Introduction

I recently received a phone call from a somewhat frantic radio station producer asking if I would be available for an interview on a noontime call-in program the next day. I’m always a bit amazed when anyone wants to interview me or get my opinion on an important subject, but before I could get too excited about the offer I discovered that the original guest had just cancelled and that they were looking desperately for a last minute fill-in.

The topic of the program was “Who Dumbed-Down American Education.” I accepted the offer and the next day I called the station just before noon. The program host was a bit surprised when I started the show by voicing my discomfort with the intended topic. I told him that the topic implied that someone or some group is intentionally causing our children to perform poorly in school, and that I didn’t think that anyone was capable or even motivated to dumb-down American education. My experience with both public and private schools tells me that the vast majority of teachers and administrators have the best intentions for their students and community.

The educational enterprise in America is far too complicated for a single person or organization to purposefully undermine its successful operation. Public schools are influenced by a remarkable number of organizations both inside and outside of government. State legislatures, local school boards, the Department of Education, teacher’s unions, textbook publishers and numerous other interest groups take part in shaping both the purpose and practice of schooling in America. Although it might be tempting to reduce the problems of public education to one cause, it is highly unlikely that such is the case.

However, this is not to say that Americans are complacent about the performance of our schools. Evidence continues to suggest that our students do not learn as much as those from other countries. A recent international comparison of fifteen year olds found our students stuck in the middle of thirty-two nations on reading, mathematics, and scientific knowledge.{1} But the public’s dissatisfaction with government-sponsored schools goes back to their inception in the mid 1800’s. After a trip to a local New York school in 1892 Joseph Mayer Rice wrote that it was “the most dehumanizing institution that I have ever laid eyes upon.”{2} But while American’s usually agree that our schools have problems, they often differ as to what those problems are and on how to fix them.

Although there is no perfect schooling environment, we can highlight some of the factors that detract from the successful educational progress we would like all of our children to experience. Since the educational system in America is complex, the problems are complex. Here we will

consider a host of problems facing education in America and suggest alternatives that might offer the hope of a good education to more of our children.

Progessive Education

First we will consider the consequences of progressive educational philosophy.

Since the beginning of the twentieth century there have been two prevailing educational philosophies that have competed for dominance in our school systems. Traditional educational philosophy, also called the teacher-centered approach, argues that teaching should focus on the accumulated knowledge and values of our culture. Students should learn from teachers who have acquired a significant amount of that knowledge and who can model the habits and discipline necessary to become a learned person. This view assumes that most students are able to learn but that learning can be difficult and that the joy that comes from learning is often delayed until after the fact. The learning process is the responsibility of both the teacher, who breaks topics down into digestible chunks and the learner who must bring a certain amount of self-motivation to the table. The ultimate goal is the production of mature and responsible adults.

The other educational philosophy that has grown in popularity over the last hundred years is known as progressive educational theory or the student-centered approach. The progressive educational view argues that children are by nature both morally good and eager to learn. Learning is a source of pleasure to children and that given the freedom and opportunity all children will learn what they need to know. The teacher’s role is mainly that of a facilitator. If too direct of an approach to learning is forced on the student such as memorization or unnecessary repetition, students will lose interest in the process. Learning is natural and should proceed in a natural organic manner.

These two educational theories begin with conflicting views of human nature. The traditional view would have much in common with the Christian theologian Augustine, who in the fourth century described his own personal sin nature in his Confessions. His depiction of human nature is that we are born fallen or marred by sin. Education of the right kind can play a role in ameliorating the effects of sin but never erase it. The progressive view looks back to the writings of Jean Jacques Rousseau and John Dewey for their point of view. Rousseau, in his work Emile, argues that children are good by nature and only need nature itself to guide their instruction. Dewey believed that children were neither good nor sinful, but rather highly malleable, making the educational process all the more important.

Rousseau and Augustine cannot both be right concerning human nature. Neither can traditional and progressive educational philosophy. Perhaps one problem with our schools is to be found in the most basic assumption of what it means to be human.

Truth

Let’s investigate how the changing way that our society views truth has changed both what and how we teach our children.

Just as progressive education philosophy has slowly found a home in our educational institutions so has a new view of truth. Prior to the twentieth century, education focused on helping students to discover and value truth and the good life that resulted from honoring it, a tradition that goes back to Greek philosophers and Judeo-Christian thought. Many educators limited this search for truth to what science alone could provide and may have valued reason above what is provided by faith and authority. However, the quest was to acquire and teach truth that applied to all people everywhere for all time. Teachers often viewed themselves as dispensers of knowledge, possessors of a grand tradition known as Western Civilization and participants of what is sometimes called the Great Conversation between pagan and Christian thought. These ideas mattered because they were part of a debate over the essence of things. How one viewed human nature, God, ethics, and the natural world were dependent upon which side was favored.

A new view of truth has emerged since the last world war to contest both the purpose of schooling and the role of the teacher. By the end of the twentieth century influential thinkers were arguing that the search for essences or the meaning of life have become useless endeavors. In fact, they argue that language itself is incapable of communicating truth that is true for all people everywhere and for all time. They hold that truth is itself a human invention and that those who possess power in a given culture produce it. In the past teachers might have argued that knowledge is power, today it is often held that power produces knowledge. As a result, all education is viewed more as a political endeavor rather than a quest for universal truth.

Truth is seen as a social construct, something created by a culture that enables people to cope with the world they live in. Since no one can step out of their own culture and evaluate other cultures in an unbiased way, all cultures and their corresponding truths must be treated as equally useful or true. Some cultures are not quite as equal as others. The culture of white males of European descent is almost universally seen as an oppressive one by instructors and textbooks.

The result of this change in our view of truth has been that learning facts about the key events and people of Western culture are downplayed, and coping mechanisms and self-esteem becomes the primary purpose of the educational enterprise.

Decline of the Family

So far we have considered the impact of progressive education philosophy and the postmodern view of truth on our schools. Now we will turn our attention to changes in the American family and how they have affected our classrooms.

One consistent finding of educational research is that family life matters. Students tend to do better in school, and schools are generally more effective when families mirror certain attributes. The most important indicator is the socioeconomic status of the family represented by the occupation, income, and education of the parents. However, other factors play a role as well, such as the presence of two parents in the home and the amount of encouragement given by fathers to go on to college.

Unfortunately, family in America has changed dramatically over the last few decades. Between 1960 and 1999, the percentage of births out of wedlock increased by 523 percent. In 1999 alone, 68.8 percent of births to black mothers, 42.1 percent of births to Hispanics and 22 percent of births to white mothers were to unmarried women.{3} This trend directly impacts the socioeconomic status of families. In 1998, only 9 percent of children suffered from the effects of poverty if their parents were married. On the other hand 46 percent of children lived in poverty if a female headed the family.

The lack of a stable family influence and the presence of a father can be especially devastating for boys. Recent statistics reveal that starting at the elementary school level, girls get better grades than boys and generally fair better in school.{4} Although girls have all but eliminated the much-discussed math and science gap with boys, boys’ scores in reading and writing have been on the decline for years. At the end of eighth grade, boys are held back 50 percent more often, and girls are twice as likely to say that they want to pursue a professional career.{5} Boys are twice as likely to be labeled “learning disabled” and in some schools are ten times more likely to be diagnosed with learning disorders such as A.D.D. Boys now make up two thirds of our special education classes and account for 71 percent of all school suspensions.{6} There is also evidence that boys suffer from low self-esteem and lack confidence as learners.{7}

Men as mentors for boys are not only missing in our homes but they are missing in our schools. The vast majority of our teachers, close to eighty percent, are women, many of them just out of college and with little experience with young boys. This lack of male leadership is one of the many reasons we are less than pleased with the performance of our schools.

Summary

Let’s conclude by focusing on what changes might help our schools do their job better.

In her recent book on the history of progressive education Diane Ravitch argues that:

Schools must do far more than teach children “how to learn” and “how to look things up”; they must teach them what knowledge has most value, how to use that knowledge, how to organize what they know, how to understand the relationship between past and present, how to tell the difference between accurate information and propaganda, and how to turn information into understanding.{8}

The reason that this kind of learning does not happen as often as we like is that we agree less and less about what knowledge has the most value and what constitutes accurate information vs. propaganda. The recent battle over multicultural sensitivities in the curriculum has caused textbook writers to water down history books fearing that some group might be offended. The strident political agenda of teachers’ unions on issues ranging from homosexuality to the environment has caused parents to question teachers’ objectivity and their suitability as role models for their children.

As our society becomes more and more diverse, the “one model fits all” public school system is causing more and more tension. Administrators respond to critics by adding more and more levels of bureaucracy to schools so that many districts now have more employees outside of the classroom than inside.

The current response of government has been to encourage curriculum standards and high stakes testing for all publicly funded schools, but it has avoided the one reform that might make a significant difference. Private schools, with less bureaucracy, more focused academics, and a traditional approach to learning have proven themselves successful in even the most difficult inner city areas. Giving parents, teachers and students real choice in the kinds of schools they want to learn and teach in, via a voucher or tax credit program would generate true diversity and, I believe greater learning for many more of our children. If we are concerned about the general welfare of our people it makes sense to give our poorest students the benefit of private schooling in our worst districts.

Over the last decade Milwaukee, Wisconsin and Cleveland, Ohio have taken bold steps to offer real school choice. So has the creation of a large and growing private voucher program. Soon we will have enough data to evaluate its impact on students. The question of the constitutionality of voucher programs has reached the Supreme Court. Its decision could destroy school choice or greatly encourage it in the future. I hope they don’t miss this opportunity.

Notes

1. David J. Hoff, “U.S. Students Rank Among World’s Best and Worst Readers,” Education Week, December 12, 2001, 7.

2. Diane Ravitch, Left Back: A Century of Failed School Reforms, (New York, Simon & Schuster, 2000), 21.

3. “The Index of Leading Cultural Indicators 2001” (Empower.org).

4. William Pollack, Real Boys: Rescuing Our Sons from the Myths of Boyhood, (New York: Henry Holt and Company, 1998), 15.

5. Ibid.

6. Ibid.

7. Ibid., p. xxiii.

8. Ravitch, 17.

©2002 Probe Ministries

Kerby Anderson looks at how a Christian, biblical framework operated as a critical force in establishing our constitution and governmental system. The founders views on the nature of man and the role of government were derived from their biblical foundation.

America’s Christian Roots

The founding of this country as well as the framing of the key political documents rests upon a Christian foundation. That doesn’t necessarily mean that the United States is a Christian nation, although some framers used that term. But it does mean that the foundations of this republic presuppose a Christian view of human nature and God’s providence.

In previous articles we have discussed “The Christian Roots of the Declaration and Constitution” [on the Web as “The Declaration and the Constitution: Their Christian Roots” ] and provided an overview of the books On Two Wings and One Nation Under God. Our focus in this article will be to pull together many of the themes of these resources and combine them with additional facts and quotes from the founders.

First, what was the perspective of the founders of America? Consider some of these famous quotes.

John Adams was the second president of the United States. He saw the need for religious values to provide the moral base line for society. He stated in a letter to the officers of the First Brigade of the Third Division of the Militia of Massachusetts:

We have no government armed with power capable of contending with human passions unbridled by morality and religion. Avarice, ambition, revenge, or gallantry, would break the strongest cords of our Constitution as a whale goes through a net. Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.{1}

In fact, John Adams wasn’t the only founding father to talk about the importance of religious values. Consider this statement from George Washington during his Farewell Address:

And let us with caution indulge the supposition, that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principle.{2}

Two hundred years after the establishment of the Plymouth colony in 1620, Americans gathered at that site to celebrate its bicentennial. Daniel Webster was the speaker at this 1820 celebration. He reminded those in attendance of this nation’s origins:

Let us not forget the religious character of our origin. Our fathers were brought hither by their high veneration for the Christian religion. They journeyed by its light, and labored in its hope. They sought to incorporate its principles with the elements of their society, and to diffuse its influence through all their institutions, civil, political, or literary.{3}

Religion, and especially the Christian religion, was an important foundation to this republic.

Christian Character

It is clear that the framers of this new government believed that the people should elect and support leaders with character and integrity. George Washington expressed this in his Farewell Address when he said, “Of all the dispositions and habits which lead to political prosperity, Religion and Morality are indispensable supports.”

Benjamin Rush talked about the religious foundation of the republic that demanded virtuous leadership. He said that, “the only foundation for a useful education in a republic is to be laid on the foundation of religion. Without this there can be no virtue, and without virtue there can be no liberty, and liberty is the object and life of all republican governments.”{4}

He went on to explain that

A Christian cannot fail of being a republican . . . for every precept of the Gospel inculcates those degrees of humility, self- denial, and brotherly kindness which are directly opposed to the pride of monarchy. . . . A Christian cannot fail of being useful to the republic, for his religion teaches him that no man “liveth to himself.” And lastly a Christian cannot fail of being wholly inoffensive, for his religion teaches him in all things to do to others what he would wish, in like circumstances, they should do to him.{5}

Daniel Webster understood the importance of religion, and especially the Christian religion, in this form of government. In his famous Plymouth Rock speech of 1820 he said,

Lastly, our ancestors established their system of government on morality and religious sentiment. Moral habits, they believed, cannot safely be trusted on any other foundation than religious principle, nor any government be secure which is not supported by moral habits. . . .Whatever makes men good Christians, makes them good citizens.{6}

John Jay was one of the authors of the Federalist Papers and became America’s first Supreme Court Justice. He also served as the president of the American Bible Society. He understood the relationship between government and Christian values. He said, “Providence has given to our people the choice of their rulers, and it is the duty, as well as the privilege and interest of our Christian nation to select and prefer Christians for their rulers.”{7}

William Penn writing the Frame of Government for his new colony said, “Government, like clocks, go from the motion men give them; and as governments are made and moved by men, so by them they are ruined too. Wherefore governments rather depend upon men, than men upon governments. Let men be good, and the government cannot be bad.”{8}

The founders believed that good character was vital to the health of the nation.

New Man

Historian C. Gregg Singer traces the line of influence from the seventeenth century to the eighteenth century in his book, A Theological Interpretation of American History. He says,

Whether we look at the Puritans and their fellow colonists of the seventeenth century, or their descendants of the eighteenth century, or those who framed the Declaration of Independence and the Constitution, we see that their political programs were the rather clear reflection of a consciously held political philosophy, and that the various political philosophies which emerged among the American people were intimately related to the theological developments which were taking place. . . . A Christian world and life view furnished the basis for this early political thought which guided the American people for nearly two centuries and whose crowning lay in the writing of the Constitution of 1787.{9}

Actually, the line of influence extends back even further. Historian Arnold Toynbee, for example, has written that the American Revolution was made possible by American Protestantism. Page Smith, writing in the Religious Origins of the American Revolution, cites the influence of the Protestant Reformation. He believes that

The Protestant Reformation produced a new kind of consciousness and a new kind of man. The English Colonies in America, in turn, produced a new unique strain of that consciousness. It thus follows that it is impossible to understand the intellectual and moral forces behind the American Revolution without understanding the role that Protestant Christianity played in shaping the ideals, principles and institutions of colonial America.{10}

Smith argues that the American Revolution “started, in a sense, when Martin Luther nailed his 95 theses to the church door at Wittenburg.” It received “its theological and philosophical underpinnings from John Calvin’s Institutes of the Christian Religion and much of its social theory from the Puritan Revolution of 1640-1660.{11}

Most people before the Reformation belonged to classes and social groups which set the boundaries of their worlds and established their identities. The Reformation, according to Smith, changed these perceptions. Luther and Calvin, in a sense, created a re- formed individual in a re-formed world.

Key to this is the doctrine of the priesthood of the believer where each person is “responsible directly to God for his or her own spiritual state…. The individuals who formed the new congregations established their own churches, chose their own ministers, and managed their own affairs without reference to an ecclesiastical hierarchy.”{12}

These re-formed individuals began to change their world including their view of government and authority.

Declaration of Independence

Let’s look at the Christian influence on the Declaration of Independence. Historian Page Smith points out that Thomas Jefferson was not only influenced by secular philosophers, but was also influenced by the Protestant Reformation. He says,

Jefferson and other secular-minded Americans subscribed to certain propositions about law and authority that had their roots in the Protestant Reformation. It is a scholarly common-place to point out how much Jefferson (and his fellow delegates to the Continental Congress) were influenced by Locke. Without disputing this we would simply add that an older and deeper influence — John Calvin — was of more profound importance.{13}

Another important influence was William Blackstone. Jefferson drew heavily on the writings of this highly respected jurist. In fact, Blackstone’s Commentaries on the Laws of England were among Jefferson’s most favorite books.

In his section on the “Nature of Laws in General,” Blackstone wrote, “as man depends absolutely upon his Maker for everything, it is necessary that he should, in all points, conform to his Maker’s will. This will of his Maker is called the law of nature.”{14}

In addition to the law of nature, the other source of law is from divine revelation. “The doctrines thus delivered we call the revealed or divine law, and they are to be found only in the Holy Scriptures.” According to Blackstone, all human laws depended either upon the law of nature or upon the law of revelation found in the Bible: “Upon these two foundations, the law of nature and the law of revelation, depend all human laws.”{15}

Samuel Adams argues in “The Rights of the Colonists” that they had certain rights. “Among the natural Rights of the Colonists are these: First, a Right to Life; second, to Liberty; third, to Property; . . . and in the case of intolerable oppression, civil or religious, to leave the society they belong to, and enter into another. When men enter into society, it is by voluntary consent.”{16} This concept of natural rights also found its way into the Declaration of Independence and provided the justification for the American Revolution.

The Declaration was a bold document, but not a radical one. The colonists did not break with England for “light and transient causes.” They were mindful that they should be “in subjection to governing authorities” which “are established by God” (Rom. 13:1). Yet when they suffered from a “long train of abuses and usurpations,” they believed that “it is the right of the people to alter or abolish [the existing government] and to institute a new government.”

Constitution

The Christian influence on the Declaration is clear. What about the Constitution?

James Madison was the chief architect of the Constitution as well as one of the authors of the Federalist Papers. It is important to note that as a youth, he studied under a Scottish Presbyterian, Donald Robertson. Madison gave the credit to Robertson for “all that I have been in life.”{17} Later he was trained in theology at Princeton under the Reverend John Witherspoon. Scholars believe that Witherspoon’s Calvinism (which emphasized the fallen nature of man) was an important source for Madison’s political ideas.{18}

The Constitution was a contract between the people and had its origins in American history a century earlier:

One of the obvious by-products [of the Reformation] was the notion of a contract entered into by two people or by the members of a community amongst themselves that needed no legal sanctions to make it binding. This concept of the Reformers made possible the formation of contractuals or, as the Puritans called them, “covenanted” groups formed by individuals who signed a covenant or agreement to found a community. The most famous of these covenants was the Mayflower Compact. In it the Pilgrims formed a “civil body politic,” and promised to obey the laws their own government might pass. In short, the individual Pilgrim invented on the spot a new community, one that would be ruled by laws of its making.{19}

Historian Page Smith believes, “The Federal Constitution was in this sense a monument to the reformed consciousness. This new sense of time as potentiality was a vital element in the new consciousness that was to make a revolution and, what was a good deal more difficult, form a new nation.”{20}

Preaching and teaching within the churches provided the justification for the revolution and the establishment of a new nation. Alice Baldwin, writing in The New England Clergy and the American Revolution, says,

The teachings of the New England ministers provide one line of unbroken descent. For two generations and more New Englanders had . . . been taught that these rights were sacred and came from God and that to preserve them they had a legal right of resistance and, if necessary a right to . . . alter and abolish governments and by common consent establish new ones.{21}

Christian ideas were important in the founding of this republic and the framing of our American governmental institutions. And I believe they are equally important in the maintenance of that republic.

Notes

 

1. John Adams, October 11, 1798, in a letter to the officers of the First Brigade of the Third Division of the Militia of Massachusetts. Charles Francis Adams, ed., The Works of John Adams – Second President of the United States: with a Life of the Author, Notes, and Illustration (Boston: Little, Brown, & Co., 1854), Vol. IX, 228-229.
2. George Washington, Farewell Address (September 19, 1796). Address of George Washington, President of the United States, and Late Commander in Chief of the American Army. To the People of the United States, Preparatory to His Declination.
3. Daniel Webster, December 22, 1820. The Works of Daniel Webster (Boston: Little, Brown and Company, 1853), Vol. I, 48.
4. Benjamin Rush, “Thoughts upon the Mode of Education Proper in a Republic,” Early American Imprints. Benjamin Rush, Essays, Literary, Moral and Philosophical (Philadelphia: Thomas and Samuel F. Bradford, 1798), 8.
5. Ibid.
6. Webster, The Works of Daniel Webster, 22ff.
7. John Jay, October 12, 1816, in The Correspondence and Public Papers of John Jay, Henry P. Johnston, ed., (New York: G.P Putnam & Sons, 1893; reprinted NY: Burt Franklin, 1970), Vol. IV, 393.
8. William Penn, April 25, 1682, in the preface of his Frame of Government of Pennsylvania. A Collection of Charters and Other Public Acts Relating to the Province of Pennsylvania (Philadelphia: B. Franklin, 1740), 10-12.
9. C. Gregg Singer, A Theological Interpretation of American History (Nutley, NJ: The Craig Press, 1964), 284-5.
10. Page Smith, Religious Origins of the American Revolution (Missoula, MT: Scholars Press, 1976), 1.
11. Ibid, 2.
12. Ibid., 3.
13. Ibid, 185.
14. William Blackstone, “Of the Nature of Laws in General,” Commentaries on the Laws of England, Book 1, Section II.
15. Ibid.
16. Samuel Adams, “The Rights of the Colonists” (Boston, 1772), The Annals of America, Vol. II, 217.
17. John Eidsmoe, Christianity and the Constitution (Grand Rapids, MI: Baker Books, 1987), 94.
18. James H. Smylie, “Madison and Witherspoon: Theological Roots of American Political Thought,” American Presbyterians
19. Smith, Religious Origins,
20. Ibid., 4
21. Alice M. Baldwin, The New England Clergy and the American Revolution (Durham: Duke University Press, 1928), 169.

©2004 Probe Ministries

Those Awful Pictures

Do you remember how you felt as the Iraq prisoner abuse scandal began to unfold in spring 2004? Maybe you saw the disturbing pictures when they were first aired on CBS television’s 60 Minutes II. Soon they were transmitted around the globe. They greeted you on the front page of your morning newspaper and on the evening news. The stream seemed endless.

You saw naked Iraqi prisoners in various stages of humiliation: hooded, naked men stacked in a pyramid; others lying on the floor or secured to a bed; one in a smock standing on a box with his arms outstretched and wires attached to him. In some of the photos, male and female American soldiers grinned and pointed. In one picture, a female soldier stood holding a leash around the neck of a naked male prisoner. In others, soldiers grinned over what appeared to be a corpse packed in ice.

What feelings did you experience? Shock? Anger? Rage? Disgust? Maybe you felt embarrassed or ashamed. “How could they do such degrading things to other human beings?” you might have wondered. Perhaps you feared how the growing storm might affect the life of your friend or family member serving in Iraq. Or wrestled with how to explain the abuse to your children.

Finger pointing began almost as soon as the story broke. High-ranking military and government officials announced that these were aberrations carried out by a few unprincipled prison guards. Accused military police claimed they were merely following orders of military intelligence officials to soften prisoners up for interrogation. Others insisted soldiers had a moral obligation to disobey orders to do wrong. The accused countered that the harsh techniques were in place before they arrived for duty at the prison. Ethical arguments surfaced that the war on terror demanded tough methods to help prevent another 9/11.

What factors prompt people to abuse others in such degrading ways? What goes on inside the minds of the abusers? Are there special social forces at work? While this article won’t attempt to analyze specific cases in the Iraq prison scandal, it will consider some fascinating psychological experiments that reveal clues to the roots of such behavior. The results -– and their implications -– may disturb you. A biblical perspective will also offer some insight.

The Stanford Prison Experiment

CBS News correspondent Andy Rooney said the Iraq prisoner abuse is “a black mark that will be in the history books in a hundred languages for as long as there are history books.”{1}

Stanford University psychologist Philip Zimbardo was not surprised by the Abu Ghraib prison abuse. He had observed similar behavior in his famous 1971 experiment involving a mock prison in the basement of the Stanford psychology building.{2} The experiment showed that otherwise normal people can behave in surprisingly outrageous ways.

Zimbardo and his colleagues selected twenty-four young men considered from interviews and psychological tests to be normal and healthy. Volunteers were randomly assigned to be either “prisoners” or “guards.” Guards wore uniforms and were told to maintain control of the prison and not to use violence.

On the second day, prisoners rebelled, asserting their independence with barricades, taunting and cursing. Guards suppressed the rebellion. Zimbardo reports that the guards then “steadily increased their coercive aggression tactics, humiliation and dehumanization of the prisoners.”{3} He says the worst abuse came at night when guards thought no psychology staff were observing.{4} Zimbardo remembers that the guards “began to use the prisoners as playthings for their amusement…. They would get them to simulate sodomy. They also stripped prisoners naked for various offenses and put them in solitary for excessive periods.”{5} They dressed them in smocks, chained them together at the ankles, blindfolded them with paper bags on their heads, and herded them along in a group.{6} Sound familiar?

It was Berkeley professor Christina Maslach, Zimbardo’s then romantic interest whom he later married, who jolted him back to reality. On Day Five, she entered the prison to preview the experiment in preparation for some subject interviews she had agreed to conduct the next day. Shocked by what she saw, she challenged Zimbardo’s ethics later that evening – screaming and yelling in quite a fight, she recalls. That night, Zimbardo decided to halt the experiment.{7}

Zimbardo feels that prisons are ripe for abuse without firm measures to check guards’ lower impulses.{8} He recommends “clear rules, a staff that is well trained in those rules and tight management that includes punishment for violations.”{9}

An old Jewish proverb says, “Like a roaring lion or a charging bear is a wicked man ruling over a helpless people.”{10} Unfettered prison officials -– or most anyone -– can yield to their baser natures when tempted by power inequalities.

The Perils of Obedience

What about those who say they were only obeying authority? How far will people go to inflict harm under orders? In the 1960s, Yale psychologist Stanley Milgram conducted classic experiments on obedience.{11} (Ironically, Milgram and Stanford psychologist Philip Zimbardo were high school classmates.{12})

At Yale, Milgram set up a series of experiments “to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist.” He writes, “Stark authority was pitted against the subjects’ strongest moral imperatives against hurting others, and, with the subjects’ ears ringing with the screams of the victims, authority won more often than not.”{13}

Milgram’s basic design involved a volunteer “teacher” and a “learner.” The learner was actually an actor who was in on the deception. The learner was strapped to “a kind of miniature electric chair” with an electrode on his wrist. The teacher sat before an impressive-looking “shock generator ” with switches indicating voltages from 15-450 volts.{14}

The teacher asked test questions of the learner and was instructed to administer increasingly large shocks for each incorrect answer. (You say you’ve known some teachers like that?) The machine here was a fake –- no learner received shocks -– but the teacher thought it was real.

In the initial experiment, over 60 percent of teachers obeyed the experimenter’s orders to the end and punished the victim with the maximum 450 volts. Milgram found similarly disturbing levels of obedience across various socioeconomic levels. His conclusions after hundreds of experiments were chilling:

…Ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in a terrible destructive process. Moreover, even when the destructive effects of their work become patently clear, and they are asked to carry out actions incompatible with fundamental standards of morality, relatively few people have the resources needed to resist authority.{15}

Why did they obey? Milgram offers several possibilities. Fears of appearing rude, desires to please an authority, aspirations to do one’s best, and lack of direct accountability can all cloud judgment. But could there be something deeper, something in human nature that influences abuse? A famous novel illustrates how the dark side of human nature can affect group behavior.

Lord of the Flies

Prisoner abuse shows what can happen when power inequalities and inappropriate devotion to authority distort one’s moral compass. Nobel laureate William Golding’s short novel, Lord of the Flies,{16} illustrates through a fictional story how similar flaws can manifest in society. A film version of the book helped inspire the popular television series Survivor.{17}

Lord of the Flies opens on a remote, uninhabited island on which some British schoolboys, ages six to twelve, find themselves after an airplane crash. An atomic war has begun, and apparently the plane was evacuating the boys when it was shot down. The island has fresh water, fruit, and other food. The setting seems idyllic. Best of all, the boys discover, there are no grownups (the plane and its crew presumably have washed into the sea).

Four central characters soon emerge. Ralph is elected leader. Piggy, an overweight asthmatic and champion of reason, becomes Ralph’s friend. Simon is a quiet lad with keen discernment. Jack becomes a hunter.

At first, the boys get along without much conflict. Soon, though, fears envelop them, and they debate whether an evil beast might inhabit the island. Jack and his followers kill a wild pig and, in frenzied blood lust, dance to chants of “Kill the pig! Cut her throat! Bash her in!“{18} When Ralph criticizes Jack for breaking some tribal rules, Jack replies, “Who cares?” His hunting prowess will rule.{19}

One night, some boys see a dead parachutist, which they mistake for the “evil beast” and flee. Jack posts a pig’s head onto a stick in the ground as a gift for the beast. The decaying, fly- covered pig’s head soon becomes for Simon the “Lord of the Flies,” a sort of personification of evil.{20} Later, Simon discovers that the feared “beast” is only a human corpse. Running to tell the group this good news, he encounters their mock pig-killing ritual. The crazed boys attack Simon and kill him. Nearly all the boys follow Jack and, acting like savages with painted bodies and spears, kill Piggy and hunt down Ralph. Only the surprise appearance of a British naval officer, drawn by the smoke from a fire, halts the mad pursuit. Ralph and the boys dissolve in tears. Ralph weeps, as Golding writes, “for the end of innocence, the darkness of man’s heart….”{21}

Lord of the Flies is filled with symbolism, both biblical and from Greek tragedy. But Golding’s stated purpose was “to trace the defects of society back to the defects of human nature.”{22} Could his point that darkness lurks in the human heart help explain the prisoner abuse?

Animal House Meets Lord of the Flies

Prisoner abuse is a sad reality in the U.S. and abroad.{23} The Iraq prisoner abuse scandal smacks of fraternity hazing on steroids, Animal House meets Lord of the Flies. Consider from this sad episode some lessons for both prison reform and society in general:

• Establish clear rules for prison staff; train them well and punish them for violations, as Stanford psychologist Philip Zimbardo recommends.
  
• Educate against blind conformity. Some of Milgram’s experimental subjects found the strength to resist abusive authority.{24} Some psychologists feel that strong moral values and experience with conformity can strengthen moral courage.{25}
  
• Involve external observers and critics. Often outsiders, not emotionally swept up in a project or event, can through their psychological distance more clearly assess ethical issues. For example, Christina Maslach, Philip Zimbardo’s friend and colleague who challenged the ethics of his prison experiment, credits her late arrival on the scene with facilitating her concern. The experimenters who had planned and had been conducting the experiment for five days were less likely to be startled by the developing misconduct, she maintained.{26}
  
• Realistically appraise human nature’s dark side. Again, Golding said Lord of the Flies was “an attempt to trace the defects of society back to the defects of human nature.”{27} Jesus of Nazareth was, of course, quite clear on this point. He said, “From within, out of a person’s heart, come evil thoughts, sexual immorality, theft, murder,adultery, greed, wickedness, deceit, eagerness for lustful pleasure, envy, slander, pride, and foolishness. All these vile things come from within….”{28}

Some dismiss as simplistic any analyses of human suffering that begin with alleged defects in human nature. They would rather focus on changing social structures and political systems. While many structures and political systems need changing, may I suggest that a careful analysis of the human heart is not simplistic? Rather it is fundamental.

Perhaps that’s why Paul, a leader who agreed with Jesus’ assessment of human nature,{29} focused on changing hearts. Paul was a former persecutor of Jesus’ followers who zealously imprisoned them{30} but later joined them and became a prisoner himself.{31} Paul eventually claimed that when people place their faith in Jesus as he had, they “become new persons. They are not the same anymore, for the old life is gone. A new life has begun!”{32} Could this diagnosis and prescription have something to say to us amidst today’s prisoner abuse scandals?

Notes

1. Andy Rooney, “Our Darkest Days are Here,” CBS 60 Minutes, May 23, 2004, http://www.cbsnews.com/stories/2004/05/20/60minutes/rooney/main618783.shtml.

2. Kathleen O’Toole, “The Stanford Prison Experiment: Still powerful after all these years,” Stanford University News Service, January 8, 1997, http://www.stanford.edu/dept/news/pr/97/970108prisonexp.html. A slideshow presentation of the experiment is at www.prisonexp.org. See also W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative Approaches, Third Edition (Boston: Allyn and Bacon, 1997), 447; Claudia Wallis, “Why Did They Do It?” TIME.com, posted May 9, 2004 (from TIME magazine, cover date May 17, 2004), http://www.time.com/time/covers/1101040517/wtorturers.html; John Schwartz, “Simulated Prison in ’71 Showed a Fine Line Between ‘Normal’ and ‘Monster’,” New York Times, May 6, 2004, http://www.nytimes.com/2004/05/06/international/middleeast/06PSYC.html?pagewanted=print&position=.

3. O’Toole, loc. cit.

4. Ibid.

5. Wallis, loc. cit.

6. O’Toole, loc. cit.

7. Ibid.

8. Schwartz, loc. cit.

9. Wallis, loc. cit. The words are Wallis’.

10. Proverbs 28:15 NIV.

11. Stanley Milgram, “The Perils of Obedience,” Harper’s, December 1973, 62-66, 75-77. (The article is adapted from Milgram’s book, Obedience to Authority [Harper and Row, 1974]). See also Neuman, loc. cit.; O’Toole, loc. cit.; Schwartz, loc. cit.; Wallis, loc. cit.; Anahad O’Connor, “Pressure to Go Along With Abuse Is Strong, but Some Soldiers Find Strength to Refuse,” New York Times, May 14, 2004, http://www.nytimes.com/2004/05/14/international/14RESI.html?ei= 5059&en=854c94250243f62d&ex=1084593600&partner=AOL&pagewanted =print&position=.

12. O’Toole, loc. cit.

13. Milgram 1973, op. cit., 62.

14. Ibid., 62-63.

15. Ibid., 75- 76.

16. William Golding, Lord of the Flies (New York: Perigee, 1988). This “Casebook Edition” includes the 1954 novel plus notes and criticism edited by James R. Baker and Arthur P. Ziegler, Jr.

17. http://www.cbs.com/primetime/survivor8/show/episode14/s8story3.shtml.

18. Golding, op. cit., 69; emphasis Golding’s.

19. Ibid., 84.

20. Many have noted that the phrase “lord of the flies” translates the word “Beelzebub.” See, for instance, E.L. Epstein, “Notes on Lord of the Flies,” in Golding, op. cit., 279: “‘The lord of the flies’ is, of course, a translation of the Hebrew Ba’alzevuv (Beelzebub in Greek) which means literally ‘lord of insects.’” Theologian Louis A. Barbieri, Jr., commenting on Matthew 10:24 ff. says, “Beelzebub (the Gr. has Beezeboul) was a name for Satan, the prince of the demons, perhaps derived from Baal-Zebub, god of the Philistine city of Ekron (2 Kings 1:2). ‘Beelzebub’ means ‘lord of the flies,’ and ‘Beezeboul’ or ‘Beelzeboul’ means ‘lord of the high place.’” (In “Matthew,” John F. Walvoord and Roy B. Zuck, The Bible Knowledge Commentary [Wheaton, Illinois: Scripture Press Publications, Inc., 1983, 1985], Logos Research Systems digital version.) Biblical references to Beelzebub include Matthew 12:24, 27; Mark 3:22; Luke 11:15, 18, 19. In a 1962 interview, Golding himself referred to “the pig’s head on the stick” as “Beelzebub, or Satan, the devil, whatever you’d like to call it….” (James Keating, “Interview with William Golding,” in Golding, op. cit., 192.)

21. Golding, op. cit., 186-187.

22. Epstein, op. cit., 277-278. The words are Golding’s.

23. For example, see “Missouri ‘Rain’ Leads to Toilet Duty,” Inside Journal: The Hometown Newspaper of America’s Prisoners, 14:7, November/December 2003, 5. Inside Journal publisher Prison Fellowship, www.pfm.org, and its affiliates seek to help rehabilitate prisoners and promote restorative justice.

24. Milgram 1973, op. cit., 63-64.

25. O’Connor, loc. cit.

26. O’Toole, loc. cit.

27. Epstein, loc. cit.

28. Mark 7:21-23 NLT.

29. For detailed information on Jesus and evidence to support His claims, see www.WhoIsJesus-Really.com.

30. Acts 8:3; 22:3-5 ff.

31. E.g., Acts 16:19-40.

32. 2 Corinthians 5:17 NLT.

© 2004 Probe Ministries

A Supersnoop’s Dream

Every day we seem to wake up to news about another terrorist threat, so it’s not surprising that Americans are placing more of their faith in the government to protect them. But there are also important questions being raised about our loss of privacy and constitutional protections. So in this article we are going to take a look at some of these issues as we focus on the subject of homeland security.

The Department of Homeland Security was created by combining twenty-two existing agencies and 170,000 federal employees with an annual budget of approximately $35 billion. While the implications of this megamerger of governmental agencies will be debated for some time, some columnists have already begun to question the impact it will have on our private lives.

The Washington Times called it “A Supersnoop’s Dream.” Columnist William Safire of the New York Times wrote a column entitled “You Are a Suspect” in which he warned of a dangerous intrusion into our lives. He predicted in November 2002 that if the Homeland Security Act were not amended before passage, the following would happen to you:

• Every purchase you make with a credit card, every magazine subscription you buy and medical prescription you fill, every Web site you visit and e-mail you send or receive, every academic grade you receive, every bank deposit you make, every trip you book and every event you attend—all these transactions and communications will go into what the Defense Department describes as a virtual centralized grand database.

• To this computerized dossier on your private life from commercial sources, add every piece of information that government has about you—passport application, driver’s license and bridge toll records, judicial and divorce records, complaints from nosy neighbors to the F.B.I., your lifetime paper trail plus the latest hidden camera surveillance—and you have the supersnoop’s dream: a Total Information Awareness about every U.S. citizen.

It is important to point out that these concerns about a potential invasion of privacy did not start with the passage of the Homeland Security Act. Over a year ago, critics pointed to the hastily passed U.S.A. Patriot Act which widened the scope of the Foreign Intelligence Surveillance Act and weakened 15 privacy laws.

On the other hand, there are many who argue that these new powers are necessary to catch terrorists. Cal Thomas, for example, writes that “Most Americans would probably favor a more aggressive and empowered federal government if it lessens the likelihood of further terrorism. The niceties of civil liberties appear to have been lost on the 9/11 hijackers and countries from which they came. Wartime rules must be different from those in peacetime.”{1}

The Patriot Act

Let’s look more closely at the U.S.A. Patriot Act. When Senator Russ Feingold voted against the Act, he made these comments from the Senate floor on October 11, 2001:

“There is no doubt that if we lived in a police state, it would be easier to catch terrorists. If we lived in a country where police were allowed to search your home at any time for any reason; if we lived in a country where the government is entitled to open your mail, eavesdrop on your phone conversations, or intercept your e-mail communications; if we lived in a country where people could be held indefinitely based on what they write or think, or based on mere suspicion that they are up to no good, the government would probably discover more terrorists or would-be terrorists, just as it would find more lawbreakers generally. But that wouldn’t be a country in which we would want to live.”

Most would agree that the Patriot Act weakens grand jury secrecy. Already there is criticism that grand juries have become mere tools of the prosecution and have lost their independence. By destroying its secrecy, any federal official or bureaucrat can “share” grand jury testimony or wiretap information.

The Patriot Act also weakens Fourth Amendment protection against unreasonable searches and seizures. Under the Act, law-enforcement agencies can in “rare instances” search a person’s home without informing that homeowner for up to ninety days. This so-called “sneak and peek” provision can be used to sneak into your home, and even implant a hidden “key logger” device on a suspect’s computer (allowing federal officials to capture passwords and monitor every keystroke).

And, the Patriot Act weakens financial privacy. The bill added additional amendments and improvements to the Bank Secrecy Act which already encourages FDIC member banks to profile account holders and report to the government (FBI, IRS, DEA) when you deviate from your usual spending or deposit habits. The Act exempts bank employees from liability for false reporting of a money laundering violation.

Michael Scardaville of the Heritage Foundation, however, isn’t concerned about conferring this new power on bureaucrats. “Even if they wanted to, the program’s employees simply won’t have time to monitor who plays football pools, who has asthma, who surfs what Web site or even who deals cocaine or steals cars. They’ll begin with intelligence reports about people already suspected of terrorism.”{2}

Immigration Threats

Lincoln Caplan, writing in the November-December issue of Legal Affairs (a magazine of the Yale Law School), said that the U.S.A. Patriot Act “authorized law enforcement agencies to inspect the most personal kinds of information — medical records, bank statements, college transcripts, even church memberships. But what is more startling than the scope of these new powers is that the government can use them on people who aren’t suspected of committing a crime.”

Although there has been some concern expressed about the intrusion of government into our lives, an even greater concern is how the Homeland Security Act fails to address the real threat to our country through lax enforcement of immigration laws. Michelle Malkin, author of Invasion, cites example after example of problems at the Immigration and Naturalization Service (INS).

Foreign students getting visas to enter the U.S. constitute a major problem that is out of control. Malkin says that the bill establishing this new department doesn’t do anything about it. There is also a problem with foreigners getting tourist visas to enter the U.S. and then overstaying their visas. The bill doesn’t do anything about this problem either.

More than 115,000 people from Iraq and other Middle Eastern countries are here illegally. Some 6,000 Middle Eastern men who have defied deportation orders remain on the loose. Add these numbers to those who are here legally, but still intend harm to the United States, and you can begin to grasp the extent of the problem.

Consider the case of Hesham Mohamed Hedayet, who shot and killed people at the Los Angeles International Airport. He managed to stay in this country by obtaining a work permit after his wife won residency in a visa lottery program (given to 50,000 foreigners on a random basis).

Michelle Malkin broke the story about the Washington, D.C. area sniper suspect John Malvo. The INS had him in custody but released him. The U.S. State Department failed to obtain a warrant for the arrest of the other sniper suspect, John Muhammad, after he was suspected of using a forged birth certificate to obtain a U.S. passport.

Congress needs to take another look at both the Patriot Act and the Homeland Security Act. In its rush to deal with the imminent terrorist threat, it has conferred broad powers to bureaucrats that should be refined and failed to address some crucial concerns in immigration that continue to threaten our safety. It is time for Congress to pass some common sense amendments to these two pieces of legislation.

History of Governmental Power

I think all of us would strongly support the President and Attorney General in their attempts to track down terrorists and bring them to justice. But some wonder if Congress has put too much power in the hands of the executive branch, power that could easily be abused by this administration or future administrations.

Let’s consider our history. President John Adams used the Alien and Sedition Act to imprison his political enemies and curb newspaper editors critical of him. President Woodrow Wilson permitted his attorney general (Mitchell Palmer) to stop political dissent during the Palmer Raids. And President Franklin Delano Roosevelt interned thousands of Japanese-American citizens during World War II.

It is interesting that some of the greatest expansions of powers have come under Republican presidents. The first Republican president, Abraham Lincoln, suspended the writ of habeas corpus. (This is a judge’s demand to bring a prisoner before him, with the intent to release people from unlawful detention.) This led to the imprisonment of physicians, lawyers, journalists, soldiers, farmers, and draft resisters. Sixteen members of the Maryland legislature were arrested in order to prevent them from voting for their state to secede from the Union. By the time the Civil War was over, 13,535 arrests had been made.

Although Democrats have often been credited with expanding the size and scope of the federal government, Republican administrations are actually the ones who have expanded various police powers. RICO and nearly all the seizure laws (where police can confiscate cars, boats, even homes without due process) were passed by Republican administrations.

Dana Milbank wrote in the Washington Post (Nov. 20, 2001) that “The Sept. 11 terrorist attacks and the war in Afghanistan have dramatically accelerated a push by the Bush administration to strengthen presidential powers, giving President Bush a dominance over American government exceeding that of other post-Watergate presidents and rivaling even Franklin D. Roosevelt’s command.”

Perhaps it is time for Congress to revisit this important topic of anti-terrorism and modify some of the provisions of the Patriot Act. Some have suggested that Congress pass legislation that would sunset all aspects of the Patriot Act. The bill currently has sunset provisions that apply to selected portions of the legislation. But sunset provisions do not apply to the expanded powers given to the federal government which weaken the Fourth Amendment protections we are guaranteed under the Bill of Rights. The bill was touted as an emergency wartime measure, but some of the most dangerous aspects of the bill would continue on even after America wins the war on terrorism. It is time to revisit this bill and make some necessary changes.

Christian Perspective on Government and Privacy

Let’s focus in on the matter of government and privacy.

To begin with, Christians must acknowledge that Romans 13:1-7 teaches that civil government is divinely ordained by God. Government bears the sword, and that means it is responsible to protect citizens from foreign invaders and from terrorists. So on the one hand, we should support efforts by our government to make our society safer.

On the other hand, we should also work to prevent unwarranted intrusions into our privacy and any violation of our constitutional liberties. In the past, drawing lines was easier because an unconstitutional search was conducted by a person who came to your door. Today we live in a cyber age where our privacy can be violated by a computer keystroke.

In the past, what used to be called public records weren’t all that public. Now they are all too public. And what used to be considered private records are being made public at an alarming rate. What should we do?

First, live your life above reproach. Philippians 2:14-15 says “Do all things without grumbling or disputing, that you may prove yourselves to be blameless and innocent, children of God above reproach in the midst of a crooked and perverse generation, among whom you appear as lights in the world.” 1 Timothy 3:2 says that an elder must be “above reproach” which is an attribute that should describe all of us. If you live a life of integrity, you don’t have to be so concerned about what may be made public.

Second, get involved. When you feel your privacy has been violated or when you believe there has been an unwarranted governmental intrusion into your life, take the time to complain. Let the person, organization, or governmental agency know your concerns. Many people fail to apply the same rules of privacy and confidentiality on a computer that they do in real life. Your complaint might change a behavior and have a positive effect.

Third, call for your member of Congress to take another look at both the Patriot Act and the Homeland Security Act. In their rush to deal with the imminent terrorist threat, Congress may have expanded federal powers too much. Track congressional legislation and write letters. Citizens need to understand that many governmental policies pose a threat to our privacy. Bureaucrats and legislators are in the business of collecting information and will continue to do so unless we set appropriate limits.

Sadly, most Americans are unaware of the growing threats to their privacy posed by government and law enforcement. Eternal vigilance is the price of freedom. We need to strike a balance between fighting terrorism and protecting constitutional rights.

Notes

1. Cal Thomas, “More Power to the Government,” Nov. 21, 2002.
2. Michael Scardaville, “TIA Targets Terrorists, Not Privacy,” Nov. 22, 2002.

©2003 Probe Ministries

America’s war on terrorism has once again raised important questions about the proper use of military action. President George W. Bush said on September 20, 2001, “Whether we bring our enemies to justice, or justice to our enemies, justice will be done.” This message and following statements by President Bush and Secretary of Defense Rumsfield articulated portions of what has come to be known as just war theory. This 1600-year-old Christian doctrine attempts to answer two questions: “When is it permissible to wage war?” and “What are the limitations on the ways we wage war?”

Historically, Christians have adopted one of three positions: (1) Activism — it is always right to participate in war, (2) Pacifism — it is never right to participate in war, or (3) Selectivism — it is right to participate in some wars. The just war theory represents the third position and was articulated initially by Augustine who developed it as a logical extension of Romans 13:1-7.

1 Every person is to be in subjection to the governing authorities. For there is no authority except from God, and those which exist are established by God.
2 Therefore whoever resists authority has opposed the ordinance of God; and they who have opposed will receive condemnation upon themselves.
3 For rulers are not a cause of fear for good behavior, but for evil. Do you want to have no fear of authority? Do what is good and you will have praise from the same;
4 for it is a minister of God to you for good. But if you do what is evil, be afraid; for it does not bear the sword for nothing; for it is a minister of God, an avenger who brings wrath on the one who practices evil.
5 Therefore it is necessary to be in subjection, not only because of wrath, but also for conscience’ sake.
6 For because of this you also pay taxes, for rulers are servants of God, devoting themselves to this very thing.
7 Render to all what is due them: tax to whom tax is due; custom to whom custom; fear to whom fear; honor to whom honor.

Augustine argued that not all wars are morally justified. He said, “It makes a great difference by which causes and under which authorities men undertake the wars that must be waged.”

This seven-point theory provides a framework for evaluating military action. A just war will include the following conditions: just cause, just intention, last resort, formal declaration, limited objectives, proportionate means, and noncombatant immunity. The first five principles apply as a nation is “on the way to war” (jus ad bellum) while the final two apply to military forces “in the midst of war” (jus in bello). Let’s look at each of these in more detail.

Seven Points of a Just War

• Just cause — All aggression is condemned in just war theory. Participation must be prompted by a just cause or defensive cause. No war of unprovoked aggression can ever be justified.

• Just intention — War must be to secure a just peace for all parties involved. Revenge or conquest are not legitimate motives.

• Last resort — War must be engaged as a last resort only after diplomacy and economic pressure have been exhausted.

• Formal declaration — War must be initiated with a formal declaration by properly constituted authorities.

• Limited objectives — War must be characterized by limited objectives such a peace. Complete destruction is an improper objective. War must be waged in such a way that once peace is attainable, hostilities cease.

• Proportionate means — Combatants may not be subjected to greater harm than is necessary to secure victory. The types of weapons and amount of force used should be limited to what is needed to repel aggression and secure a just peace.

• Noncombatant immunity — Military forces must respect individuals and groups not participating in the conflict. Only governmental forces or agents are legitimate targets.

Objections to Just War

Two types of objections often surface against the idea of just war theory. First, there is the moral objection. Pacifists argue that it is never right to go to war and often cite biblical passages to bolster their argument. For example, Jesus said believers should “turn the other cheek” (Matt. 5:39). He also warned that “those who take up the sword shall perish by the sword” (Matt. 26:52).

However, the context of the statements is key. In the first instance, Jesus is speaking to individual believers in his Sermon on the Mount, admonishing believers not to engage in personal retaliation. In the second instance, He tells Peter to put down his sword because the gospel should not be advanced by the sword. But at the same time, Jesus actually encouraged his disciples to buy a sword (Luke 22:36) in order to protect themselves.

Two political objections have been cited in the last few months against the application of just war theory to our war on terrorism. Critics say that the idea of a just war applies to only to nations and not to terrorists. Even so, that would not invalidate American miliary actions in Afghanistan or Iraq.

But the criticism is incorrect. It turns out that Christian thought about just war predates the concept of modern nation-states. So the application of these principles can apply to governments or terrorist organizations. Moreover, the very first use of American military force in this country was against Barbary Pirates (who were essentially the terrorists of the 18th century).

Critics also argue that since terrorism is an international threat, the concept of just war would require an international declaration of war. This is not true. The U.S. or any other country does not need to get international approval to defend itself. Even so, both President George H. W. Bush and President George W. Bush have brought the issue of Iraq to the United Nations for a vote. But as the current president made clear, he sought UN approval, not permission. He would like multilateral approval and help, but the U.S. is prepared to go it alone if necessary.

©2003 Probe Ministries

Introduction

For more than thirty years proponents of comprehensive sex education have argued that giving sexual information to young children and adolescents will reduce the number of unplanned pregnancies and sexually transmitted diseases.

Perhaps one of the most devastating popular critiques of comprehensive sex education came from Barbara Dafoe Whitehead. The journalist who said that Dan Quayle was right also was willing to say that sex education was wrong. Her article, “The Failure of Sex Education” in Atlantic Monthly, demonstrated that sex education neither reduced pregnancy nor slowed the spread of STDs.

Comprehensive sex education is mandated in at least seventeen states, so Whitehead chose one of those states and focused her analysis on the sex education experiment in New Jersey. Like other curricula the New Jersey sex education program rests on certain questionable assumptions.

The first tenet is that children are “sexual from birth.” Sex educators reject the classic notion of a latency period until approximately age twelve. They argue that you are “being sexual when you throw your arms around your grandpa and give him a hug.”

Second, children are sexually miseducated. Parents, to put it simply, have not done their job, so we need “professionals” to do it right. Third, if miseducation is the problem, then sex education in the schools is the solution. Parents are failing miserably at the task, so “it is time to turn the job over to the schools. Schools occupy a safe middle ground between Mom and MTV.”

Learning about Family Life is the curriculum used in New Jersey. While it discusses such things as sexual desire, AIDS, divorce, and condoms, it nearly ignores such issues as abstinence, marriage, self-control, and virginity.

Whitehead concludes that comprehensive sex education has been a failure. For example, the ratio of teenage births to unwed mothers was 67 percent in 1980 and rose to 84 percent in 1991. In the place of this failed curriculum, Whitehead describes a better program. She found that “sex education works best when it combines clear messages about behavior with strong moral and logistical support for the behavior sought.”

One example she cites is the Postponing Sexual Involvement program at Grady Memorial Hospital in Atlanta, Georgia, which offers more than a “Just say no” message. It reinforces the message by having adolescents practice the desired behavior and enlists the aid of older teenagers to teach younger teenagers how to resist sexual advances. Whitehead also found that “religiously observant teens” are less likely to experiment sexually, thus providing an opportunity for church-related programs to help stem the tide of teenage pregnancy.

Condoms

Are condoms a safe and effective way to reduce pregnancy and STDs? Sex educators seem to think so. Every day sex education classes throughout this country promote condoms as a means of safe sex or at least safer sex. But the research on condoms provides no such guarantee.

For example, Texas researcher Susan Weller, writing in the journal Social Science Medicine, evaluated all research published on condom effectiveness. She reported that condoms are only 87 percent effective in preventing pregnancy and 69 percent effective in reducing the risk of HIV infection. This 69 percent effectiveness rate is also the same as a 31 percent failure rate in preventing AIDS transmission.

To be effective, condoms must be used “correctly and consistently.” Most individuals, however, do not use them “correctly and consistently” and thus get pregnant and get sexually transmitted diseases.

Contrary to claims by sex educators, condom education does not significantly change sexual behavior. An article in the American Journal of Public Health stated that a year-long effort at condom education in San Francisco schools resulted in only 8 percent of the boys and 2 percent of the girls using condoms every time they had sex.

Even when sexual partners use condoms, sometimes condoms fail. Most consumers do not know that the FDA quality-control standards allow for a maximum failure rate of four per 1,000 using a water fill test. And even if condoms are used correctly, do not break, and do not leak, they are still far from 100 percent effective. The Medical Institute for Sexual Health reported that “medical studies confirm that condoms do not offer much, if any, protection in the transmission of chlamydia and human papillomavirus, two serious STDs with prevalence as high as 40 percent among sexually active teenagers.”

Nevertheless, condoms have become the centerpiece of U.S. AIDS policy and the major recommendation of most sex education classes in America. Many sex educators have stopped calling their curricula “safe sex” and have renamed them “safer sex”–focusing instead on various risk reduction methods. But is this false sense of security and protection actually increasing the risks young people face?

If kids buy the notion that if they just use condoms they will be safe from AIDS or any other sexually transmitted disease whenever they have sex, they are being seriously misled. They should be correctly informed that having sex with any partner having the AIDS virus is life-threatening, condoms or no condoms. It would be analogous to playing Russian roulette with two bullets in your six chambers. Using condoms removes only one of the bullets. The gun still remains deadly with the potential of a lethal outcome.

School-based Health Clinics

As comprehensive sex education curricula have been promoted in the schools, clinics have been established to provide teens greater access to birth control information and devices. Proponents cite studies that supposedly demonstrate the effectiveness of these clinics on teen sexual behavior. Yet a more careful evaluation shows that school-based health clinics do not lower the teen pregnancy rate.

The most often-cited study involved the experience of the clinic at Mechanics Arts High School in St. Paul, Minnesota. Researchers found that a drop in the number of teen births during the late 1970s coincided with an increase in female participation at the school-based clinic. But at least three important issues undermine the validity of this study.

First, some of the statistics are anecdotal rather than statistical. School officials admitted that the schools could not document the decrease in pregnancies. Second, the total female enrollment of the two schools included in the study dropped significantly. Third, the study actually shows a drop in the teen birth rate rather than the teen pregnancy rate. The reduction in the fertility rate listed in the study was likely due to more teenagers obtaining an abortion.

Today, more and more advocates of school-based health clinics are citing a three-year study headed by Laurie Zabin at Johns Hopkins University, which evaluated the effect of sex education on teenagers. The study of two school-based clinics in Baltimore, Maryland, showed there was a 30 percent reduction in teen pregnancies.

But even this study leaves many unanswered questions. The size of the sample was small and over 30 percent of the female sample dropped out between the first and last measurement periods. Critics point out that some of girls who dropped out of the study may have dropped out of school because they were pregnant. Other researchers point out that the word abortion is never mentioned in the brief report, leading them to conclude that only live births were counted.

On the other hand, an extensive, national study done by the Institute for Research and Evaluation shows that community-based clinics used by teenagers actually increase teen pregnancy. A two- year study by Joseph Olsen and Stan Weed found that teenage participation in these clinics lowered teen birth rates. But when pregnancies ending in miscarriage or abortion were factored in, the total teen pregnancy rates increased by as much as 120 pregnancies per one thousand clients.

Douglas Kirby, former director of the Center for Population Options, had to admit the following: “We have been engaged in a research project for several years on the impact of school-based clinics. . . . We find basically that there is no measurable impact upon the use of birth control, not upon pregnancy rates or birth rates.”

Sex Education Programs

As we’ve seen, the evidence indicates that the so-called “solution” provided by sex educators can actually make problems worse.

The problem is simple: education is not the answer. Teaching comprehensive sex education, distributing condoms, and establishing school-based clinics is not effective. When your audience is impressionable teens entering puberty, explicit sex education does more to entice than educate. Teaching them the “facts” about sex without providing any moral framework merely breaks down mental barriers of shame and innocence and encourages teens to experiment sexually.

A Louis Harris poll conducted for Planned Parenthood found that the highest rates of teen sexual activity were among those who had comprehensive sex education, as opposed to those who had less. In the 1980s, a Congressional study found that a decade-and-a-half of comprehensive, safe sex education resulted in a doubling in the number of sexually active teenage women.

Our society today is filled with teenagers and young adults who know a lot about human sexuality. It is probably fair to say that they know more about sex than any generation that has preceded them, but education is not enough. Sex education can increase the knowledge students have about sexuality, but it does not necessarily affect their values or behavior. Since 1970 the federal government has spent nearly $3 billion on Title X sex education programs. During that period of time nonmarital teen births increased 61 percent and nonmarital pregnancy rates (fifteen-to-nineteen-year-olds) increased 87 percent.

Douglas Kirby wrote these disturbing observations in the Journal of School Health:

“Past studies of sex education suggest several conclusions. They indicate that sex education programs can increase knowledge, but they also indicate that most programs have relatively little impact on values, particularly values regarding one’s personal behavior. They also indicate that programs do not affect the incidence of sexual activity. According to one study, sex education programs may increase the use of birth control among some groups, but not among others. Results from another study indicate they have no measurable impact on the use of birth control. According to one study, they are associated with lower pregnancy rates, while another study indicates they are not. Programs certainly do not appear to have as dramatic an impact on behavior as professionals once has hoped.”

So, if sex education is not the solution, what is? Let’s look at the benefits of abstinence and the abstinence message in the schools.

Abstinence

Less than a decade ago an abstinence-only program was rare in the public schools. Today, directive abstinence programs can be found in many school districts while battles are fought in other school districts for their inclusion or removal. While proponents of abstinence programs run for school board or influence existing school board members, groups like Planned Parenthood bring lawsuits against districts that use abstinence-based curricula, arguing that they are inaccurate or incomplete.

The emergence of abstinence-only programs as an alternative to comprehensive sex education programs was due to both popularity and politics. Parents concerned about the ineffectiveness of the safe- sex message eagerly embraced the message of abstinence. And political funding helped spread the message and legitimize its educational value.

Parents and children have embraced the abstinence message in significant numbers. One national poll by the University of Chicago found that 68 percent of adults surveyed said premarital sex among teenagers is “always wrong.” A poll for USA Weekend found that 72 percent of the teens and 78 percent of the adults said they agree with the pro-abstinence message.

Their enthusiasm for abstinence-only education is well founded. Even though the abstinence message has been criticized by some as naive or inadequate, there are good reasons to promote abstinence in schools and society.

First, teenagers want to learn about abstinence. Contrary to the often repeated teenage claim, not “everyone’s doing it.” A study by the Centers for Disease Control found that 43 percent of teenagers from ages fourteen to seventeen had engaged in sexual intercourse at least once. Put another way, the latest surveys suggest that a majority of teenagers are not doing it.

Second, abstinence prevents pregnancy. Proponents of abstinence- only programs argue that abstinence will significantly lower the teenage pregnancy rate, and they cited numerous anecdotes and statistics to make their case.

Third, abstinence prevents sexually transmitted diseases. After more than three decades the sexual revolution has taken lots of prisoners. Before 1960, doctors were concerned about only two STDs: syphilis and gonorrhea. Today there are more than twenty significant STDs ranging from the relatively harmless to the fatal.

Fourth, abstinence prevents emotional scars. Abstinence speakers relate dozens and dozens of stories of young people who wish they had postponed sex until marriage. Sex is the most intimate form of bonding known to the human race, and it is a special gift to be given to one’s spouse.

Teenagers want and need to hear the message of abstinence. They want to promote the message of abstinence. Their health, and even their lives, are at stake.

 

©2003 Probe Ministries.

If anything is constant in public education, it is the endless cycle of reform and innovation that in turn generates endless theories and educational jargon. Heated conflicts exist over how to teach everything from reading to algebra. In the past, when our public schools were mostly local affairs, the debate was more localized. Today, state legislatures and even Congress take part in the battles, which can occasionally become the single most important issue in statewide elections.

Parents are usually not interested in the politics of education; they want to know what works! They realize that their children have one opportunity to become an educated person and those inappropriate educational ends or methods will permanently shape their children’s lives. Here we will focus on answers to the question, “What works in education?” Some of the answers will come from a compilation of research done by the Department of Education under William Bennett in the 1980’s.

Education should be about two tasks, building the intellect and instilling virtue. Regarding the intellect, the following words of Jacques Barzun serve us well:

[I]t is intelligence stored up and made into habits of discipline, signs and symbols of meaning, chains of reasoning and spurs to emotions–a shorthand (and a wireless) by which the mind can skip connectives, recognize ability, and communicate truth. Intellect is at once a body of common knowledge and the channels through which the right particle of it can be brought to bear quickly, without the effort of redemonstration, on the matter in hand.{1}

Many have recognized the fact that parents are the first and most important teachers of their children. Christian parents should seek to begin their children’s education as early as possible. To that end, John Amos Comenius wrote in his work The Great Didactic that,

If we want to educate a person in virtue we must polish him at a tender age. And if someone is to advance toward wisdom he must be opened up for it in the first years of his life when his industriousness is still burning, his mind is malleable, and his memory still strong.{2}

What can parents do? To begin with, the more book-friendly parents can make a home the better. Parents should read to their young children and let their children read to them. Asking in-depth questions about what is being read will boost comprehension skills, vocabulary, and general knowledge. Keep a consistent family routine for meals, bedtime and homework. Both parents should model the importance of a life of the mind. One of the best ways of doing this is to limit mindless entertainment like television. For, in order for our children to become mature handlers of the Word (2 Timothy 2:15), they must become competent readers.

Next we will look at the way parents and teachers can partner together to educate our children.

The Parent Teacher Partnership

It is extremely important that both teacher and parents convey high expectations to students regarding academic performance. Studies have shown that low expectations on the part of teachers can become self-fulfilling prophecies for their students. These students are often seated far from the teacher, receiving less direct instruction and attention. Parents need to work with teachers who have failed to expect good work from their children. This requires frequent communication with the teacher, as well as the student. If a parent perceives that a teacher may have “given up” on their child, a meeting with everyone involved, including a school counselor, should be called immediately. If the situation is allowed to continue, your child may find himself hopelessly behind.

Sometimes parents demand too much of their children, resulting in anxiety and low self-confidence, but it is far more common for parents not to expect reasonably high standards for their children’s academic work.

A corollary to setting high expectations for students is helping them to make a healthy connection between ability and effort. When students are young they equate effort with ability. In other words, if they work hard and do well, they assume that they have a high level of ability. Failure means that they did not try hard enough, something that they can personally overcome on the next assignment. Later, students learn that ability and effort are not the same. Some students need to work much harder at certain things in order to do as well as others. As a result, students might try to mask what they perceive to be low ability by turning in tests early even though they are hastily finished or by choosing not to participate in class discussions. High levels of effort come to represent low ability. As a result many students fail to work to their potential. Believing that they lack ability, they eventually lose hope for academic success.

Underachievement becomes a response to the possibility that they may be low ability students. Teachers and parents must intervene before these patterns become fixed. By setting high standards and insisting on consistent, diligent work, parents and teachers can work together to build confidence that can become the foundation for future effort. In some cases, parents may need to help their children crawl before they can walk. They may have to supervise homework efforts minute by minute until the student begins to see a connection between the work invested and its resulting success.

Some general rules for successful study include: convince your child not to cram or try to accomplish large amounts of work in one sitting, help them to weigh the importance of an assignment by developing a system of schoolwork triage, and help your student to identify the standards necessary to succeed. Parents and students should work together to find a strategy that yields the best results.

Classroom Environment

The amount of class time spent on instruction has an obvious influence on student achievement. Unfortunately, studies show that in elementary classrooms actual “time on task,” time focused on academic subjects, ranges from 50 percent to 90 percent of a given school day. This is so proportioned because of tasks imposed on the classroom teacher by those outside of the schools. But it can also be an indication of poor classroom management. What does a well-managed classroom look like?

First, class work is carefully planned, including content, presentation time, and instructional activities. Good teachers set and communicate clear expectations to the students so that they know what is required to succeed. They also make sure that content is sequenced so that it builds in a logical and consistent fashion and that students know where they are heading and how to get there.{3} A good teacher will also check students for comprehension often and give them multiple opportunities to practice what they have learned. This common sense approach to classroom management is called direct instruction, and research indicates that it has been found to help young and disadvantaged students learn basic skills and older, higher ability students to tackle more complex material.{4}

Since the more time that is focused on a topic naturally results in greater learning, the way that a teacher utilizes homework is also important. Research shows that although homework is beneficial for all students, it is even more significant for those with low and medium abilities. In fact, average students who do three to five hours of homework a week, begin to receive grades equal to those of high-ability students who do no homework at all.{5} It has been found that Japanese students spend about twice as much time studying outside of school as American students.{6}

However, not every type of homework is helpful. All of us can remember doing homework that seemed like an afterthought. Homework needs to be well planned to be effective. It should relate directly to what is happening in the classroom and be treated as an integral part of instruction by the teacher. This means that teachers should take time to evaluate the assignments and count the grade. Assignments should be analytical rather than standard work sheets, and they should encourage students to think more deeply about the material. Homework encourages students to follow directions, to make comparisons, to raise questions, and to develop responsibility and self-discipline.{7}

Student assessment is another key factor to effective schooling. Teachers should evaluate students often in order to detect if the material is being covered too quickly or too slowly. Assessment should be done often and by various means. Teachers should use essays, tests, homework, quizzes (both verbal and written), as well as group projects to measure student progress. Students benefit from immediate feedback so that they can correct ineffective study habits or arrange for special tutoring

Teaching Methods

You wouldn’t think that how we teach children to read would be very controversial. It is! The ongoing battle between whole-language advocates and those who recommend systematic, structured phonics instruction is a heated and often strident one. The two methods stand on very different theoretical foundations and thus emphasize different activities for children. Both use phonics and both advocate early, intensive reading by children. But whole-language promoters argue that learning to read and write are natural skills that can be acquired as easily as learning to talk. Just immerse children in words and good books, and they will eventually make sense of it all. Phonics advocates argue that reading is not a natural skill, and that children need intensive and comprehensive phonics training to succeed. They add that a high level of illiteracy, even in the U.S. where the written word is universally found, refutes the notion that language skill acquisition is automatic.

Jeanne Chall, long time professor at the Harvard Graduate School of Education argued that research has established that reading is essentially a phonemic activity; children must know the relationship between sounds and letters. If children have not mastered this basic information, they cannot learn to read. Research has also demonstrated that teaching phonics benefits all children, particularly those who are at risk. Focusing on phonics does not deaden a child’s desire to read, in fact, whole language is hurting children by not providing them with the tools necessary to read.{8} Athough whole language advocates argue that invented spelling, which calls upon students to apply phonics knowledge, actually forces students to think more deeply about phonics, others are not convinced of its effectiveness.

Our question is, “What really works?” Research by Steven A. Stahl and Patricia Miller concluded, “We have no evidence showing that whole language programs produce effects that are stronger than existing basal programs, and potentially may produce lower effects.”{9} Even stalwarts of whole language are moving towards a more comprehensive phonics curriculum.

Similar arguments have arisen over the use of calculators in early math instruction. Although many math teachers advocate early classroom use, the public is not so sure. One survey found that 80 percent of math teachers are in favor of early use, but only 10 percent of the public agrees. Although the final word on early calculator use is still out, research does support the use of manipulatives in teaching young children math. Using objects to represent mathematical values helps students to understand abstract ideas quicker.

Likewise, students learn science best when they are able to do experiments on personal predictions regarding natural phenomenon. Students often reject textbook and lecture material for what they consider to be common sense. Only when they are confronted with actual experimental data do they shed themselves of incorrect assumptions.

Finally let’s look at how overall school organization affects learning.

School Organization

Schools benefit greatly from having a strong educational leader, usually the principal, who focuses continually on improving the educational program of the school. This doesn’t seem too controversial. Unfortunately, many principals are either not equipped to perform this role or are not expected to. In order to be an educational leader, a principal must have thought carefully and deeply about what it means to be an educated person, and to have developed a clear vision for implementing his or her plan. Some principals haven’t had the academic experience to prepare them for this role. Too many have come from a physical education background and coaching duties, which may be a plus when it comes to discipline problems, but not very helpful in constructing an overall vision for academic excellence.

The educational leader should also enjoy a high degree of autonomy in building his or her program. This includes the hiring and firing of teachers and unrestricted communication with parents. Success is often determined by how well parents and teachers can be motivated towards the principal’s vision. Unfortunately, this is much easier to do in private schools than in public ones.

A safe and orderly school environment is necessary for learning to occur. Nevertheless, many schools do not enjoy this basic requirement for success. This problem not only impacts inner city schools, which fight the multiple problems related to poverty and highly bureaucratic administrations. Rural schools can suffer from poor discipline and a lack of consistent policies as well. Realistically, even in generally good schools, a single teacher can diminish the educational experience of his or her class by refusing to, or not even desiring to, maintain order. This is where a strong principal can step in and make a difference.

A teaching staff is most effective when they share high morale, agree that students need grounding in the basics of each subject, and hold students to high standards. Teacher collegiality, the sharing of problems and solutions with one another in a professional atmosphere, is another indication of an effective teaching staff. Unfortunately, many teachers operate without the benefit of peer input. Collegiality seems to occur more often at the elementary school level than in our high schools.

Schools that test their students for the purpose of offering remedial help tend to be more effective, as are those that encourage their students to take more advanced academic courses.

Just knowing what an effective school looks like is only part of the battle for better schools. The challenge is to change poorly performing schools into effective ones. Research shows that effective schools tend to have a much higher degree of autonomy than ineffective ones; something found far more often in private schools than in public schools. Unfortunately, our public school bureaucracy doesn’t appear to be moving in the right direction.

Notes

1. Jacques Barzun, The House of Intellect, (Harper & Row: New York, 1959), 4.
2. What Works: Research About Teaching and Learning, U.S. Department of Education, 1986, 6.
3. Ibid., 34.
4. Ibid., 35.
5. Ibid., 41.
6. Ibid.
7. Ibid., 42.
8. “Whole Language in the 90’s,” Update, Association for Supervision and Curriculum Development, Vol 35 #9, 1993.
9. Arthur Ellis & Jeffrey Fouts, Research on Educational Innovations, Princeton, NJ: Eye On Education, 46.

©2001 Probe Ministries

There is growing recognition that American school-age boys are not doing well. In fact, many of our sons are experiencing significant problems both inside and outside of the classroom. This is ironic since educators have been concerned primarily about girls since a 1990 report released by the American Association of University Women claimed that girls are the ones being shortchanged in school.

However, recent statistics reveal that from the elementary years and beyond, girls get better grades than boys and generally fare better in school.{1} Although girls have all but eliminated the much-discussed math and science gap with boys, boys’ scores in reading and writing have been on the decline for years. At the end of eighth grade, boys are held back 50 percent more often, and girls are twice as likely to say that they want to pursue a professional career.{2} Boys are twice as likely to be labeled “learning disabled” and in some schools are ten times more likely to be diagnosed with learning disorders such as ADD. Boys now make up two thirds of our special education classes and account for 71 percent of all school suspensions.{3} There is also evidence that boys suffer from low self-esteem and lack confidence as learners.{4}

As high school seniors, girls have higher educational goals than boys, are more likely to enroll in college, and once there, are more likely to complete a bachelor’s degree in five years.{5} The majority of those receiving master’s degrees are now women and the percentage of males seeking professional degrees is declining every year.{6} Boys are not faring much better outside the classroom either. Boys are three times more likely to be a victim of a violent crime and between four to six times more likely to commit suicide.{7}

While there is little controversy that a problem exists, widely divergent causes and solutions are being offered. Dr. William Pollack, who among other things is a faculty member of the Harvard Medical School and a founding member of the Society for the Psychological Study of Men and Masculinity of the American Psychological Association, has written a book titled Real Boys: Rescuing Our Sons from the Myths of Boyhood. He argues that a false masculinity is being forced on our boys, one that disconnects them from themselves. In a very general sense, our boys need to get back in touch with who they really are. Christina Hoff Sommers, a W. H. Brady Fellow at the American Enterprise Institute, takes an opposing view. She believes that our boys suffer from a school environment that favors feminine traits and that attempts to squeeze boys into an androgynous mold from which they naturally rebel.

Although both of these authors could be wrong, they most certainly cannot both be right. In this article we will consider the arguments and attempt to discover what needs to be done to help our boys.

Losing the Inner Boy

One popular viewpoint among feminists contends that boys are suffering from masculinity myths which, when enforced, work to squeeze them into a gender straightjacket. According to this theory, outmoded notions about masculinity cause parents to push boys away from their mothers too soon, resulting in a life long sense of anxiety and permanent damage to self-esteem. This is the viewpoint of Harvard professor William Pollack in his book Real Boys: Rescuing Our Sons from the Myths of Boyhood.

What are these masculine myths that Dr. Pollack feels are so dangerous? The first myth is that nature wins out over nurture, in other words, that boys will be boys. The assumption here is that testosterone is more powerful in shaping behavior than relationships and training are. The second myth is that boys should be boys. This dangerous myth supports the idea that boys should learn to be tough and never exhibit feminine traits. Myth number three is that boys are toxic. Where girls have a civilizing effect on the environment, boys are by nature dangerous and potentially damaging to those around them.

When these myths are used as a guide to raising boys, Dr. Pollack believes that we damage our children. In our desire to make boys into tough, competitive men, they lose touch with who they really are, their “inner boy,” and as a result they become angry, dysfunctional adult males likely to abuse their wives and neglect their children.

Much of what Dr. Pollack says about boys rings true. He wants us to raise boys who are able to be empathetic, compassionate, and to appreciate the full spectrum of human behavior. Unfortunately, he defines gender roles so broadly that he leaves us with few discernable boundaries. It appears that Dr. Pollack would agree with feminist Gloria Steinem who recently advocated that “we need to raise boys like we raise girls.”{8}

According to Dr. Pollack homosexuality is no longer controversial. It is normal. And much of the damage done to young boys is the result of homophobia. Unfortunately, what he considers to be the strongest scientific evidence for the biological roots of homosexuality is a study done in the 1950’s.{9} He ignores recent research that greatly reduces the strength of his argument.

The only guideline that seems to matter to professor Pollack is whether or not a specific behavior makes a boy happy. Happiness is all that counts, even if a boy feels that happiness lies in the homosexual lifestyle, or in a promiscuous heterosexual one. Humanistic psychology really doesn’t have much else to go on. The biblical concept that a holy God might have created male and female with distinct roles in mind does not enter into the picture.

Therefore, let us consider a response to the popular ideas of Dr. Pollack.

The Androgynous Zone

The 1990’s brought to bear a number of powerful ideas on the way schools look at and treat boys. Carol Gilligan, Harvard’s first professor of gender studies, wrote a book in the early ’80s that described how young girls lose their self-esteem when they reach adolescence. The American Association of University Women built on her work in the early 90s by releasing a survey that announced that girls were victims of a “male-voiced” culture and, as a result, lose self-esteem when they reach the age of twelve or thirteen. Successful lobbying of Congress resulted in passage of the Gender Equity Act in 1994 that categorized girls as an under-served population, placing them on par with other oppressed minorities.

Since then teachers and administrators have been deluged with gender equity materials and conferences sponsored by the Department of Education. However, what really panicked school administrators was a 1999 Supreme Court decision that applied sexual harassment laws to school children. The decision resulted from a lawsuit by the family of a ten-year-old Monroe, Georgia, girl because of the school’s failure to prevent her harassment by a ten-year-old boy. With the threat of expensive lawsuits over their heads, principals could not refuse to inject gender politics into their schools.

An example of the kind of information being disseminated can be gleaned from statements made by the director of the Women’s Educational Equity Act Publishing Center, Katherine Hanson. Hanson has argued that four million women are beaten to death every year in America, that violence is the leading cause of death among women, and that the leading cause of injury among women is being beaten by a man at home.{10} These would be shocking statistics if they were true. Actually, one million women die in this country each year with the leading cause of death being heart disease, followed by cancer.{11} Homicide is far down the list, after suicide.{12}

Why do gender equity leaders feel the need to exaggerate the abuse of women in our society? It is because they want to establish a radical retraining of America’s boys. Feminists like Dr. Nancy Marshall of the Wellesley College Center for Research on Women believe that gender is a totally learned concept. She states that “when babies are born, they do not know about gender.”{13} In other words, little boys have to learn what it means to be a boy. She believes that this happens between the ages of two to seven. In a slide show presented by Ms. Marshall, she explained that “a young mind is like Jell-O: you learn to fill it up with all the good stuff before it sets.”{14} The good stuff constitutes the feminization of boys. To make her point, she returned several times to the image of a pre-school boy dressed up in high heels and a dress.

Gender Politics in the Classroom

Gender crusaders believe that if they can influence little boys early enough, they can make them more like little girls. Feminist philosopher Sandra Lee Bartky writes that human beings are born bisexual and through conditioning are “transformed into male and female gender personalities.”{15} William Pollack, a Harvard psychologist, argues that by doing away with traditional male stereotypes the next generation of boys “will be able to safely stay in the doll corner as long as they wish, without being taunted.”{16} Age appropriate doll playing by boys is not a problem. Yet it becomes one when it is the center of an attempt to redefine what it means to be male.

The Department of Education supported the writing of a model curriculum for day care providers called Creating Sex-Fair Family Day Care.{17} It seems that the main goal of the curriculum is, again, to get boys to play with dolls. Of its ten photographs, two are of boys with dolls. Instructors are warned to “avoid highly feminine dolls such as Barbie or highly masculine dolls such as G.I. Joe.”{18} They also urge instructors to monitor the children’s fantasy play. If gender stereotypes are acted out, adults should be ready to intervene. According to the authors, without gender neutral child rearing, “we cannot fulfill our dreams of equality for all people.”{19}

A teacher in San Francisco is going one step further. She has transformed her classroom into a woman-centered community of learners. All the images in the classroom are of women, and as one feminist noted “perhaps for the first time, boys are the ones looking through the window.”{20} While each student is required toperform a dramatic dialogue in the author’s voice, the boys are forced to do works by women. One little boy attempts to lip-synch a song by blues singer Etta James, and when the other boys giggle they are chastised for their insensitivity.{21} During a history class the girls are encouraged to discuss how boys are sexual predators. The teacher is excited to see how angry the girls are getting. Although one boy tries to defend his gender, another admits to an interviewer, “I couldn’t really defend myself, because it’s true. Men are pigs, you know?”{22}

Schools are denying the very behavior that makes little boys boys. In Southern California, a mother was stunned to find out that her son was disciplined for running and jumping over a bench at recess.{23} Studies in England have shown that boys benefit from competition in school. However, in deference to the female tendency to learn more in cooperative groups, competition of all types is being purged from the schoolhouse. Sixty percent of American high schools no longer use class rankings or announce valedictorians.{24} Referring to the hostility towards honor rolls, one principal has stated, “It flies in the face of the philosophy of not making it so competitive for those little kids…We even frown on spelling bees.”{25}

Biblical Masculinity

Feminists argue that we only have two models of masculinity to pick from. On the one hand, we have the self-centered, win-at-all-costs, barbaric, macho mentality portrayed by the stereotypical high school football coach. They contend that this model produces boys who beat, rape, and generally oppress women. It is also blamed for the bloodshed on high school campuses in Colorado, Arkansas, and elsewhere. The other model, the one offered by feminists, calls for a “profound revolution,” one that will change the way society constructs young males.{26} It hopes to eliminate stereotypical boyish behavior such as roughhousing and aggressive competition. In fact, they hope the future will look more like the Philadelphia school which has “replaced the traditional recess with ‘socialized recesses,’ in which children are assigned structured activities and carefully monitored” so that gender stereotypes are extinguished.{27}

I would like to endorse a third model of masculinity. This biblical model defines mature masculinity as “a sense of benevolent responsibility to lead, provide for and protect women in ways appropriate to a man’s differing relationships” with the opposite sex.{28} This biblical model assumes a number of things to be true about gender. First of all, God created men and women to complement each other. Both are equally valuable to God and His kingdom, but each have different God-given roles. Second, it looks to the servant leadership model depicted by Christ’s role as head of the church, for which He suffered and died.

Boys who embrace this ideal of mature masculinity would not stand by and allow women to be abused physically or sexually, as has recently occurred in a Central Park celebration. Nor would they personally take advantage of a woman without violating their own definition of what it means to be a man.

This picture of masculinity allows men to be nurturing and sensitive. It doesn’t prohibit them from being chefs or nurses. It does define, in an ultimate sense, how a man is to perceive a woman. He is to treat all women, starting with his mother, as worthy of being honored and protected. When men’s competitive, physically active natures are focused on this purpose, women will find our society a much safer place in which to dwell.

It will be an uphill battle to restore this kind of thinking in our schools, especially when the trend is going in the opposite direction. However, as parents we have considerable influence on our boys and young men. A biblical ethic should be communicated clearly and often as our boys grow older, and specifically when they begin to have significant relationships with girls. To allow the feminist model to dominate will result in frustrated boys who are stymied in their God-given role to lead, provide for, and protect the women in their lives.

Re-engineering boys in the name of egalitarianism will not only fail, but do damage to countless normal children in our schools.

Notes

1. William Pollack, Real Boys: Rescuing Our Sons from the Myths of Boyhood, (New York: Henry Holt and Company, 1998), 15.
2. Ibid.
3. Ibid.
4. Ibid., xxiii
5. “Education Week” (Vol. XIX, #34, May 3, 2000), 1.
6. Pollack, 15.
7. Ibid.
8. Christina Hoff Sommers, The War Against Boys, (New York: Simon & Schuster, 1999), 44.
9. Pollack, 214.
10. Ibid., 48.
11. Ibid., 49.
12. Ibid.
13. bid., 74.
14. Ibid.
15. Ibid., 86.
16.Ibid.
17. Ibid., 76.
18. Ibid., 77.
19. Ibid.
20. Ibid., 81.
21. Ibid., 82.
22. Ibid., 83.
23. Ibid., 94.
24. Ibid., 169.
25. Ibid.
26. Ibid., 85.
27. Ibid., 95.
28.John Piper and Wayne Grudem, Recovering Biblical Manhood & Womanhood, (Wheaton, IL: Crossway Books, 1991), 36.

© 2000 Probe Ministries International

Introduction

Over the course of their growing up, our two children have attended private Christian schools, public schools, and have been home schooled. To some, this personal experience makes us experts and is far more valuable than the twelve years I was a teacher and principal in public schools. To others my wife and I were merely confused and couldn’t make up our minds. The truth is probably somewhere in the middle.

I do know that nothing can be more exciting or frustrating than watching your child engage in the learning process and ultimately move towards mature independent adulthood.

Looking back at our twenty years of parenting, I would encourage all new parents to take the long view regarding the mental and moral development of their children. There are times when our little ones amaze us with their insight and precocious behavior. At other times we become desperate for any sign of intelligent life. Fortunately, most of our children will grow up to be capable adults. If we are patient and compassionate, not exasperating our sons and daughters with unreasonable demands (Eph. 6:4), we can not only enjoy a good relationship with them, but often they will follow our steps of faith.

A second axiom is that you are your child’s first and most important teacher. This point cannot be emphasized enough. In most cases, no one cares about your child as much as you care nor do they know your child like you do. This means that you must be engaged in the educational process of your child at every step regardless of the setting. Part of this responsibility includes deciding what goals should be accomplished by your children’s education. The answer to this question might seem obvious. However, quite a variety of goals have been suggested. Some believe that learning to live in a democracy is the ultimate educational concern. Others emphasize vocation training. Still others seek character development or becoming a global citizen. It would be time well spent to think about the kind of person that should emerge from twelve or sixteen years of schooling.

Next, I would argue that there is no such thing as a perfect school, but there are some really bad ones. Unfortunately, this is true about private schools and home schools, as well as public schools. Just because a school has chosen to call itself Christian, it does not automatically follow that the school offers a sound curriculum or that its teachers are capable and motivated. In fact, private schools can fall victim to many of the ills found in public schools.

Finally I would argue that, as parents, we are called to use discernment when making important educational choices. This demands that we take very little for granted when it comes to our children’s education. And one of the important aspects of our children’s education is the parent-school connection.

The Parent-School Connection

There is much more freedom today for parents to chose a school that fits their educational philosophy and goals. Rather than being the end of a parent’s responsibilities, selecting between a public or private school is really just the beginning. Once a child is placed in a school, the parent’s job as chief advocate begins.

Although teachers, counselors, and administrators are usually well intentioned, students slip through the cracks in even the best schools. Students can sometimes find themselves at odds with a teacher or administrator because of an oversight or immature behavior, or they fail to get important information regarding their course selection and requirements for graduation.

Under ideal circumstances, a parent would want to get to know, and be known by school administrators and other personnel before a problem occurs. Volunteering at the school–in the library, on committees, or in the classroom–is not only a positive civic service, but is also a good way to ensure a sympathetic hearing if a problem occurs later.

In order to be an effective advocate, a parent needs to be aware of the school’s authority structure and rules. Every school should publish a handbook with all the important rules and regulations, as well as graduation requirements. Students are notorious for not reading or taking these documents seriously. It is often parents who must guide their children through course selection and run-ins with school personnel. Another important source of information is the school’s open house. Schools usually host an open house each semester for the purpose of allowing parents the opportunity to meet their child’s teachers and see the rooms they are assigned to.

Though most parents are hesitant to interfere with their child’s schooling, my experience says that if something feels amiss, it is better to get involved rather than simply hope things will just work out. Teachers and administrators are public servants. Parents who are courteous, yet assertive, often get results when problems occur. Unfortunately, waiting and hoping for a positive resolution to a problem can result in long term difficulties for your child.

One obvious place for parental involvement is in your child’s placement. In grade school this might mean tracking or special education classes. In high school, it might be the choice between vocational college prep, and honors programs. Such decisions should never be considered final. Unfortunately, once a student is placed in one program there is a tendency for school personnel to stick to that decision. But children change. Sometimes an honors class proves too demanding, or a vocational curriculum is not challenging enough. The parent is usually the best person to make these assessments.

The Parent-Teacher Connection

Teachers are often hard working, dedicated, and sacrificial in the amount of time they devote to their profession. However, like most other workplaces, schools also employ many mediocre and some highly incompetent staff. No matter how good a school’s reputation might be, your son’s or daughter’s learning experience will be directly dependent upon the teacher standing in front of him or her. It is often left to the parent to determine the capability of their child’s teachers and then decide whether or not to leave them in the care of a particular teacher. If signs point to an abusive or merely incompetent teacher, do not wait for the administration to act. The impact on your child’s education and well being can be substantial.

Elementary level teachers who demand too much or too little of students, or who do not understand or manage classroom behavior well, are widespread. High school teachers who are asked to teach outside their area of expertise or who fail to do the work necessary to become minimally competent are also common. Unfortunately, new teachers are sometimes thrown into a classroom with very little support and that can result in problems over discipline or grading policies. Remember faculty difficulties occur in even the highest-rated schools.

When a problem does arise, meet with the teacher as soon as possible. Although one wants to hope for the best, look for signs that the teacher is disorganized or preoccupied with problems outside of the school environment. Talk with other parents to find out if the concern is a new one or if a pattern exists. If a serious problem exists, go to a guidance counselor and request a classroom or schedule change for your child. If this is not allowed, get the principal involved. Often, what appears to be an impossibility from the school’s position becomes a reality if a parent is patient and does not give in to the first “No.”

Let’s hope incompetence is not an issue. Even so, meeting your child’s teacher or teachers and letting them know that you are engaged in your son’s or daughter’s education is important. If a teacher already knows you, he or she will be more likely to contact you if need be. They will also be more inclined to engage your help in motivating your child before more serious problems occur. Most teachers really want students to succeed; if they feel that you are on their side, you will become an important ally in their work.

We should also to remember to pray for our child’s instructors. The group “Moms in Touch” does a great job of this. Most of all remember to be gracious; teachers have a remarkably difficult job and will appreciate anyone who supports them and acknowledges the importance of their work. We are ambassadors for Christ, even in our interactions with school personnel.

The Parent-Student Connection

It never seems to fail that you will hear how great all of your friends’ children are doing in school just when your son or daughter is experiencing their most severe classroom difficulties. The pain parents can feel when their child is struggling in school can be profound. Problems can range from relationships with other students to cases of severe underachievement or rebellion. Unsolved, these problems can destroy an academic career and worse, destroy the self-confidence necessary for a child’s success in life.

A strong parent-student connection is fundamental to avoiding major school problems. Contrary to popular belief, the need for this connection grows rather than diminishes as kids get older. High school students still need help in making critical decisions about class selection and extra-curricular activities, as well as occasional help in navigating the maze of modern high school life, and growth into adulthood.

Throughout a child’s education one of the most important parental role is to be a good listener. Fortunately, most young children want to talk about school. Make it a practice to have a daily debriefing time. As children get older, particularly during the high school years, parents may need to be more patient and creative in order to stay informed.

Teenagers are much more likely to choose their own time to let you into their life. The most important thing for parents is to be available when that time hits (often very late at night when you are exhausted). Teens, especially boys, seem to enjoy making provocative statements just to shock parents. Don’t react to the first words that come out of their mouths; eventually they will learn to trust you and realize that you really do want to listen, not just preach a sermon they already have memorized.

Parents should be constant encouragers. This doesn’t mean giving praise when it is not deserved, but rather praising real effort and pointing out signs of growing maturity and discipline. Parents should also offer personal support like helping a child to memorize a list of historical events or think through a geometry problem. Let your struggling student know that you are with him for the long haul, that together you can accomplish whatever school requires. If a student will not let you help, find an outside tutor who is acceptable. The money will be well spent.

In the rush for academic excellence, parents and guidance counselors can pile on advanced classes that crush even hard working students. Watch for signs of depression and irritability, and be ready to help your son or daughter out of a workload that may have become overwhelming.

Maintaining an honest and positive relationship with our children is essential if we are going to have much influence on their schoolwork. Compassion, humor, and loving guidance will go a long way towards keeping the door open to their mind and heart.

Summary

We have considered how parents can further their children’s education by developing connections to their school and with their teacher or teachers, by taking the time to know their children’s needs, and by being available to share their educational burdens.

In closing, I would like to spend some time putting academic success into perspective. Parents sometimes blindly accept the notion that academic success is the answer to every problem. Historically, this has been the position of Enlightenment thinkers from Rousseau to John Dewey. If God is out of the picture, human reason–enhanced by education¾is of paramount importance.

Christianity has always valued education because of the foundational nature of the Bible. Only a literate people could directly benefit from God’s revelation. However, the Bible never teaches that education is the solution to humanity’s problems. It is evidence of misplaced priorities if Christian parents stress academic achievements over all others. Ephesians 6:4 tells fathers to bring up their children in the training and instruction of the Lord. This is the only mandated education the Bible speaks about. If we push our children academically to the point where our relationship with them is in danger, we might just miss the opportunity to accomplish the Ephesians mandate successfully.

One extreme is to push talented students to achieve more and more, earlier and earlier. Often, these students find themselves academically burned out by college. I recently met a gifted student who took part in a program that placed her in a nearby college as a high school junior. From there she went on to study engineering at UC-Berkeley. Now as a college senior, she realizes that she doesn’t even like engineering and is worn out by the rush to finish. I have met other students who worked very hard in high school only to lose interest in college.

At the other end of the spectrum are those students who are underachievers from elementary school on and seem to need constant attention and encouragement. If we communicate that education is the only thing that is really important, failure in this area of their life can be catastrophic for both the child and the parent. Teenage suicide is one of the main causes of death among high school students and it becomes an option when a student feels trapped by rigid high expectations and sees no way out.

Our children need to know that God cares about school and their daily trials, and we need to pray with them about their schoolwork and the hard choices that they face everyday. However, He is even more concerned about the condition of their heart. As parents, our first priority is to teach our children to love the Lord their God with all their heart and with all their soul and with all their mind.

 

©2000 Probe Ministries

Introduction

Privacy is something I believe we all take for granted until we lose it. Then we begin to think about how someone invaded our privacy, often by incremental steps. In this article we are going to discuss ways in which we have lost our privacy. Most of the intrusions into our lives come from government, but not all. Businesses also buy and sell information about us every day. Most of us would be shocked to find out how much personal information is in databases around the country.

As we cover this important issue of privacy and focus on a specific threats to our privacy I want to begin by highlighting how quickly our privacy is being lost and how often it takes place without any debate.

Let’s look at the last few years of congressional debate. It’s amazing to me that there never was an extended debate on the issue of privacy. Granted there wasn’t a lot of debate on a number of issues, but the lack of debate on this fundamental issue shows how far down the road we have gone. Let’s look at a few of these issues.

For example, we saw absolutely no debate on issues such as the national ID card, the medical ID number, the administration’s encryption policy, and the expansion of the FBI’s wiretap capability.

Some of the proposals were defeated, at least for now. The national ID card was defeated, for example, not because Congress debated the issue, but because thousands of Americans wrote letters and made phone calls. Most other issues, however, are moving ahead. Congress gave the FBI permission to use “roving wiretap surveillance.” That means that the next time you use a pay phone at your local grocery store, it may be tapped merely because there’s a criminal suspect within the area. One wiretap order in California authorized surveillance on 350 phones for over two years. In another case, five pay phones were tapped, intercepting 131,000 conversations.

Those are just a few of the examples we will discuss on the subject of privacy. Unfortunately whenever someone cries for privacy, another is sure to ask, “What do you have to hide?” The question confuses privacy and secrecy. I don’t really have anything I want to keep secret, but I’m not too excited about the government listening to every one of my phone conversations. You may not want your future boss to know that you have a genetic predisposition to breast cancer. You may not want a telemarketer to know what you just recently purchased so that he can call your home number and try to sell you more. The point is that each day we are losing a bit of our privacy. And we will continue to do so unless we work to establish some limits to this invasion of our privacy.

National ID Card

Issuing internal passports has been one of the methods used by communist leaders to control their people. Citizens had to carry these passports at all times and had to present them to authorities if they wanted to travel within the country, live in another part of the country, or apply for a job.

A few years ago, the Department of Transportation called for the establishment of a national ID system by October, 2000. Although presented as merely a move toward standardization, this seemed to many as a move toward a national passport to allow the government to “check up” on its citizens.

A little history is in order. Back in 1996, Congress passed the Illegal Immigration Reform and Immigrant Responsibility Act. This charged the federal Department of Transportation with establishing national requirements for birth certificates and driver’s licenses. Add to this the 1996 Kennedy-Kassebaum health-care law that implies that Americans may be required in the future to produce a state- issued ID that conforms to federal specifications.

If all of this sounds to you like Big Brother or even the mark of the beast, then you have company. Congressman Ron Paul believes that the Department of Transportation regulations would adversely affect Americans and fought to end these regulations.

The law ordered the Attorney General to conduct pilot programs where the state driver’s license includes a “machine- readable” social security number. It also ordered the development of a social security card that uses magnetic strips, holograms, and integrated circuits.

The good news is that the work by Congressmen Ron Paul and Bob Barr paid off and the attempt to create a national ID card was stopped, for now. But it is likely to surface again. After all there has been a push to establish a federal database for Americans and having each person carry an ID card would allow that information to be linked to a federal database. And while it would help the government catch illegal aliens, it could also be used to track law-abiding American citizens.

Tracking down illegal aliens and standardizing licenses are worthy goals. But the ends do not justify the means. That is why so many people wrote Congress to stop this push for a national ID card. Sometimes in the midst of this political debate, citizens must ask themselves how much they value their freedom and privacy.

Congressman Bob Barr says, “Novelists Aldous Huxley and George Orwell have given us countless reasons why we shouldn’t trade our privacy for any benefit, no matter how worthwhile it sounds.” In the end, we must ask, At what cost? Is it worth trading our privacy for the benefits government promises? The answer is no, and that’s why we need to pay attention to governmental attempts to invade our privacy.

Carnivore

We’ve talked about attempts to establish a national ID card and attempts to expand wiretaps. Another threat to privacy is Carnivore, the FBI’s newest electronic snooping device that can read your e-mail right off your mail server.

Packed in a slim laptop computer, this program looks downright docile, but privacy advocates believe that it is quite dangerous. This automated system to wiretap the Internet is called Carnivore because it rapidly finds the “meat” in vast amounts of data. The programmers devised a “packet sniffer” system that can analyze packets of data flowing through computer networks to determine whether it is part of an e-mail message or some other piece of Web traffic.

The FBI has been quietly monitoring e-mail for about a year. Finally the bureau went public with their operation to what the Wall Street Journal called “a roomful of astonished industry specialists.” Although the device has been used in less than 100 cases, there is every reason to believe that it will be expanded. A judge can issue a court order to tap your e-mail just as they tap your phones.

In this electronic age, new devices threaten our privacy. And in this current political climate, administration officials seem to have little concern about threats to our Fourth Amendment rights. Critics argue that Carnivore, like some ravenous beast, will be too hungry to be trusted. But the FBI says that this new device can be tailored to distinguish between packets of information and only grab e-mails from the suspect. Carnivore appears to be more discriminating than a standard telephone wire tap. The FBI says that messages belonging to those not being probed (even if criminal) would not be admissible in court. Perhaps that is true, but privacy advocates wonder how this new device will be used in the future.

Carnivore is nothing more than a standard computer with special software. The computer is kept in a locked cage for about a month and a half. Every day an agent comes by and retrieves the previous day’s e-mail sent to or by someone suspected of a crime. But it can also capture file downloads and chat room conversations. And once it is installed, the FBI can dial into Carnivore to make changes and monitor data that have been collected.

Critics are concerned that Carnivore will soon become a hungry beast, ready to devour personal and confidential information in people’s e-mail messages. The FBI says that won’t happen, but such assurances do nothing to mollify the critics. Maybe Carnivore will never tap into your e-mails, but its existence is just one more good reason why we should be careful about what we put in our e- mails.

Encryption

The privacy threats surrounding today’s technology are numerous, and I want to turn to computers and talk about another important issue: encryption. Now I know that’s probably an unfamiliar word. But stay with me. Encryption is big word for a big issue that I think you need to know about.

Encryption is a relatively new technology that enables you to have private phone conversations and send e-mail messages that are secure. Encryption codes your words so that they cannot be deciphered by people listening in on your conversation or reading your mail.

As you may know, nosy people already can listen in on your wireless phone calls (cellular or cordless phones). And they can intercept and read your e-mail. Sending e-mail without encryption is like mailing a postcard—everyone can read it along the way. And we all know that people will do exactly that. If you have ever had a phone on a party line, you know that people listen in.

What you may not know is that various branches of the government are demanding the authority to read encrypted messages. Now remember that the Fourth Amendment guarantees citizens be free of unreasonable searches and seizures. Nevertheless, these and other law enforcement officers believe they have the right to open your mail.

What they are asking for is the key to the code. When you send a message in code, you need a key to enable you to send the code and the recipients need the same key to read the code. The Clinton administration is demanding access to all encryption keys. This is like giving the government the power to steam open all the letters we send in the mail. Frankly you only see this level of surveillance in totalitarian countries. If government has the key, then it could call up information on you, your family, your medical records, your bank records, your credit card purchases, and your e- mail messages to all of your friends and relatives.

What is even more disturbing is the current attempt by government to limit American citizen’s access to strong and power encryption software. A new study from the Cato Institute says that “People living outside the United States find it amusing and perplexing that U.S. law regulates the distribution of strong encryption.”

Everyone wants encryption in the computer age. Citizens want private communication. Businesses want to prevent billing records and personnel records from falling in the wrong hands. Consumers don’t want their credit card numbers widely distributed. That is why we need strong encryption software, and that is why government should not be given a key to the messages we send. Most Americans would not like to turn over so much of their privacy to the government, but unfortunately most Americans don’t realize that they already have.

Privacy and Your Life

We have been talking about the threats to our privacy through wiretaps of our phones and e-mail correspondence, as well as through the issuing of a national ID number. Common citizens are having their privacy violated in new and unexpected ways.

Such is life in the cyberage. As more and more people are seeing their privacy violated, they wonder what to do in a time of financial and personal indecent exposure. What used to be called public records weren’t all that public. Now they are all too public. And what used to be considered private records are being made public at an alarming rate. What should we do?

First, don’t give out personal information. You should assume that any information that you do give out will end up on a database somewhere. Phone solicitors, application forms, warranty cards all ask for information you may not want to give out. Be careful how much information you disclose.

Second, live your life above reproach. Philippians 2:14-15 says “Do all things without grumbling or disputing, that you may prove yourselves to be blameless and innocent, children of God above reproach in the midst of a crooked and perverse generation, among whom you appear as lights in the world.” 1 Timothy 3:2 says that an elder must be “above reproach” which is an attribute that should describe all of us. If you live a life of integrity, you don’t have to be so concerned about what may be made public.

Third, exercise discretion, especially when you use e-mail. Too many people assume they have a one-on-one relationship with someone through the Internet. The message you send might be forwarded on to other people, and the message may even be read by other nosy people. One Web site provider says, “A good rule of thumb: Don’t send any e-mail that you wouldn’t want your mother to read.”

Finally, get involved. When you feel your privacy has been violated, take the time to complain. Let the person or organization know your concerns. Many people fail to apply the same rules of privacy and confidentiality on a computer that they do in real life. Your complaint might change a behavior and have a positive effect.

Track congressional legislation and write letters. Many of the threats to privacy I’ve covered started in Congress. Citizens need to understand that many governmental policies pose a threat to our privacy. Bureaucrats and legislators are in the business of collecting information and will continue to do so unless we set appropriate limits.

Sadly most Americans are unaware of the growing threats to their privacy posed by government and private industry. Eternal vigilance is the price of freedom. We must continue to monitor the threats to our privacy both in the public and private sector.

© 2000 Probe Ministries International