critical to creative problem solving. Metaphor, along with other mysteries, have been victims of 20th century pretension and pomposity.

Gertrude Himmelfarb, On Looking Into the Abyss, laments that great literary works are no longer read–and if they were, there are no rules for interpreting them. In philosophy, indeed in all communication, truth and reality are considered relative. With no rules the rhetorician is invited to come to any conclusion he wishes. He is invited to pretty shaky ground. Gordon Conwell Seminary professor David Wells in God in the Wastelands argues that evangelical�Christians who believe in a personal relationshipp with God– and non-Christians have both drunk from the trough of modernity. We have both embraced a sort of existential faith instead of a confessional faith. If it feels good do it and believe it. Unless evangelicals participate in serious apologetics, God will be “weightless.”

The rise of relativism has had disastrous results. The British historian Philip Johnson laments “the great vacuum” that has been filled with totalitarian regimes and fascile thinking. Rhetoric ferrets out truth. If there is no truth, can there be any sense of authority? And can a society survive if there is no authority? Without a legitimate, honest, well considered rhetoric, will history be reduced to the “pleasure principle?

In some ways the American Evangelical Christianity’s loss of rhetorical skills–and I think rhetoric is akin to apologetics–has presaged disaster in many arenas. Without rhetoric Christians have no tools to engage modern culture. In some ways we have lost the mainline denominations to neo-orthodoxy and we have lost the university to liberals. Today the vast majority of American, indeed, world leaders come from 12 universities and not one is a Christian university (Wall Street Journal). Where are the Jonathan Edwards? C. S. Lewis? Good thinking, good talking, may redeem the Church from both the Overzealous and the Skeptic. Rhetorical skills may help us regain the intellectual and spiritual high ground we so grievously surrendered without a fight (Alister McGrath, Evangelicalism and the Future of Christianity). George Marsden in The Soul of the American University and Leslie Newbigen in Foolishness to the Greeks both conclude that we Christians have conceded much of American culture to modernism by our inability to merge thought and communication in a cogency and inspiration that persuades the modernist culture. Without the main tool to do battle–rhetoric–Evangelicals allow orthodoxy to be sacrificed on the altar of relativism. It all begins, I believe, with our inability critically to analyze the classics.

Confusion About Toleration

Friday, September 11th, 2009

With the loss of metaphor and rhetoric, there has grown to be a considerable confusion about how we ought to live out our differences. With the death of classical rhetoric (ethos, logos, pathos) there has been a concomitant loss of what toleration means. To modern America to use a phrase from G. K. Chesterton Tolerance is the virtue of the man without convictions. We have lost confidence in truth and have come to the conclusion that truth is unattainable. The Christian basis for tolerance is our commitment to truth and justice. To modernist culture tolerance is commitment to pragmatic relativism. If something is held sincerely and fervently and harms no one, then it is respected and encouraged (S. D. Gaede, When Tolerance is No Virtue).

Our culture deifies self-reflection and existential possibilities. Without the rhetorician standing and saying, “Why?” we have lost the sense of irony. There is no individual essence to which we remain true or committed. As the boundaries of definition give way, so does the assumption of self-identity. “Who am I?” is a teeming world of provisional possibilities. And no one can stem the tide . . . ((Kenneth J. Gergen, The Saturated Self: Dilemmas of Identity in Contemporary Life).

Metephor

Thursday, September 10th, 2009

Rhetoric demands that we reclaim the use of metaphor. Our mindless search for relevance and literalness has gotten us pretty lost in the cosmos. Metaphor or comparison between two ostensibly dissimilar phenomena is absolutely critical to creative problem solving. Metaphor, along with other mysteries, have been victims of 20th century pretension and pomposity.

Gertrude Himmelfarb, On Looking Into the Abyss, laments the fact that in the field of literature the great works are no longer read–and if they are there are no rules for interpreting them. In philosophy, indeed in all communication, truth and reality are considered relative. With no rules, no honor, the rhetorician is allowed to come to any conclusion he wishes. The decline of responsible rhetoric has help hasten this event. Philip Johnson calls this “the great vacuum” that has been filled with totalitarian regimes. Rhetoric ferrets out truth. If there is no Truth, can there be any sense of authority? And can a society survive if there is no authority? If there is not Truth can there be freedom? But if there is no freedom can one arrive at the Truth? Without a legitimate, honest, well considered rhetoric, will history be reduced to the “pleasure principle?” Is Truth the first casualty of slipshod, faulty, propaganda that some call “rhetoric?”

In some ways the Evangelical Christian loss of Rhetorical skills–and I think rhetoric is akin to apologetics–has presaged disaster in many arenas. Without rhetoric Christians have no tools to engage modern culture. In some ways we have lost the mainline denominations to neo-orthodoxy and we have lost the university to liberals. Today the vast majority of American, indeed, world leaders come from 12 universities and not one is a Christian university (Wall Street Journal). Where are the Jonathan Edwards? C. S. Lewis? Good thinking, good talking, may redeem the Church from both the overzealous and the skeptical. Rhetorical skills–debate–may help us regain the intellectual and spiritual high ground” (Alister McGrath, Evangelicalism and the Future of Christianity). George Marsden in The Soul of the American University and Leslie Newbigen in Foolishness to the Greeks both conclude that we Christians have conceded much of American culture to modernism by our inability to merge thought and communication in a cogency and inspiration that persuaded the modernist culture. Without the main tool to do battle–rhetoric–Evangelicals allowed orthodoxy to be sacrificed on the altar of relativism. David Wells in God in the Wastelands argues that evangelicals and liberals have both drunk from the trough of modernity, though from different ends. Unless the evangelicals participate in serious apologetics, God will be “weightless.”

Rhetoric

Wednesday, September 9th, 2009

The term rhetoric has traditionally applied to the principles of training communicators–those seeking to persuade or inform (Britannica). Rhetoric, in its broadest sense, is the theory and practice of eloquence, whether spoken or written. It may or may not be spoken to persuade (Plato aka Socrates). The unexamined life is not worth living (Plato aka Socrates). The problem today is that we do not know how to talk to each other anymore.

Encarta Rhetoric Article–Background. From the beginning there was a general debate (!) over the advisability, even morality of persuading without honoring Truth and the gods (God!).

The underlying question behind communication (rhetoric) is basic: What is the form (Plato) or truth (Augustine)?

  • Epistemology separate from metaphysical reality (Aristotle)
  • Metaphysical reality very much influence epistemology (Plato)
  • It is irrelevant to ask the question (Sophists)

The modern world has been enamored by and repelled by Rhetoric (if understood as persuasive conversation). On one hand logical positivism insists that all statements must be verified by scientific evidence. On the other hand, the new rhetoric posits that communication–rhetoric–has no moral or ethical responsibility to anyone–it is purely created to persuade. This is tied very clearly to Freudian notions that every act presupposes an ego enhancement quality. In other words, we are free to persuade anyone to do anything if we do so with sincerity.

Gifted And Talented Home School Graduates

Tuesday, September 8th, 2009

Most of the culture in the next twenty years will be created by gifted and talented home school graduates.

Summary of definition of G&T: Any person who exhibits measurable and exceptional skills in a(n) area(s). The characteristics must be excessive (almost too high to measure). A very small portion of our population is G&T. Someone could be very smart, very, very smart, and not be G&T. Our children have a 1-in-20 chance of being G&T. The difference between smart and G&T is the difference between the Book of Romans and the Book of John–both are important, both are anointed, but Romans is profoundly different–not superior–than John.

Summary of characteristics of a G&T person: the high IQ (over 135) and often a behavior problem (not always). At the skill application level G&T students exhibit: elaboration, originality, divergent thinking, and problem solving. Social skills include: cooperative learning approaches, shared decision making, active participation, self-management skills, and a process-oriented approach.

  • Shows superior reasoning powers and marked ability to handle ideas; can generalize readily from specific facts and can see subtle relationships; has outstanding problem-solving ability. The high IQ may be the best indicator of G&T.
  • Shows persistent intellectual curiosity; asks searching questions; shows exceptional interest in the nature of man and the universe.
  • Has multiple interests, often of an intellectual kind; develops one or more interests to considerable depth.
  • Is markedly superior in quality and quantity of written and/or spoken vocabulary; is interested in the subtleties of words and their uses.
  • Reads avidly and absorbs books well beyond his or her years.
  • Learns quickly and easily and retains what is learned; recalls important details, concepts and principles; comprehends readily.
  • Shows insight into arithmetical problems that require careful reasoning and grasps mathematical concepts readily.
  • Shows creative ability or imaginative expression in such things as music, art, dance, drama; shows sensitivity and finesse in rhythm, movement, and bodily control.
  • Sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work. Sets realistically high standards for self; is self-critical in evaluating and correcting his or her own efforts.
  • Shows initiative and originality in intellectual work; shows flexibility in thinking and considers problems from a number of viewpoints.
  • Observes keenly and is responsive to new ideas.
  • Shows social poise and an ability to communicate with adults in a mature way.
  • Gets excitement and pleasure from intellectual challenge; shows an alert and subtle sense of humor.

(Adapted from ERIC, http://ericec.org/digests/e476.htm)

Choosing and Being Accepted to a College

Monday, September 7th, 2009
  • Don’t be discouraged by high tuition charges. Private colleges, for instance, especially the costly ones, usually have much more money to give away in financial aid than state-supported schools. When you start your search for the right colleges, money should not even be close to the front of your mind. You have no idea how much financial aid you will be offered.
  • Financial aid is offered according to SAT scores, need, race/gender, transcript/ recommendations, zip code–in that order. The financial aid process is separate from the admission process.
  • A college will look at your entire high school record, from ninth grade on. But a college knows that a transcript is subjective.
  • Keep good records of contacts.
  • You should make sure that you have taken pre-algebra, algebra I, algebra II, Geometry, and Advanced Math (optional). If the way is clear, for practical considerations, take a consumer math course senior year.
  • Playing a musical instrument and participating in debate are two events that many colleges consider special, and applicants with special talents get special consideration, above and beyond those who do nothing in school but get good grades.
  • A second language helps your college application but I recommend Latin as one of your language.
  • Listen to my insights about the PSAT.
  • The volume of your mail is an early indication of how desirable a college applicant you will be. Colleges only recruit students they really want. The more mail you get, the more colleges want you.
  • Be creative on your transcript. Advanced Literary Analysis: Beowulf to Ben Jonson sounds a whole lot better than English Literature I.
  • Take the SAT I in the spring of your junior year.
  • Take the SAT II if necessary. Also consider taking a CLEP or AP test or two.
  • In your junior year visit the college(s) you are considering.
  • If you apply to a college, you want the admission officer to have a favorable impression of you, even before reading your application. The interview when you visit the campus is your shot at creating that impression. The interview is important–especially to a homeschool student.

World View Observations

Friday, September 4th, 2009

Here are some world views I saw while I was standing in line at the grocery store:

World Views in the Grocery Store and Movie Theater

  1. What s up doc? Bugs Bunny–Concern about the Future The Postman, Gattaca. Time Confusion: Kull Confusion
  2. Animaniacs (benign mocking spirit) Mr. Bean: comedy that wrecks lives
  3. Lost in the wilderness–On a journey. Gummo, Speed
  4. The Outsiders, S. E. Hinton–nostalgia Back To The Future, Playing God, Telling Lies in America: Always coming of age in confusion. Remake of classics: Jane Austen and Henry James. After The Gold Rush
  5. Confusion About Individual Responsibility Playing God, Telling Lies in America
  6. Confusion about toleration
  7. Confusion about sexual roles KISS singing group
  8. Numbness demands stimulation Texas Chainsaw Massacre IV

Stages of Student Maturity

Thursday, September 3rd, 2009

Students will approximately mature in these stages:

Faith Stages (ages are approximate)

  1. The Child decides what is sacrosanct. 0-4
  2. Family is primary but understands that “Johnny” has different beliefs. 5-12 (Many children commit their lives to Christ but rarely understand things like baptism).
  3. The child understands faith, racial, and social classification. 12-17
  4. The indigenous values inculcated in the young person are no longer accepted without question. 19-adult.
  5. The individual learns from other individuals or knowledge bases and willingly changes.
  6. The person is living Romans 12. Moral Stages(ages are approximate)

Responses–

  1. Responds to punishment and reward. 0-4
  2. “You scratch my back and I will scratch yours.” 4-12.
  3. “Good Boy” Morality defined by peer/parental acceptance. 12-14
  4. Law and authority are primary. 14-17
  5. Social Contracts are important. “The Golden Rule.” 17-adult
  6. Highest value is placed on human life, equality, and dignity. These are defined according to the Word of God.