RELIGION and CULTURES in HISTORY

 

Prepared for the University of California, San Diego

 

 

 

Teacher Guidelines for

 

TEACHING THE

 

CHRISTIAN/AMERICAN CULTURE

 

 

 

Sponsored by:

The California History-Social Science

Project at the University of California at

San Diego, California

 

Program Director:

Kim Plummer

Facilitator for the California History-Social

Science Project at the University of California

at San Diego: the Co-Director of the UCSD

Diversity Institute; a Facilitator for the

California Three R's Project

 

A Unit in Multicultural Curriculum written by:

Dr. Robert L. Simonds

P.O. Box 3200

Costa, Mesa, CA 92628

(714) 251-9333

 

Note:  These guidelines have not been copyrighted.  Anyone may

reproduce or adapt it in any way desired; adding or deleting as desired.

 

 

 

 

 

 

 

 

 

 

 

 

Teacher Guidelines for

Teaching the Christian/American Culture

 

Outline

 

Introductory remarks

A Model Policy for Teaching Multiculturalism and Diversity

Part I: Teaching About Religion -- the U.S. Legal Guidelines

Part II: The Christian Religion - History and Culture

        Section 1. The Christian Faith -- It's National Impact

            - "In God We Trust"

            - The Christian Culture in National Life

            - Economics

            - Labor

            - Money

            - Education

            - Education and Training -- A National Mandate

            - Six Biblical Purposes of Education

        Section 2. Jesus Christ -- The Central Figure of Christianity

        Section 3. The Biblical Principles of Religion Say Who God Is

        Section 4. Christianity and Mankind in the Christian Culture

        Section 5. The Christian Impact Upon Society

        Section 6. The Christian World View vs. The Secular World View

Part III: Some Do's and Don'ts When Teaching Multiculturalism

 

 

Introductory Remarks

The United States of America has a multitude of religions, each with a unique culture of its own. In many ways, the religions of America are a melting pot that affect all parts of our culture to some degree.

America, however, has only one original, still dominate, religious culture. And that culture is overwhelmingly built upon Christianity.

The Christian faith and its biblical principles, established in our Declaration of Independence and the U.S. Constitution, gave America and the world a completely new concept of government, one of allowing the church to be totally FREE of the dictates of the state (for the first time in history): in which the states (the body politic) were established for the protection of the free and independent church and its doctrine of "Christian Self-Government with Union." The Christian church was expected to raise up generations of men and women capable of maintaining the Constitutional principles of "self-government by union," the uniquely Christian and American ideal of civil government.

The American nation has a Constitution, established upon the biblical "Ten Commandments." The Bill of Rights were taken directly from the Biblical principles of Christianity.

The central figure of both the Bible and of all Christendom is Jesus Christ. Jesus Christ re-established morality in its utmost purity. Jesus gave mankind and every individual the principles and rules to live by, to help every person be more perfect and fulfilled.

Christianity and its doctrines of love, service and liberty have long been established in America. Before Christianity had been applied to society, through civil government, the world only had government by autocracy (a single absolute ruler) as one extreme; and pure democracy (rule by the majority) at the opposite extreme. Both of these systems had major flaws. The influence of Christianity and the American forefather's belief in one God and Creator, established the first government in history as a REPUBLIC -- a democratic republic. This Christian form of government became known as the "golden mean" between autocracy (kings and dictators) and pure democracy (majoritarianism, without regard to minority views).

Thus, Christianity, based upon the Bible, provided the basis for the first successful civil government that allows the civil rights of minorities, women's freedom, religious freedom for all religions, free speech, free press, and free elections. Most of those liberties came directly from the Bible and Christianity.

The American culture is impregnated with the Christian culture of love, law, freedom, liberty and justice for all.

The culture of a people is made up of their religious structures, intellectual and artistic manifestations and long-lived traditions. Therefore, "Cultural Relativity" refers to cultural traits with all their complexities which cannot be understood or evaluated without reference to the function in the broader culture as a whole. Prerequisite to "tolerance" and conciliation is an understanding of one another's culture.

America is a pluralistic society with many beliefs (political, religious and social) that must co-exist and participate together in government and society in a civil and charitable manner for the Christian/American culture and all other cultures to survive. That prejudice and discrimination must be prevented through education and understanding, is a Christian doctrine, as well as a judicial mandate in American society.

As a multicultural society we must be ever aware that America's culture is distinctly Christian. And because it is a Christian culture, all religious cultures are welcome and lovingly encouraged. With that liberty and freedom for all cultures, Americans (who include all cultures) have developed a "national culture" unique in all the world -- "The American Christian Culture."

Every society has a dominant culture (some restrict that culture to just one), but America is a unique culture in that 76% of all Americans are Christians, with 235,000 Christian churches and 193,000,000 members. We are all, in fact, however, Americans!! Because America's laws and civil government are Christian based, all religious and non-religious cultures are given equal liberty and freedom. Only America offers this freedom to all mankind without judicial or governmental prejudice. Not that hateful prejudice does not exist, through individuals, for that is a never-ending blight to be monitored and disallowed in a free nation for all men and all beliefs.

 

 

 

A Model Policy for Teaching 

Multiculturalism and Diversity

 

Note: With various multicultural interests pressuring public schools for their own culture to be taught, many public schools have adopted a policy on Multiculturalism, as a guide to curriculum and teaching in this diverse and potentially divisive arena, as follows:

Policy

"This district recognizes that its students are growing up in a society composed of many races and persons who were raised in foreign cultures with different values. Also, America is a pluralistic society with people of various beliefs (political, religious, social, etc.) co-existing and participating in government and society.

In an effort to prevent prejudice and discrimination from harming individuals and society, as they have in the past, this district is making an effort to foster appreciation of one another's uniqueness as well as an understanding of other viewpoints. The teaching staff and district personnel will work within the following guidelines to give appropriate attention to multiculturalism and diversity:

(1) Instruction should be integrated into existing subject matter, in a logical and reasonable manner, as time allows. Inclusion in such classes as social studies, history, literature, language and geography is appropriate.

(2) No staff member shall make derogatory remarks about any race, gender or religion, or discriminate against any student because of personal traits or beliefs.

(3) It is recognized and regretted that gross injustices have occurred in American society, in the past, directed toward people of race, gender or belief. Students should be taught about such injustices in the hope they will learn from them and not allow them to continue. However, most students had nothing to do with that discrimination and they should not be made to feel guilty about it now. The past is the past. This district would like to move on toward a positive future. Making some student groups feel guilty and others feel they deserve compensation now for what happened to their ancestors will only further divide society and create more prejudice.

(4) The district will offer no special treatment for students because of their race, gender, beliefs or personal behaviors. This would be a practice of reverse discrimination.

(5) Teaching about various cultures will be appropriately proportionate to their representation in American society at large. American culture will be given dominant attention, since it is the American culture in which all the students live.

(6) The district recognizes that cultures have distinctly different values, usually based upon religious beliefs. It is appropriate to teach about the culture and its beliefs and values. It is not acceptable to require students to participate in religious activities (i.e. an Indian ritual prayer dance or Eastern meditation), nor is it appropriate for teachers to denigrate or advocate any religion.

(7) Since America is a `melting pot' of various cultures into an American culture with unity of purpose, values and respect for all the races, colors and creeds, traditional American values should be taught. Students should understand that this country was pioneered primarily by those seeking religious freedom. As our Bill of Rights states, we are all created equally, and hold equal rights under the law. America was born and developed upon the foundation of Judeo-Christian values. Commonalties should be emphasized, not differences.

(8) While the district recognizes that we live in a globally-interrelated world that is made up of treaties, cooperative agreements, and economic ties, national sovereignty should be respected and emphasized in all instruction.

(9) When teaching about culture, time constraints require that only main points and primary influences be covered. For example, important events in American history must be covered, even if only Anglos were present to participate. Small accomplishments should be given proper attention, as time allows. They should not become a primary focus solely because of the main participant's race. All events should be represented in proper proportion and relative importance so students do not receive a distorted or incomplete view of history. For example, it would be inappropriate to spend a two-week unit on the life and death of Marilyn Monroe and only one week on the Civil War; it would also be a disproportionate amount of time to study Martin Luther King, Jr. and his beliefs for a month while spending only a week on the American Revolution.

(10) It is appropriate and beneficial to have guest speakers present their culture. However, "equal and proportionate time" should be practiced, in fairness, whenever potential controversy is involved. Guest speakers will not be allowed to recruit students to a belief or life-style.

(11) Students should be expected to respect others' rights and humanity, even if they choose not to accept the person's beliefs, or find their beliefs distasteful. The student may wish to oppose a behavior (i.e. homosexuality, child molestation, murder) but accept the person.

(12) Since beliefs and cultures may be sensitive subject areas to some extent, students' privacy will be respected in all discussions and activities.

(13) Multicultural instruction should be academically strong, not ideologically based. It will support our nation's democratic, Western values and respect individual rights.

 

 

Part I - Teaching About Religion - 

The U.S. Legal Guidelines

The Constitution is the basic legal guideline for civil government and its relation to religion and Christian culture. Yet, how courts may interpret this relationship, especially as it applies to the First Amendment of the Constitution, has become a legal and religious nightmare at times.

A teacher must have a firm grasp on what is legal and what is not legal concerning religion in the classroom. To that end a review of the legal rights to teach religion from some of the court-established guidelines may be helpful.

1. The Supreme Court has held that government (including public schools) must accommodate religion whenever it is constitutionally required. See Keyishian vs. Board of Regents 385 U.S. 589, 603, (1967).

2. The First Amendment to the Constitution states as follows:

"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people to peaceably assemble, and to petition the government for a redress of grievances."

The religious clauses have been interpreted by the Supreme Court to specifically restrain any government body (including schools) from establishing an official religion and from restricting the free exercise of religion by individuals.

3. Religion and the Christian doctrines as well as cultural beliefs were not only allowed in public schools in early America, but were the very reason public schools were established.

The Northwest Ordinance said: "Religion, morality and knowledge being essential to good government and the happiness of mankind, schools and the means of education shall forever be encouraged."

This ordinance made clear that the founders of America believed that religion, instead of being strictly separated from the state, is in fact inseparable from the state. Congress showed support in 1789 by re-enacting the Northwest Ordinance after the First Amendment religious clauses and the Bill of Rights were finalized. The Bible and Christian religion and culture were the means for a public education.

4. The mention of religion, along with use of the Bible, has been strongly misunderstood when applied to public schooling. Both may exist within the curriculum if they are not a part of religious worship, but are integrated within a secular program.

The Supreme Court clearly affirmed this position in Stone v. Graham, 449 U.S. 39, 42 (1980), when it stated that "the Bible may constitutionally be used in an appropriate study of history, civilization, ethics, comparative religion, or the like." A few years earlier, the Court in Schemmp held that "[i]t certainly may be said that the Bible is worthy of study for its literary and historic qualities. Nothing we have said here indicates that such study of the Bible or of religion, when presented objectively as part of a secular program of education, may not be effected consistently with the First Amendment." School District of Abington Township v. Schempp, 374 U.S. 203, 225 (1963).

One appropriate issue that has been addressed by the Supreme Court in various cases is that of ensuring a "secular" education for all students, which does not affect an elimination of religion. This has been explained in Nyquist which states that the First Amendment does not forbid all mention of religion in public schools; it is the advancement or inhibition of religion that is prohibited. Committee for Public Education v. Nyquist, 413 U.S. 756,788 (1973). The Supreme Court also addressed the "secular" issue in McGowan v. Maryland when it stated that the Constitution does not necessarily forbid activities that have a religious purpose. Government involvement in an activity of unquestionably religious origin does not contravene the Establishment Clause if its "present purpose and effect" is secular. McGowan v. Maryland, 366 U.S. 420, 444-46 (1961).

A secular purpose and effect does not mean the government school program must be unrelated to religion, as explained by the Supreme Court in Amos, which stated that this would amount to a requirement "that the government show a callous indifference to [religion], and the Establishment Clause has never been interpreted as such." Corporation of Presiding Bishop v. Amos, 483 U.S. 327, 335 (1987); see also Zorach v. Clauson, 343 U.S. 306, 314 (1952); see also Widmar v. Vincent, 454 U.S. 263, 274 (1981). See, e.g., Wolman v. Walter, 433 U.S. 229, 240-41 (1977).

Religion and religious culture have been recognized as playing an important role in the development of America and civilization and are, therefore, worthy of study. As noted in the Florey decision, permitting public school observances which include religious elements promotes the articulated secular purpose of "advanc[ing] the student's knowledge and appreciation of the role that our religious heritage has played in the social, cultural and historical development of civilization." Florey v. Sioux Falls School Dist., 619 F.2d 1311, 1314 (8th Cir. 1980). When approached in a historical context, the Bible and religion are inseparable from the history of man, our country's culture and government. See Abington, 374 U.S. at 212; Engle v. Vitale, 370 U.S. 421, 434 (1962).

The study of religion and religious culture is an integral part in a school's comprehensive instruction program. The Court in Schemmp stated, "one's education is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization." School District of Abington Township b. Schemmp, 374 US. 203, 225 (1963). The term "study" has been viewed as including more than simply classroom instruction; performance may also be a part of secular study (Florey, 619 F.2d at 1316). The Court continues by stating "[t]o allow students only to study and not to perform [religious art, literature and music when] such works . . . have developed an independent secular and artistic significance would give students a truncated view of our culture." Id. (emphasis in original). It is, therefore, permissible to perform religious art and music, and study religious literature within the secular structure of education, in addition to including the study of religious culture and the Bible as a part of the classroom instruction.

Within the realm of secular study, religion must be treated equally with non-religion. There must not be any favoritism toward either view, but access to education applied evenly. The Supreme Court in Zorach v. Clauson, 343 U.S. 306, 314 (1952), pronounced this view when it held "[w]e agree of course that the state may not establish a `religion of secularism' in the sense of affirmatively opposing or showing hostility to religion, thus preferring those who believe in no religion over those who do believe."

In Mergens, Justice Brennan aptly addressed this issue by stating "[t]he Establishment Clause does not license government to treat religion and those who teach or practice it, simply by virtue of their status as such, as subversive of American ideals and therefore subject to unique disabilities." Westside Community Bd. of Ed. v. Mergens, 496 U.S. 226, 248 (1990), (citing McDaniel v. Paty, 435 U.S. 618, 641 (1978) (Brennan, J., concurring in judgment.)

All ideology, whether religious or not, should be given equal treatment in the marketplace of ideas--America's schools. If properly taught, multiculturalism is necessary and by law, permissible in all public schools.

Obviously, there are some who are hostile to the idea of including the study of religion or the Bible within a public school's curriculum. Whether the schools include it or not, some will be offended. The federal appeals court in the Florey decision, addressing this dilemma, stated "[i]t would be literally impossible to develop a public school curriculum that did not in some way affect the religious or non-religious sensibilities of some of the students or their parents," Florey, 619 F.2d at 1317. Since the Bible and religion and their culture are extremely valuable components of the study of our Christian history and even the development of our civilization, they offer much in attaining a comprehensive education. All our nation's charters, state constitutions and official government documents declare this truth, and all our judicial system and our Supreme Court rulings have affirmed this truth. The study of Religion and Cultures in History should now be incontrovertible.

 

 

 

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, 

Old Testament and New Testament)

 

Section 1 - The Christian Faith

 

 

Historical Influence. The Christian religion has developed a unique culture, as no other religion in America. In Part One of this curriculum guideline we briefly outlined how the Christian culture has affected America, historically and legally. A few more documentaries may help.

All American jurisprudence (laws) are based upon the Ten Commandments (Exodus 20, O.T. ) and the laws we have on the books of our nation are taken from the old English Common Law, which was directly taken from the Bible and the Christian "culture of justice" established by the constitutional founders of our country.

The Christian culture more than influenced America's culture--the Christian culture is the dominant American culture. The following is listed as the proof of the Supreme Court's statement: ". . . this is a Christian nation." U.S. Supreme Court, 1892 - (143 U.S. 457). Reconfirmed in 1931 by the U.S. Supreme court ". . . that the United States is a Christian nation." Maryland Supreme Court 1799 - "By our form of government, the Christian religion is the establishment religion" (Runkel vs. Winemiller for Harris and McHenry, 42918411,417).

"In God We Trust" is the official motto of the U.S.A., declared by the U.S. Congress on April 18, (legislative day, April 9), 1956, H.J. 396 in the 84th Congress, 2nd session.

The Christian Culture in National Life. In every area of national life, the cultural and ethical guiding principles are from the Christian Bible and its cultural influence through Christianity, such as:

Economics -- The American Work Ethic: "six days shall you labor and do all your work, but the seventh (7th) day is a Sabbath of the Lord your God . . . " (Exodus 20:9, 10, O.T.) God labored in Creation for six days, then rested on the seventh. Man has followed God's example throughout history: That is a Bible principle.

Labor: ". . . if anyone will not work, neither let him eat." (II Thess. 3:10, N.T.) This is the American work ethic. A growing number believe this should be our welfare ethic for those able.

Money: "Wealth obtained by fraud dwindles, but the one who gathers by labor increases it" (Proverbs 13:11). Honesty pays!

"Now he who plants and he who waters are one; but each will receive his own reward according to his own labor." (I Cor. 3:8) Everyone who works must receive an honest (at least minimum) wage.

Education -- The cultural means of maintaining all the other cultural traditions and wisdom and knowledge necessary to preserve the liberties gained through political and religious freedoms which were attained through the American Revolution and the Declaration of Independence, thus freeing America from British anarchy.

Education and training is a cultural mandate in America, taken from the Christian Scriptures (Bible) which, in itself, constitutes the Christian culture.

"Train up a child in the way he should go and when he is old he (she) will not depart from it" (Proverbs 22:6 K. J.V.). Teaching and training are an absolute necessity for a happy useful life.

"The fear of the Lord is the beginning of knowledge; . . ." (Proverbs 1:7-9). All children must be educated, was the message. Without knowledge of God (TRUTH) secular education could produce tyrants.

"For as he thinketh in his heart, so is he . . . ." (Proverbs 23:7 K.J.V.) What children learn determines what they think and what they think is what they become. This is the Christian principle undergirding all Christian psychology and intellectual control of our own destiny. This is a distinctly Christian cultural belief.

Christians and, until recent years, all American schools operated on the Christian cultural mandate that children must learn discipline in their own lives to be happy and to be good citizens. Learning "right and wrong" is an education mandate for children in the Christian culture (based on the Ten Commandments and other Bible principles). Enforcement is part of training. Without personal control (discipline) a child cannot learn in school. Education becomes meaningless.

The Bible teaches: "Don't fail to correct your children, discipline won't hurt them! They won't die if you use a stick on them! Punishment will keep them out of hell" (Proverbs 23:13,14, Living Bible). Many reject parts of this Christian principle as too strong. Most Christians do not reject it.

Jesus Christ taught a fundamental truth that has guided American education. ". . . and you shall know the truth, and the truth shall make you free" (John 8:32, K.J.V.). Educate, seek to know! Freedom follows TRUTH. He also said, ". . . I am the way, the truth, and the life. . . ." To Christian believers Jesus teachings are absolute -- the TRUTH.

The Christian religion and culture give six (6) biblical purposes of education:

1. To know who God is -- "The Lord is my rock and my fortress and my deliverer; my God, my strength, in whom I will trust; my buckler, and the horn of my salvation, and my high tower." (Psalms 18:2, K.J.V.);

2. To know and understand man's need to have a right relationship to God. Jesus said "Truly, truly, I say unto you, unless one is born again, he cannot see the Kingdom of God." (John 3:3 );

3. To know the Word of God and to know the will of God for one's life. "If you fully obey all of these Commandments of the Lord your God, the laws I am declaring to you today, God will transform you into the greatest nation in the world" (Deut. 28:1, L.B.). The founding fathers of the American Revolution took all of the Bible instructions seriously and based our United States laws upon the biblical laws. Result: America has become the greatest nation in the world!

4. To know the history of God's providential dealings with mankind (individuals and nations) -- ". . . and He made from one, every nation of mankind to live on all the face of the earth, having determined their appointed times, and the boundaries of their habitation." (Acts 17:26);

5. To master all disciplines of learning through thorough training in the biblical teachings, such as language, arts, natural sciences, social sciences, geography, government, economics, astronomy, biology, medicine and law -- "All scripture is inspired by God and profitable for teaching, for reproof, for correction; for training in righteousness (right and wrong), that a man of God may be adequate, equipped for every good work." (II Timothy 3:16);

6. To develop a Biblical world view where all learning is measured by the biblical view of life. Paul, the Christian Apostle of Christ, wrote to the Roman Church -- "And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what the will of God is, that which is good and acceptable and perfect." (Romans 12:2).

"In the beginning God created the heaven and the earth. " (Genesis 1:1, K.J.V.) This is the basis for the balance of a Christian world view (how we view everything else in life).

 

 

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, Old Testament and New Testament)

 

Section 2 - Jesus Christ - 

 

The Central Figure of Christianity

 

 

The entirety of the Christian religion is based on the person of Jesus Christ. The word `Christian' was coined to describe the apostles and the disciples of the Lord Jesus Christ's followers -- "the Christians," or Christ-ians.

Jesus Christ was both God and man -- it is a mystery and a miracle how Jesus could be born of the virgin Mary, who was without a husband relationship with a man. Jesus had no biological human father. God the Father and Creator sent His Son, Jesus Christ, to be born of a human mother, Mary, conceived by the Holy Spirit of God. (Matthew 1:20, K.J.V.)

In God's desire to save mankind from the justice (death) for man's sin (Adam's) against God, He sent His Son, Jesus Christ, to be born of mankind (a human mother whose womb was impregnated, by the Holy Spirit (a miracle of God) with His Son Jesus.

It is this doctrine of miraculous conception that the Bible simply states as a fact, and Christians accept by faith, based on many historical facts.

We know who Jesus is by the early Christian church and the Roman historians that have thoroughly documented Jesus' birth, His life, His death and His resurrection from death to life. All these events are the most thoroughly documented facts in all of history.

The Christian biblical teaching is that there is but ONE GOD, is the doctrine known as monotheism. Mono -- meaning one -- theism, (from the Greek word Theos, or God) -- meaning a belief in God. Thus we use the word "monotheism" to mean a belief in one God.

However, Biblical monotheism (Christianity) is different than the monotheism of, say, Judaism or Islam (who also believe in one God). The God of the Bible is a Triune God -- meaning three persons in ONE God -- Father, Son and Holy Spirit.

Furthermore, God is not only an everywhere present (omnipresent) Spirit, He has also been revealed in the person of His incarnate (embodied in a human form) Son, the Lord Jesus Christ. It is this Christian doctrine of the Trinity (yet only one God) and the doctrine of the God-man (Jesus Christ) that are unique and very fundamental doctrines and beliefs only found in the Christian religion.

Jesus' birth was predicted precisely, over 750 years before His birth, by the Old Testament Jewish prophet, Isaiah (Isaiah 7:14, 11:1-5). Altogether, over 3000 prophecies of Jesus Christ, His birth, His teachings, death, resurrection and heavenly Kingship were accurately foretold in the Old Testament. Jesus is the only one in history that this can be said of.

Jesus was described (in the Old Testament) as the Son of God; Divine Servant; Righteous King; Prince of Peace; Mighty God; Everlasting Father; Creator; Law-Giver; Burden-bearer; Sin-bearer; Intercessor; Only Savior. Jesus was also described with the characteristics of Sinlessness; Greatness; Victorious; Saving Power; Compassion; Meekness; Gentleness and Wisdom (to name a few) -- all found in the Old Testament book of Isaiah (not to mention the names given to Christ and His characteristics, clearly predicted in most all the other 38 Old Testament books).

His Apostles, in the New Testament, described Jesus as the Kingly Messiah; The Wonder Worker; The Friend of Sinners and Outcasts; The Counselor; The Servant; The Giver of the Holy Spirit; The Light of the World; The Water of Life; The Bread of Life; The Good Shepherd -- plus many more descriptions that are portraits of the living, resurrected Christ.

Jesus Christ was the only man to be able to raise men from the dead (and some already had been buried)! His miracles of healing are known by all men, even today. He healed the sick of any and all disease (including leprosy); he healed the blind; the lame; the deaf; the poor. He performed many miracles in the physical universe, such as cursing the fig tree, which shriveled up and died immediately.

Jesus Christ was fully human, yet fully Divine -- thus known as the God-man. Jesus' teachings covered all areas of mankind's existence and his universe. He endorsed the Old Testament always. He also held up the Ten Commandments as God's laws for living that every man would be judged by, even though man's salvation is by `faith.'

In Exodus 20:3-17 in the Bible's Old Testament, the Ten Commandments were given as follows (abbreviated form):

I am the Lord thy God, you shall have no other gods before me.

You shall not make for yourself any false images, nor worship them.

You shall not take the name of the Lord in vain.

Remember the Sabbath day, to keep it holy.

Honor your father and your mother.

You shall not murder.

You shall not commit adultery.

You shall not steal.

You shall not bear false witness.

You shall not covet your neighbor's house, wife or possessions.

The Christian Cultural Influences of the Ten Commandments cannot be fully told nor ever comprehended--they are so vast and world-influencing. Upon God's Ten Commandments all American jurisprudence (law) was established.

Today, the Ten Commandments are used to form the basis for ethical (standard of moral rightness) behavior around the world. In America, the Constitution and the Bill of Rights were both formed directly from the Ten Commandments and other Bible teachings. The Old English Law for the British Empire was a result of a huge research project to search out every Biblical principle for government and society.

The results showed they must change their form of monarchical kingship in government and form an entirely different legal system to govern society. Unfortunately, the Monarchy would not allow the form of government to change, but they did accept the new legal system and the Ten Commandments as the guide in all jurisprudence (legal structures).

The legal system became known as the Old English Law System. It's value to America's founding fathers was that the new American Law system, which was heavily Old English Law, was just what the men seeking religious freedom in America were looking for -- a Biblical, God-given system of law and justice. Thus the American system of law derived from the Biblically-based governing Constitution and the Bill of Rights, which was taken directly from the Bible and had much in common with the Old English Law.

This American Law system is revered the world over and its cultural affects have made America the greatest country in the world -- not only today -- but the greatest country and government ever devised.

The cultural legacy of Christ's teachings is America. Justice, freedom and liberty have been a direct result of the Christian cultural foundation given by Jesus Christ.

Jesus' birth started a new worldwide calendar. The Christian holidays of Christmas (Christ's birthday) and Easter (Christ's resurrection) illustrate Christ's impact on American and worldwide culture. Even His unbelieving enemies, Jesus Christ's worst critics call Him the world's greatest teacher; greatest thinker; greatest prophet; greatest religious leader, etc.

The founder of the Christian religion, Jesus Christ, has just over one billion followers worldwide, as of 1997. In America alone He has 235,000 churches with 193,000,000 Christians (out of an American population of about 250 million people). About 80% of all Americans attend churches. The cultural impact of these numbers clarify America's long-time, commonly known fact -- America is, indeed, a Christian nation.

Jesus Christ is therefore the foundation of all the afore-mentioned cultural and institutional indicators. That fact is an indication of the greatest cultural impact the world has ever known -- all by ONE MAN -- the Christian God and Savior of all mankind--Jesus Christ.

Jesus Christ is not merely the founder of a religion--Christianity--He is God, the actual CREATOR of all things. The Apostle John who sat under Jesus' teachings for three years, and observed the innumerable healing miracles said, "All things were made by Him; and without Him was not anything made that was made." (John 1:3, K,J,V.) "Eternal life is in Him, and this life gives light to all mankind" (John 1:4, L.B.). The "light to all mankind" indicates the worldwide cultural impact of Jesus Christ.

Space would not permit or it could be listed in a huge book the documented proofs of Jesus' Deity, His miracles, His ministry, His appearance to large groups of people after His resurrection from the dead and His bodily ascension into heaven, in the presence of His disciples. "Then Jesus led them out along the road to Bethany, and lifting His hands to heaven, He blessed them, and began rising into the SKY, and went on to heaven" (Luke 24:50,51, L.B.).

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, 

Old Testament and New Testament)

 

Section 3 - The Biblical Principles of 

 

Religion Say Who God Is

 

 

The Biblical Principles of Religion. There are many religions in the world. Christianity says there is only one God and one inspired Word of God--the BIBLE. The Bible gives the only documented history of Creation and the human race. The Christian belief is solely based upon the Bible and it's revelation of Jesus Christ, mankind's savior from the results of the first created man's (Adam) sin.

There is only ONE God!

God reveals himself to mankind through many ways -- the most prominent is the inerrant and God-inspired Bible.

God is self-existent (Exodus 3:13,14)

God is eternal (Romans 1:20)

God is infinite (I Kings 8:27)

God is omnipresent, everywhere (Psalms 139:7-10)

God is omnipotent, all powerful (Gen. 18:14; Mt. 19:26)

God is omniscient, all knowing (Isaiah 40:13,14)

God is immutable, unchangeable (Heb. 13:8)

God is sovereign, the Supreme Ruler (Isa. 46:9-11)

God is Holy, sinless--absolute perfection (Lev. 19:2)

God is righteous and just (Deuteronomy 7:9)

God is love (I John 4:8-10)

 

 

 

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, 

Old Testament and New Testament)

 

Section 4 - Christianity and Mankind 

 

In the Christian Culture:

 

Who Is Man?

Mankind was perfect before Adam's sin and man's subsequent fall from God's original plan. After Adam sinned against God's explicit command, man's nature changed (Genesis 3:9,10). His new sinful nature now desires to do whatever pleasures him; the evil desires his sin nature became after he sinned (broke God's law). (Gen. 2:16,17)

Mankind inherited the sin nature of Adam and Eve (Romans 5:12). God, through His love for man, chose to provide forgiveness to man for his sins, through His miraculous manifestation of God's Son, Jesus Christ, who became a man (born of a virgin), yet remained God, without a human father (John 3:16; Ephesians 2:8; John 3:36). Jesus was both God (God was his father) and man (Mary was his mother). The Bible tells Christians that God is one in three persons -- God the Father; God the Son; God the Holy Spirit -- 3 in 1. This is referred to as the trinity. It is much like our own human father. My father was a man (himself); a husband (to mother); and a father to me -- three persons in one. Three functions, but one father. Christian culture and doctrine accept this mystery because God says it is so.

The Christian culture and religion teaches, as the central doctrine of their Lord Jesus Christ's teachings: man must be born again, or he cannot see the Kingdom of God. Christ provides salvation (to be saved from the death sin brings, to the life of God's spirit) through the Atonement (or at-one-ment) of man with God. Christ became the mediator between sinful man and a righteous God. (John 3:3, K.J.V.and I Timothy 2:5).

This new birth (born again) experience is uniquely Christian. When man repents (asks for forgiveness) from his sins, and accepts Christ as Savior, God hears his prayer and sends His Holy Spirit into man's heart, changing him forever. It cannot be experienced intellectually only. It is a spiritual experience only true born-again believers in Christ can know. The sorrow for sin must be deeply felt and totally sincere before the miracle of the New Birth can take place.

The person who is born again has the witness of God's Spirit in him -- "The one who believes in the Son of God has the witness in himself" (I John 5:10). "The Spirit Himself bears witness with our spirit that we are children of God" (Romans 8:16).

The Christian believes because he experiences the indwelling of Christ's Spirit within his heart, strengthening his resolve to walk with God, by God's grace (love) and help. The Christian Bible explains this changed life: "For whoever is born of God overcomes the world; and this is the victory that has overcome the world--our faith" (I John 5:4). "Therefore, if any man is in Christ, he is a new creature: old things are passed away; behold all things are become new" (II Corinthians 5:17, K.J.V.).

This is the Christian experience of the "new birth," or the "born-again" experience. It is not thoroughly understood by anyone who has not experienced it. This is one major reason Christians are not understood by unregenerate persons in society. It is a burden Christians must bear as the central tenet of their faith, for it cannot be adequately explained, except through experience.

The Church is the place Christians gather to study God's Word (the Bible) and know His will for their lives. The church is the meeting place -- the assembly of like people. America has 235,000 Christian churches. The Bible clearly instructs believers to meet: "Not forsaking the assembling of ourselves together, as the manner of some is; but exhorting one another: and so much the more, as ye see the day approaching" (Hebrews 10:25, K.J.V.).

The Christian faith and culture teaches that the Lord Jesus Christ will return for all those who have accepted Jesus Christ as their Savior.

The Lord Himself will descend (as He ascended) in His second coming, and the Christians will rise to meet Him in the air; all those who died in the faith will be resurrected first, then those who are alive. All believers will live with Christ in heaven forever (eternity) in joy and perfect happiness; with new bodies, no illness, no sorrow!

 

 

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, 

Old Testament and New Testament)

 

Section 5 - The Christian Impact on Society

 

The Biblical Principles on Social Issues have had the largest impact on the American culture as it has evolved from the Christian culture. The issues of 1.) sexual behavior; 2.) families and marriage; 3.) benevolence (kindness, generosity) to the poor, the sick and disabled; 4.) the sanctity of human life issues such as, abortion, euthanasia, hunger and disease; 5.) the resolution of conflicts in the family, the church, the state and the nations of the world, whose solutions are all part of the Christian culture and the American victories in solving many of man's oldest problems.

Just as the first 123 universities and American colleges were founded by the Christian church to propagate the Christian religion and provide all people education in all the intellectual (math, science, history, religion, etc.) disciplines; as were most of the major hospitals in America founded as Christian hospitals. Libraries, publishing companies and many other institutions were founded by Christian denominations for public health, education and safety.

The funding of these institutions was done privately, through church members' voluntary offerings, without any government or tax funding involved. This cultural practice continues in America today, with some of the largest foundations in the nation being Christian benevolent funding sources, to meet the needs of America's people in the physical, emotional, educational, social and spiritual realms of mankind's existence. (For one example, the Salvation Army).

A brief description of these issues that form a cultural impact on all society is directly related to and taken from the biblical doctrines that form the Christian world view.

The following is a description of some of the basic world views of the biblical Christian culture. There are many religions in the world and therefore many viewpoints (or world views). In the American culture, it is generally regarded that there are two competing world views, the Christian world view and the secular (non-believer) world view.

 

 

Part II - The Christian Religion - 

 

History and Culture

 

(The Bible, God, Jesus Christ, 

Old Testament and New Testament)

 

Section 6 - The Christian World View vs.

 

The Secular World View

 

The secular viewpoint is represented by the Secular Humanist world view, (as indicated in the Humanist Manifesto I & II, 1941 and 1973) while the Christian viewpoint is represented by the Word of God -- the BIBLE.  The following will illustrate the Christian culture as it contrasts with the secular humanist viewpoints, a non-theist system of beliefs, each philosophy creating a society often with a completely opposite culture and a different system of ethical standards to live by.

 

Contrasting Belief Systems Which Illustrate How Different Cultures Come to Exist

 

 

 

The Bible

The Belief Culture of Christianity

The Humanist Manifesto I & II
1.  "In the beginning God created the heavens and the earth." [Bible, Gen. 1:1 K.J.V.]  The world exists by design and through a creator-God.  God is the first cause of all existence.  Therefore, God is the ultimate source of all authority. 1.  "FIRST: Religious humanists regard the universe as self-existing and not created."  [Humanist Manifesto I, Principle #1]  The world exists by chance.
2.  "I have made the earth, and created man upon it..."  [Bible, Isa. 45:12 K.J.V.]  Man is the most complex creation of God.  Technology stands in awe at God's masterpiece.  Man's only evolution is historical and adaptive, within its own species. 2.  "Humanism believes that man is a part of nature and that he has emerged as a result of continuous process."  [H.M.I., Prin. #2]  Where did nature evolve from?  Inorganic, dead mass.
3.  "So God created man in His own image. . . to  replenish         the earth and subdue it . . . and  have dominion over . . .every living thing."  [Bible, Gen. 1:28 K.J.V.]  Man was made to fellowship with God and have dominion over the earth, and to worship God.  Sin entered, against God.  Man must now trust God in order to be saved.  "God makes us ready for heaven -- makes us right in God's sight -- when we put our faith and trust in Christ to save us."  [Bible, Romans 1:17 L.B.] 3.  "We can discover no divine purpose or providence for the human species . . . No deity will save us;  we must save ourselves."  [H.M.I., Prin. #1]  For the humanist, man's own fulfillment and his maturity is found when he no longer needs the idea of God.  Life has no known purpose.  Sin is a figment of delusion.

 

In Summary - The Contrast

 

Christianity

(Bible)

Humanism

(Humanist Manifesto I&II)
1.  God exists.  God created all things.  The world exists by God's design. 1.  The "universe is self-existing and not created."  Life was by chance.
2.  God created man -- as a planned, purposeful being accountable to his creator. 2.  "Man is a part of nature and he emerged as a result of a continuous process ( evolution).  The process is unplanned and purposeless.
3.  God made man to have domination over earth and to fellowship with God.  Christ is man's salvation to save him. 3.  "We can discover no purpose or providence for the human species. . . no deity will save us; we must save ourselves.
4.  Accepts the Bible as God's Word. 4.  Rejects all scripture (Bible).
5.  Man is a sinner by nature, since sin entered the world through Adam. 5.  Man is basically good, in need only of education.
6.  Depends upon God by faith and God's word, in solving life's problems. 6.  Man is autonomous -- a law unto himself.
7.  Man is a servant.  Self-denial aids in seeking to serve God and his fellow man. 7.  Man is worthy of self-exaltation and self-love and should focus on helping himself.
8.  A compassionate world-view seeking to serve God first and then all men, in body, soul and spirit.  Upholds national sovereignty and patriotism. 8.  Upholds a socialistic one-world view.   Self-gratification of mental, social and physical desires is "the good life."  Deplores any national loyalty or patriotism.
9.  Views life with dignity and eternal value and opposes murder, abortion, killing of the old (euthanasia) or those suffering, as well as suicide. 9.  Taking the life of the unborn is the right of the mother.  Suicide is everyone's right and option.  Euthanasia is reasonable and necessary even though Hitler went too far.
10.  The stat should not inhibit religious expressions or belief in government or schools.  The church should not control the state nor vice-versa.  But the "separation of church and state" is a foreign idea to God and to U.S. History.  It is found nowhere in Scripture or any U.S. Constitution or official documents.  It is found only in the Soviet Union Constitution. 10.  The idea of the "separation of church and state"  is central to eliminating all religious influence and establishing a "non-belief" of atheism.  The absence of the Bible will establish a life of no faith or a non-belief (as non-theists or a-theists with "no belief in God").
11.  Believes that pure morals will preserve the health, life and freedom of man.  Sexual immorality, sex out of marriage, homosexuality, drug and alcohol are all harmful to a man and his neighbors and wrong in God's sight. 11.  Religion unduly represses free sexuality.  Sex out of marriage with birth control is okay for children and adults.  Homosexuality is a free choice as one desires.  It's not sin.

 
12.  Is a Christ-centered, others-first philosophy. 12.  Is an "ego" or "self-centered" philosophy.
13.  Deals with life objectively, which is consistent and provides man-kind with a standard of measurement through God's word -- The Bible. 13.  Deals with life subjectively.  All is relative and is constant change without absolute truth.  (Subjectivity is less measurable, provable or observable.)
14.  Deals with the study of Biblical truth which is never old and never changing --called a study of theology -- or teachings of God. 14.  Deals with the study of man's changing ideas, ideologies and opinions -- called philosophy -- or the teachings of man, which are all relative and constantly changing.
15.  Deals with Christian "ethics," which deal with human conduct and determination of what is "right and wrong."  God's Word, the Bible, is the only unchanging moral standard to measure by. 15.  There is no right or wrong.  Every man must determine what is right for him.  There is no God, therefore no absolutes, therefore no right or wrong.

16.  Christian Ethical Beliefs

a.  All conceived babies have the right to live (not to be aborted)

 

b.  Heterosexuality (man and woman, in a committed and permanent marriage.)

 

c. Morality, chastity, Biblical view of sex for normal lives.

 

d.  Christian virtues and health.  Prostitution is immoral and harmful to all.

 

e. Laws to protect public health and society's youth against drugs.

 

f.  Christian faith and creation.

 

g.  Parental responsibility in raising their children -- not the state.

16.  Humanist Ethical Beliefs

a.  Abortion on demand is acceptable.

b.  Homosexuality (man and man or woman and woman is as normal as heterosexuality.)

c. Sexual freedom and pornography.

 

d.  Prostitution is okay, it's your own choice (regardless of V.D. -- if it's free choice).

 

e.  Free use of drugs if desired.

 

 

f.  Religious atheism (a system of non-belief)  and evolution.

 

g. Child rights over parent's rights.

 

To further contrast the religious beliefs of the Christian faith, with that of the secular faith, we can observe the Christian as well as Jewish and Muslim belief in God as Creator of all things -- The Theist creation system -- as it contrasts with that of the secular (humanist) view -- the Naturalist creation concept (a naturalist is one who believes that nature is all there is, i.e. "the cosmos is all there is ore ever was, or ever will be," Carl Sagan.)  The first three opposing views are based on philosophical assumptions, not on scientific evidence.  It is necessarily important that these philosophical assumptions be made explicit and not hidden for fruitful discussion to take place.

 

Theistic (God's)

Creation Model

Naturalistic (Evolution)

Creation Model
1.  The theist creation model begins with a pre-existing intelligence. 1.  The naturalist begins his model with matter in mindless motion.
2.  The Creator, existing outside of nature, has brought into existence the universe, nature, and man, through the power of His Word. 2.  The creation of the universe, nature, and man, is accomplished through an impersonal, blind, purposeless process (chance and necessity).
3.  Man is a planned, purposeful being accountable to his Creator. 3.  Man is an unplanned, cosmic accident accountable to no one but himself.
4.  Generally accepts that mutation and selection produce minor variations such as different moth colors and finch beak sizes.  Purposeless Darwinian mechanisms are insufficient to produce major innovations such as the origin of moths and birds, and scientific observers in the first place.  Organisms exhibit features of intelligent design. 4.  The Darwinist mechanisms responsible for producing minor variations (random mutations and natural selection, are the same mechanisms responsible for producing major innovations.  Microevolution is rarely distinguished from Macro-evolution.  Organisms do not exhibit features of intelligent design.
5.  There are major unsolved scientific problems related to the origin of life, complex animals and plants, and human beings.  Most current biology textbooks ignore these problems so that the student is not left with choice as to which creation concept to believe. 5.  There are no major unsolved scientific problems or unanswerable questions related to the origin of life, complex animals and plants, and human beings.  Therefore, current biology text books present all the scientific evidence necessary for student's decision making as to which creation concept to believe.

To be scientific, a word must be defined and used with consistency of meaning.  Unfortunately, the meaning of the word "evolution" varies from the innocuous, "the change in living organisms over time" (Biology Living Systems, Raymond Oram, Glencoe, 1994, p. 936) to the philosophic view that life forms originated by chance, using random, naturalistic processes without plan or purpose [e.g. "evolution works without either plan or purpose . . . Evolution is random and undirected" (Biology, Miller and Levine, Prentice Hall, 1995, p. 658)].  To avoid confusion and teach the methods of objective scientific inquiry, it is recommended that instead of evolution without qualification, teachers use:

   Micro-evolution:  "Evolution at and below the species level" (Mayr 1991).  Generally refers to relatively minor variations that occur in      populations over time.

   Macro-evolution:  "Evolution above the species level; the evolution of higher taxa and the production of evolutionary novelties such as new structures" (Mayr 1991).  Generally refers to major innovations such as new organs, structures or body plans.

   Darwinism (Neo-Darwinism, Evolutionism, Blind Watchmaker Thesis): The belief that undirected mechanistic processes (primarily random mutations and natural selection), account for both micro-evolution and macro-evolution, and thus for all the diverse and complex living organisms that exist.

Common Descent:  The theory that all organisms have been linked in the past by common ancestors.

   Mayr, Ernst.  One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought.     

   (Cambridge, MA: Harvard University Press, 1991).

 

The Christian view believes in on God, Creator of all things.  The Christian culture also believes in tolerance of all viewpoints on all areas of life and learning.  

 

The Christian views FREE CHOICE for all men as an inalienable right for all.  Liberty is a foundational belief in the Christian culture.

 

The Christian culture teaches that God's laws and commandments are not restrictive of freedom and happiness but are, in fact, the only way to achieve true freedom and happiness.  The Christian in the Christian culture knows who they are; where they came from; and where they are going (by their own choice).

 

God's plan for human fulfillment in this life and in God's plan for mankind's life to come, is a proven plan, in hundreds of millions of Christian lives.

 

The Golden Rule that Jesus taught was to "treat others as you  want them to treat you" (Luke 6:31, L.B.).  All Christians are taught to practice this in their daily lives.  This one teaching, alone, has a dramatic effect on an entire culture of people.

 

The Christian culture is a Christ-centered commitment to be true servants to others.  It was estimated that 85% of all "volunteer" work (freely given) in the U.S. in 1996 was done by churches and individual Christians.  The basis for this untiring effort within the Christian community is Jesus Christ's teaching: "Anyone wanting to be a leader among you must be your servant.  And if you want to be right at the top, you must serve like a slave" (Matthew 20:26,27, L.B.).

 

True Christianity is service.  Jesus said that religion, undefiled, is to help the orphans and widows.  Always serving, is the Christian credo; others-centered, not self-centered.  While the opposite is true on non-belief cultures, who teach self importance, self-esteem; the self over others.

 

The Christian Bible speaks of "absolute" truth, that is unchanging, but true in all situations.  This is the basis for the Christian culture, as "Jesus Christ the same yesterday  and today and forever." (Hebrew 13:8, K.J.V.)

 

The cultures of unbelief in God believe all truth is relevant and changing in every situation, without any ultimate truth or knowledge.  They believe in situation ethics -- "what is moral to one may not be moral to another, it all depends on the situation."  That belief is a very great contrast to Christian belief and culture, which accepts the Bible as its guide and as absolute truth, that everything else may be measured by the Bible truths.

 

The Christian culture relies on objectivity.  That is, an objective approach, relying on the facts of history, facts of human experience (proven), and even more so, all the facts can be measured by the Christian benchmark -- the Bible.  A benchmark is a starting point to measure all true reality.  While Christianity deals with the 'subjective' in experiential knowledge, in a person's personal relation to Christ and the work of God's spirit, it always weighs the subjective (experience of his or her life by the 'objective' facts of  TRUTH and the proven revelation found in the Bible.  It must measure up to the Bible to be true Christianity.

 

The impact of the Christian philosophy (called Theology -- or a study of the teachings of God) on our culture is profound.  While the culture of unbelief (secular) relies upon man's philosophy (man's ideas about life); two cultures, two philosophies -- man must "choose you this day whom ye will serve" -- according to the biblical religion (Joshua 24:15, K.J.V.).  Christians believe that this choice will determine a person's happiness and fulfillment n this life and eternal joy in eternity; or to choose not to serve and believe God will result in doubt and unhappiness during our lifetime, and result in total separation from God and His love, for all eternity.  This is known as the doctrine of heaven and hell in the Christian religion.  It is God's will that all know of His system of rewards for those who love and have fellowship with Him; and His punishment for those who reject God and His Son, Jesus Christ, for the sinful pleasures of this world.  Those are Christian cultural beliefs.

 

 

Part III - Teaching Multiculturalism -- 

Some Do's and Don'ts

 

A Background

How to teach `multiculturalism' is a matter of great debate in educational circles. Definitions of what "multicultural education" really is widely differ, but in some form most schools have experienced it.

The movement's popularity prompted the National Association of State Boards of Education (NASBE) to publish a 31-page report called, " the American Tapestry: Educating a Nation, a Guide to Infusing Multiculturalism into American Education." The document offers nine recommendations for replacing the existing "Eurocentric" slant in curriculum with a more ethnically diverse viewpoint.

It is true that this nation is made up of peoples of diverse nationalities and cultural heritages. Children should be knowledgeable of the world's cultures and differences. The key to determining whether multicultural education will have a positive or negative impact upon students and society is to look at the perspective from which it is taught, and the motivating purpose of those designing the multicultural program -- in essence, how it is defined.

America has long been made up of people from different races and cultures -- that is not new. Public schools have traditionally played a great role in helping to integrate this diversity into one American culture. While it is true that most of those who initially shaped this country were Anglo-Saxon, most non-Anglos accept the essence of the ideas this country was founded upon -- many have, in fact, migrated to America because of those ideals.

There are now some people who would like to use that diversity to change American culture. There is an attempt to create an America of nationalities rather than a nation of Americans. Reality dictates that teachers avoid doing this.

Approaches to Multiculturalism

There are basically two approaches to multicultural education. Both recognize the need for sensitivity, empathy, understanding, tolerance and appreciation -- a laudable goal for humanity.

A regressive approach is one that looks to the past and elicits students, through psychological techniques, to feel certain emotions. The students feel a sense of guilt over past injustices and are led to question the integrity of the founding fathers and American national leaders. This negativity leads to accomplishing the goal.

Another approach is one that's visionary. By learning principles of morality, justice, fairness and truth, and examining both examples of people in the past who fell short of those ideals and others who upheld those principles, students can achieve the goal and set standards for their own future behavior. In this realistic model, students become aware of human failings but also find positive role models in those citizens who measure up to moral principles. This positive approach helps students more closely align with reasonable standards of morality.

Just as failings in American history are included (i.e. slavery), so should be the failures of other countries (i.e. the result of an atheistic, communist system in the former USSR). The outstanding qualities of the American system should also be emphasized. Unfortunately, some multicultural classes show only America's problems, not a balance. This leads to a negative view of citizenship and eventual disintegration of society.

Unity or Division?

Sandra Stotsky, Director of the Institute on Writing, Reading and Civic Education at Harvard University, writes, "On the one hand, multicultural curricula can offer students a balanced appreciation and critique of other cultures as well as our own; on the other, such curricula can fall prey to political ideologies -- to `politically correct thinking' or `radical multiculturalism.'"

Ms. Stotsky continues,

"Ideological multiculturalism sees the United States not as a melting pot where individuals from all nations join together to become Americans but as a nation of inviolable ethnic and racial groups. Rather than uniting, it divides. Disintegration and divisiveness are its goals, not integration, a sense of national community, or a positive sense of social responsibility. Ultimately it champions group rights over individual rights and would classify all Americans permanently according to racial and ethnic criteria."

Creating divisiveness is a very real danger in multicultural education. In an attempt to use literature written from a certain culture's perspective, schools may actually use materials that inappropriately denigrate another culture or create hatred toward other races. This creates divisiveness. So does any teaching that emphasizes, "Your race was discriminated against in the past, therefore society owes you." These types of teaching lead to situations like the Los Angeles Riots, where racial groups were violently pitted against one another.

As President Theodore Roosevelt aptly stated, "The one absolutely certain way of bringing this nation to ruin, of preventing all possibility of its continuing to be a nation at all, would be to permit it to become a tangle of squabbling nationalities."

Rather than promoting diversity, a good multicultural program will help students to understand and overcome diversity. Multiculturalism should promote unity as Americans.

Re-Writing History

Many people argue that multiculturalism is used to force students to conform to "politically correct" ideas, or to alter history to make it more "politically acceptable." Ed Koch, former mayor of New York City, was quoted in the New York Post (reprinted in Reader's Digest, February 1992) as saying:

"There is currently a fire storm raging in this country regarding the way we teach our kids history. The result: a call for a new multiculturalism that seeks to rewrite history.

"It is fatuous to seek to convey that every group around the world at every stage significantly contributed to the creation of America. For example, I regret to say there were no Jews on the Mayflower. But a fact is a fact.

"Many groups have contributed to the fabric that is America. However, the reality is the early settlers were Europeans, and Americans share a common heritage that is based on our English and European roots.

"Should we be rewriting history just to make people feel good? That's not history: that's psychiatry."

To Accept and Respect?

Multiculturalism education can be very destructive if it attempts to rewrite history or if its intent is to change moral values or create a moral diversity. Doing so would break the moral fabric that holds society together and sustains law and order.

Albert Shanker, former President of the American Federation of Teachers, expounds upon the idea:

"It's important that we teach our children about each other's and other people's customs and values. We are unlikely to survive if we don't. But this does not mean teaching students that they need not hold other people's practices -- and their own -- up to moral scrutiny. If we do this, we confuse objectivity with neutrality."

In his article, "The Pitfalls of Multicultural Education," Mr. Shanker takes issue with a goal of the New York State Regents that "Each student will develop the ability to understand, respect and accept people of different races; sex; cultural heritage; national origin; religion; and political, economic, and social background, and their values, beliefs and attitudes."

Mr. Shanker of the American Federation of Teachers questions some practices:

"But do we really want them to `respect and accept' the `values, beliefs, and attitudes' of other people, no matter what they are?

"Do we want them to respect and accept the beliefs that led Chinese leaders to massacre dissenting students in Tiananmen Square? . . . Is exposing unwanted children to the elements and certain death, a custom still widely practiced in some countries in Asia and Africa, to be respected because it is part of somebody else's culture? . . . Must we respect the custom of forcing young children in the Philippines or Thailand to work in conditions of virtual slavery? And must we look respectfully on Hitler's beliefs and actions?"

Asking students to understand other viewpoints is an academic pursuit which will enable them to become informed decision-makers. Asking students to accept other viewpoints is pushing an ideological agenda to turn them into politically correct morons that believe they must accept and tolerate any behavior or belief, and thus accept that there is no right and wrong, no morality. They will become unable to take a conscientious stand on any issue. This nation could then gradually disintegrate.

Special Interests

Riding the coat tails of legitimate multicultural concerns are special interest groups looking for special treatment. The most prominent of these to emerge so far is the homosexual lobby which, using flawed statistics based on Kinsey's studies, is attempting to recruit students and provide them with special services, at taxpayers' expense.

In an effort to help "sexually diverse" students cope, homosexual speakers are openly recruiting students in the classroom, informing the students that ten percent of them are gay and must learn to accept that they can't change that "fact." Parents object to this, strongly. It is not a fact and therefore extremely harmful.

Students are often provided with "hot line" numbers to homosexual clubs that offer counseling. Such counseling services are also being offered right on campus at some schools. All students in these "PROJECT 10" classes are pressured into accepting homosexuality as a normal alternative life-style, even if it violates their religious beliefs or moral values, and homosexual students are being given special treatment (for example, in Los Angeles, California, they are given a separate high school).

Reasonable people agree that no one should be discriminated against because of their beliefs, including their sexual behaviors (unless they are violating the law, in which case they are prosecuted). But the homosexual special interest is attempting to get special advantages. A good multicultural program is fair to all, without discriminating against the majority by offering special privileges to any minority. All teachers should stand strong for fairness, not discrimination.

Striking a Balance

The American Federation of Teachers' 1990 resolution on multiculturalism offers a balanced viewpoint that allows for appropriate multicultural representation and understanding, yet emphasizes America's roots and ideals. An excerpt follows:

As a multicultural people, we are also, however, a single nation bonded by a common set of democratic principles, individual rights and moral values. To understand and defend the very principles and institutions that provide our society its common aspirations, and allow us in our multicultural society to live together in relative peace -- as compared to the constant warfare that tears apart so many other non-homogeneous societies -- our children need an education in the humanities that imparts to them the values of tolerance, freedom, equality, pluralism and common human dignity. This also is part of a multicultural education; and while such values and principles can be conveyed using ideas and documents from a range of cultures, such an education also requires, unavoidably, a special emphasis on the history and legacies of those societies that have been most important in developing democratic ideals and practices.

Sandra Stotsky of Harvard University, quoted earlier, concluded: "The vast majority of parents in this country still want their children to value American citizenship and a representative form of self-government based on individual rights and responsibilities. To survive, public schools must fulfill their essential civic role -- the development of those common values that make all our children responsible American citizens, whatever else they may be."

A Brief Review of Do's and Don'ts of Multicultural Teaching

1. Whether the subject being covered is religion or social issues, a teacher should try not to make any student or group of students uncomfortable, regard- less of their religion or ethnicity.

2. Never criticize another ethnic, national or cultural group. It's okay to compare two (2) groups on certain things, but only objectively, without personal opinions.

If a student is still uncomfortable after your best effort, try to isolate the reason and (without singling out that student) discuss how to be tolerant and to "treat others as you want them to treat you." That is the "Golden Rule."

3. Do support the American culture, whether you agree with it or not, on all points. Do not use "diversity" to attempt to change American culture.

4. Be objective, even if you feel strongly against something. The best test is to do a section on Islam, if you are a Christian. Can you do it? Can you still be objective? Every teacher must be able to answer yes to those questions.

5. Do not let past injustices to one religion or race (i.e. slavery) be imputed to another race in a way to make a group of students feel they are guilty for what was done 200 years ago. Show America's positive side also. Anyone unable to do this can contribute to the eventual disintegration of society, producing a nation of `races,' creating racial wars that could destroy our society. Other countries' failings should also be pointed out alongside their assets.

6. Do not emphasize `diversity' -- although we have much of it -- but emphasize unity, and the power to overcome diversity.

7. Portray history accurately. Do not try to re-write history to fit your own ideology, wishes or moral values (or lack of).

8. Present a study of others' beliefs, values and attitudes for understanding, but do not try to have students respect or accept those beliefs or values, contrary to their parents or their own culture.

9. To impress innocent and immature students with counter-cultural values to the degree of accepting others' values in the name of tolerance and diversity is clearly unacceptable. Critical thinking skills must be emphasized.

10. Avoid special interest ideology battles. The most divisive element, still, between schools and parents is how to handle the homosexual lobby and their different moral issues. Asking students to accept homosexuality as a normal `alternate' life-style, is like raising a red flag to parents. That is totally a violation of the American Christian cultural beliefs as well as the law.

Conclusion:

Every school district should have a clear district policy on teaching multiculturalism, such as the one listed in the opening of these teachers guidelines.

Teachers should keep the time spent on various cultural and religious beliefs equal to the proportionate representation in American society at large. American/Christian culture is obviously dominant with more than 80% of the population. Currently, one survey done by parents found that only 5% of the multicultural courses even mentioned the American culture. We should maintain equality among speakers of other cultures, but equal time must be allowed for opponents. No speakers should recruit students to their culture, belief or life-style. Accuracy and academic integrity must prevail in all multicultural teaching. Western values should be held up and respected.

Experience has shown that the most effective multicultural courses are best taught as part of existing subject matter, such as social studies, history, literature, language and geography. The California guidelines, as well as others indicate these subject areas are best for teaching religion and cultures.

Note: Your suggestions are invited in all areas, pro or con.

Robert L. Simonds, Th.D.
P.O. Box 3200
Costa Mesa, CA 92628
(714) 546-2226