Chapter 1: The Paradigm Shift

Education’s Paradigm Shift: Academics, Health, and Social Services

Education is generally thought of in terms of academics. This concept of schools is changing to “see” schools as centers of one-stop-shopping for health and social services. The rally cry is “It takes a village to raise a child.”

Dr. Joycelyn Elders, then Director of the Arkansas Department of Health, wrote an article titled “School-Based Clinics To The Rescue,” printed in the September 1992 issue of The School Administrator. It stated that, “Common barriers school leaders encounter are:–failure to get the community involved in the project and have them adopt it as their idea.”

The slogan “It takes a village to raise a child” is often used by school social workers and other good people who wish only the best for children. The vision is that ALL of us in the community have a responsibility for setting a good example, providing for, and accepting responsibility for the good of everyone else in the neighborhood. What a beautiful concept. This is what the Christian community is all about. The only problem is, the slogan “It takes a village to raise a child” is used in government-funded programs to reach government goals and outcomes as defined by the government whose values are more reflective of the religion of Secular Humanism than Christianity. Persons who are most active in the community are invited to participate on advisory councils. This is an attempt by those organizing the advisory council to avoid the “barrier” of “failure to get the community involved–and have them adopt it (the predetermined outcomes) as their idea.” 1

What Is a Paradigm Shift?

Webster’s Second College Edition of the New World Dictionary of the American Language defines paradigm as “a pattern, example, or model.” Definitions for “shift” include “to change position, to get along, a change in direction.”

The paradigm shift is a psychological technique used to change attitudes, feelings, and behaviors. The technique works by suggesting an alternative way to view an issue, feeling, attitude, or behavior, in the hope that the alternative view will be adopted and conformed to by another. This technique may also be used in consensus building.

The black and white picture on the opposite page illustrates the paradigm shift: one person may see the profile of an old woman with a large elongated nose, a recessed mouth, an eye which resembles the blank-looking, round, wrinkled eye of an elephant, a long thin prominent chin buried deep in a fur collar of a coat, and a scarf covering her head but showing dark bangs. A feather-like object is astray from the other side of her head, implying a “bad hair day,” which doesn’t seem to “fit” the picture.

Another person viewing this same picture may see the arrangement of the black and white inking differently. This person sees the profile of a beautiful, classy-looking young lady. Whereas the previous person saw a large, long nose the second person sees a jaw line and cheek. The mouth is now a necklace. The eye becomes a dainty ear. The long chin is now seen as a slender neck drowned in the nap of her rich fur coat. The old woman’s bangs become the young lady’s short black hair. The scarf is now a veil which flows down to the collar of the fur coat, between the turned-up sides of a riding hat. The veil is attached to the front of the hat with a feather, which portrays all the elegance of aristocracy.

To my understanding, psychologists use similar pictures to better understand their patients’/clients’ perceptions. What one thinks one observes, affects how one feels and behaves. Mental health and psychology are “affective,” meaning they arise from the areas of attitudes, beliefs, feelings, and emotions, which are generally manifested in one’s behavior.

An appropriate behavior change may be brought about in some who “act out,” by providing a positive role model, or a simple explanation of what others consider “appropriate.” This is called positive peer pressure. There is also negative peer pressure.

What one considers appropriate (“good” or positive) or inappropriate (“bad” or negative) depends on one’s own value system.

Let’s compare two different belief systems:

- Judeo-Christian = God = absolute truth = predictable = peace
- Secular Humanism = Self = truth changes = unpredictable = chaos

To change behavior one needs to change attitudes, feelings, and habits. To change attitudes and feelings, one needs to change beliefs. To change beliefs, one needs to doubt one’s beliefs, or one’s source(s).

Brock Chisholm, known to be a Humanist, served as president of the World Federation for Mental Health from 1957-58. In October 1945, he delivered a lecture to prominent psychiatrists and top government officials in Washington, D.C. He is quoted as saying:

“What basic psychological distortion can be found in every civilization of which we know anything? The only psychological force capable of producing these perversions is morality-the concept of right and wrong. The reinterpretation and eventual eradication of the concept of right and wrong are the belated objectives of nearly all psychotherapy. If the race is to be freed from its crippling burden of good and evil it must be psychiatrists who take the original responsibility.” 2

The paradigm shift has been exercised in classrooms since the beginning of education. The difference is that today, our nation is no longer committed to the Judeo-Christian ethic. How are the following topics addressed in education today? Is it:

1. Critical thinking or an exercise in reevaluating a family’s values?
2. Conflict resolution or sacrificing closely held convictions?
3. Self-esteem or arrogance?
4. Reducing teen pregnancy or population control?
5. Health and education reform or socialism?
6. Collaboration and partnerships or trading individualism for collectivism?
7. Taking a village to raise a child, or a family to raise a child?
8. Advisory councils or unelected representation?

One person may look at the “picture” of information documented in this book and see only the good that may come from a school and its community working together. Another may see how schools are being restructured as a vehicle to provide socialistic, universal health care, population control, and global curricula. One can understand the positive value of setting national and state mini¬mum standards for health and academics. Others feel this is better accomplished through free enterprise without government interference. Taxpayers see more and more of their paychecks disappear¬ing into government coffers for redistribution. This form of government is academically known as socialism. Others simply see it as providing for those in “need.”

Some see the role of schools as centers for academics, while others see schools as community centers for one-stop shopping.

One person may think of “values” in terms of the Judeo-Christian ethic, while another may think of “values” in terms of their own definition of right and wrong. A paradigm is how one sees information, which affects one’s decision-making and behavior.

The paradigm shift works for good or evil. Use it with love to accomplish good as defined by the One True God.

“Morality is defined as the condition of conforming with right principles. It pits right against wrong. To ‘legislate’ means to make a law. Law imposes rules of conduct and enforces them with authority. What law has ever been enacted by any government in the history of man that has not named something wrong and its opposite right? Every law establishes and legislates morality. What today’s critics are saying is, ‘We don’t want God to have anything to do with today’s morality. We want to determine what is right and wrong without God’–America has become the battleground between the world’s two oldest religions. The first religion to appear in the history of mankind worships God. The second worships man. In America, the first is expressed primarily by Christianity. The second is Humanism. It is not a question of whether morality can or should be legislated. It is a question of which religious guidelines will undergird the legislation; religious guidelines that deify God, or religious guidelines
that deify man.”

Supreme Court of Pennsylvania - 1815
(Commonwealth vs. Sharpless & Others)

Teaching Religion Through Critical Thinking, Problem-Solving, and Decision-Making

Decisions are made, and problems solved using some basis from which to begin, basis of what is and is not acceptable. The foundation for this basis is called morality and/or religion.

For instance, is it okay to starve someone to death if one’s quality of life is limited? What ethical criteria is used to define quality of life? Missouri students are expected to “master” the Core Competencies and Key Skills of Missouri’s Comprehensive Health program. These include being able to “Identify and critique health issues caused by advancing medical science (i.e., genetic engineering, euthanasia, other medical/ethical issues.”) 3

What competency or “outcome” does the state expect students to master on such issues? Does it matter, as long as students are able to defend their position? Is the state supporting decision-making and problem solving based on values that made this nation great, and upon which it was founded, or is it based on the religion of Secular Humanism that says there is no absolute truth?

The purposes and goals of the Secular Humanistic religion are best served by an education that deals with values relative to life issues, sexuality, and non-directive education where the teacher acts as a guide on the side, coach or facilitator. This is so because it teaches that whatever answer and/or solution the student comes to is not so important as the process used to come to that answer. In other words, as long as the student can explain and defend his/her answer, it’s “correct.” This teaches that truth only lies within oneself, and that whatever answer or solution best serves them (rather than God who is seen as the source of absolute truth) is the “right” one for them.

Some say we cannot legislate morality, but we do so EVERY time we vote, since EVERY law is based on someone’s morals. Some say we cannot teach religion in schools, but EVERY teacher teaches religion of some sort, since it’s impossible to teach in a moral vacuum, and EVERY moral is based on SOMEONE’S religion. The question is, WHOSE morals and/or virtues, WHAT morals and/or virtues, based on WHICH religion(s) will be taught or “caught?”

It is the responsibility of EVERY parent and taxpayer to vote and to be active in their child’s education and community. No school board member, teacher, nor administrator can protect Judeo-Christian virtues and values without the active support from parents and the community.

Thank Heaven for Honest Teachers
(True Story)

The paradigm shift is manifested in the following true story. Some “see” the purpose of education as a means through which to teach children and adolescents what is academically and formationally true. Others “see” education as a vehicle through which to share ideas, true or false, without providing students with direction.

At the beginning of each school year one family provides its children’s teachers with a letter listing areas of affective education they have chosen not to delegate to the school. At first the teachers may be somewhat uncomfortable because they aren’t quite sure what to expect from the parents. When the teachers finally understand and experience that the intention of the parents is to support him/her, and that the parents are calm, sincere, and polite, the teachers relax and everyone works together in a constructive way in the best interest of the student. A mutual respect is built.

One can “feel” or “sense” when a teacher doesn’t share the same values, but nonetheless is trying to cooperate. There was an instance where the teacher did not share the same values as the family and neglected to respond to the parent’s request for copies of worksheets used in class. One particular handout to students stated that “From biology we learned that we weren’t specially created by God but evolved along with millions of other species.” This incident provided the parents with an opportunity to explain to the teacher the Humanist religion, and to donate a copy of the Humanist Manifesto I and II.

It’s surprising to find that many intelligent teachers do not understand what Secular Humanism is. They do not realize that it is a religion whose faith they may be innocently and unknowingly teaching.

One senior had chosen classes carefully and worked hard toward a College Preparatory Certificate in addition to the Scholastic Diploma. In order to do this a minimum of four units in English were necessary. A week before school started, the Senior Honors Composition and Literature teacher called to say there may be a problem. (It seems that honors classes may be more likely to put traditional values “at-risk.”)

When the teacher received a letter from the student’s parents explaining topics they had chosen not to delegate, the teacher telephoned the family to say there was a problem. The parent asked “what kind of problem?” The teacher responded that the letter from the family listed critical thinking, problem solving, and decision-making that made up over two-thirds of the class time.

The parent explained that they did not have a problem with the issue of critical thinking, problem-solving, and decision-making since they did a lot of that in their own home, but explained that the question was: What approach was being used? Is the approach taken that whatever a student thinks is right or wrong for him or her is in fact right or wrong, or is the directive approach used which says “this is right, this is wrong, and this is why”? The teacher replied “the former.” The parent replied,

“Yes, then we have a problem.” The teacher explained that students are not told what to think. The parent explained that while they understood this sentiment, their concern dealt with the responsibility of educators to provide direction to those students who are out in “left field.”

The parent explained to the teacher that their children were taught to respect teachers, as well as what was taught to them. In addition, the parent explained to the teacher that their children were also taught that if what they had been taught at school was not consistent with what was taught at home, that school was wrong and home was right. The parent went on to explain to the teacher that even so, one child responded, “The teachers have degrees” (and you don’t, so the teachers MUST be right).

The parent expressed to the teacher what a tremendous influence, opportunity, and responsibility teachers have in providing direction to young students, and the dangers of teaching that which is not consistent with a child’s family’s values.

The teacher suggested, and a joint decision was made that their senior should drop the class. Alternative courses were considered. The teacher offered one possibility, but added that the other teachers used the same approach.

Thankfully their Senior had enough English classes to accommodate the four units necessary for the College Certificate. However, one of the English credits may not transfer depending on the college attended.

The next morning it was necessary to telephone the person in charge of scheduling classes who happened to be a very patient soul. The Senior’s schedule had just been reworked due to a scheduling conflict so it was embarrassing to request an additional change. Thank heaven for computers and kind, patient people.

The following is a follow-up letter sent to the teacher:

“Dear (N,)
“Thank you so much for your call the night before last regarding (N’s) class schedule. Your honesty in explaining that your class would not be consistent with the values of our home was truly appreciated.

“Critical thinking, problem-solving, and decision-making are things we each do each day. I find these topics fascinating since they take in the areas of psychology, philosophy, biology, sociology, theology, and more. As parents and educators I feel there is an obligation to direct children and students towards truth, even while being exposed to all forms of thought and opinions.

“To be non-directive indicates that we may either not know what is true, or not be committed to it. This may confuse those who are most in need of direction. On the other hand, we want others to exercise their free will. It is the parent’s job to train the child so that the child will exercise his free will in such a way as to choose to defend and live that which is true. Teachers need to support the home and vice versa. Hopefully, what the student hears at school and home are consistently the same messages. Realistically, we know this doesn’t happen since one teacher cannot be all things to all students, and the values of students and their families vary.

“ The age old question is `what is truth?’ This is where our conversation turned to the issue of Humanism vs. the Judeo-Christian ethic. Enclosed is a copy of the Humanist Manifesto I and II which we spoke of, along with a couple of articles that do a pretty good job of explaining what Humanism is. There is no need to return them, and they may be of future use to you.

“ Would you please send me a copy of the syllabus and goals or outcomes for the Honors Senior Composition and Literature course and the list of books to be read? I would like to purchase them so that in our spare time, our family may read and discuss them in our home.

“ Thanks again for calling, and taking our values into consideration!

(Signature)”

Enclosures included:
- Humanist Manifesto I and II
- The Ethical Society of St. Louis, “Deed, Not Creed-The Ethical Society Preaches a Different Kind of Religion” The Riverfront Times.
- The New York Times on the Humanist Manifesto (August 26, 1973)
- “Ask Me A Question” Our Sunday Visitor (Dec. 20, 1987)
- “Preachers’ Concern About Humanism” Gospel Advocate (November, 1992)

It’s unfortunate that this same class is not offered from a directive perspective. It’s little wonder that crime and violence of all types have increased. Some teaching methods support the thinking that as long as a student thinks something is right for them, then it is right. They are taught that the “correct answer” (if there is one) isn’t as important as the process used to arrive at the answer, and the student’s ability to defend the “answer” at which they have arrived.

While there is merit to such an approach, much depends on what it is that the student is defending, and if an absolute does indeed exist.

When was the last time you read of a murderer who didn’t think he/she was “justified” in committing the act? For how much longer must our nation suffer before we return to providing our students with the direction they need, and upon which our nation was founded?

[1] “School-Based Clinics to The Rescue,” The School Administrator, Sept. 1992, p. 21.
[2] Claire Chambers, The SIECUS Circle: A Humanist Revolution, p. 280 ISBN: 0-88279-119-2.
[3] Missouri Department of Elementary and Secondary Education, Comprehensive Health Competencies and Key Skills for Missouri Schools K-12, Jan.1989, p.79.