Outcome Based Education

Times are changing. The pressure on our public schools to improve, and change, has become intense. Since 1960 our population has increased by 41%, spending on education has increased by 225% (in constant 1990 dollars), but SAT scores have fallen by 8% (or 80 points). Although few would argue that the schools are solely to blame for our children’s declining academic performance, many are hoping that schools can turn this trend around.

The decade of the 80s brought numerous education reforms, but few of them were a dramatic shift from what has gone on before. Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America’s educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.

The focus of past and present curriculum has been on content, on the knowledge to be acquired by each student. Our language, literature, history, customs, traditions, and morals, often called Western civilization, dominated the learning process through secondary school. If students learned the information and performed well on tests and assignments, they received credit for the course and moved on to the next class. The point here is that the curriculum centered on the content to be learned; its purpose was to produce academically competent students. The daily schedule in a school was organized around the content. Each hour was devoted to a given topic; some students responded well to the instruction, and some did not.

Outcome-based education will change the focus of schools from the content to the student. According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student’s learning style and abilities.

The resulting schools will be vastly different from the ones recent generations attended. Yearly and daily schedules will change, teaching responsibilities will change, classroom activities will change, the evaluation of student performance will change, and most importantly, our perception of what it means to be an educated person will change.

What is OBE?

Education is a political and emotional process. Just ask Pennsylvania’s legislators. That state, along with Florida, North Carolina, and Kansas, has been rocked by political battles over the implementation of outcome-based educational reforms. The governor, the state board of education, legislators, and parents have been wrestling over how, and if, this reform should reshape the state’s schools. Twenty-six other states claim to have generated outcome- based programs, and at least another nine are moving in that direction.

Before considering the details of this controversy, let’s review the major differences between the traditional approach to schooling in America and an outcome-based approach.

Whereas previously the school calendar determined what a child might do at any moment of any school day, now progress toward specific outcomes will control activity. Time, content, and teaching technique will be altered to fit the needs of each student. Credit will be given for accomplishing stated outcomes, not for time spent in a given class.

The teacher’s role in the classroom will become that of a coach. The instructor’s goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion. This dramatic change in the role of the teacher will occur because the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information–some reformers would argue more important. Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.

Many advocates of outcome-based education feel that evaluation methods must change as well since outcomes are now central to curriculum development. We can no longer rely on simple cognitive tests to determine complex outcomes. Vermont is testing a portfolio approach to evaluation, in which art work, literary works, and the results of group projects are added to traditional tests in order to evaluate a student’s progress. Where traditional testing tended to compare the abilities of students with each other, outcome-based reform will be criterion based. This means that all students must master information and skills at a predetermined level in order to move on to the next unit of material.

Implementing OBE Reform

Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.

On the surface, this seems to be a reasonable approach to learning. In fact, the business world has made extensive use of this method for years, specifically for skills that were easily broken down into distinct units of information or specific behaviors. But as a comprehensive system for educating young minds, a few important questions have been raised. The most obvious question is who will determine the specific outcomes or learner objectives? This is also the area creating the most controversy across the country.

Transitional vs. Transformational OBE

According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.

Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science. The state of Illinois is an example of this approach. Although outcomes drive the schooling of these children, the outcomes themselves reflect the traditional content of public schools in the past.

Many teachers find this a positive option for challenging the minimal achiever. For example, a considerable number of students currently find their way through our schools, accumulating enough credits to graduate, while picking up little in the way of content knowledge or skills. Their knowledge base reflects little actual learning, but they have become skilled in working the system. An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.

The idea of transformational reform is causing much turmoil. Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the “highest evolution of the OBE concept.” Central to the idea of transformational reform is the notion of outcomes of significance. Examples of such outcomes from Colorado and Wyoming school systems refer to collaborative workers, quality producers, involved citizens, self-directed achievers, and adaptable problem solvers. Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs.

True to the spirit of the reform philosophy, little mention is made about specific things that students should know as a result of being in school. The focus is on attitudes and feelings, personal goals, initiative, and vision–in their words, the whole student.

It is in devising learner outcomes that one’s worldview comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.

Christians see human nature as fixed and unchanging. We were created in God’s image yet are now fallen and sinful. We also hold to moral absolutes based on the character of God. The learner outcomes that have been proposed are controversial because they often accept a transformational, changing view of human nature. Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?

For example, most sex-education courses used in our schools claim to take a value-neutral approach to human sexuality. Following the example of the Kinsey studies and materials from the Sex Education and Information Council of the United States, most curricula make few distinctions between various sex acts. Sex within marriage between those of the opposite sex is not morally different from sex outside of marriage between those of the same sex. The goal of such programs is self-actualization and making people comfortable with their sexual preferences.

Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.

If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes. For instance, in Pennsylvania the state board had recommended learner outcomes that would evaluate a student based on his or her ability to demonstrate a comprehensive understanding of families. Many feel that this is part of the effort to widen the definition of families to include homosexual couples. Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn’t enough, one must use it.

Parents vs. the State

The point of all this is to say that transformational outcome- based reform would be a much more efficient mechanism for changing our children’s values and attitudes about issues facing our society. Unfortunately, the direction these changes often take is in conflict with our Christian faith. At the core of this debate is this question, “Who has authority over our children?” Public officials assume they do. Governor Casey of Pennsylvania, calling for reform, told his legislature, “We must never forget that you and I–the elected representatives of the people–and not anyone else–have the ultimate responsibility to assure the future of our children.” I hope this is merely political hyperbole. I would argue that parents of children in the state of Pennsylvania are ultimately responsible for their children’s future. The state has rarely proved itself a trustworthy parent.

Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.

Other Concerns About OBE

Many parents are concerned about who will determine the learner outcomes for their schools. One criticism already being heard is that many states have adopted very similar outcomes regardless of the process put in place to get community input. Many wonder if there will be real consideration of what learner outcomes the public wants rather than assuming that educators know what’s best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?

If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.

With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont’s attempt and found that “rater reliability–the extent to which raters agreed on the quality of a student’s work–was low.” There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?

Another question to be answered by reformers is whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape? Reformers supporting outcome-based education claim that local schools will actually have more control over their programs. Once learner outcomes are established, schools will be given the freedom to create programs that accomplish these goals. But critics respond by noting that although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.

Finally, there are many who feel that focusing on transformational learner outcomes will allow for hidden agendas to be promoted in the schools. Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science. They feel that education may become more propagandistic rather than academic in nature. Parents need to find out where their state is in regards to this movement. If an outcome-based program is being pursued, will it focus on traditional or transformational outcomes? If the outcomes are already written and adopted, can a copy be acquired? If they are not written yet, how can parents get involved?

If the state is considering a transformational OBE program, parental concerns should be brought before the legislature. If the reform is local, parents should contact their school board. Parents have an obligation to know what is being taught to their children and if it works. Recently, parental resistance halted the OBE movement in Pennsylvania when it was pointed out to the legislature that there is no solid evidence that the radical changes pro-posed will actually cause kids to learn more. While we still can, let’s make our voices heard on this issue.

Notes

1. “Beyond Traditional Outcome-Based Education,” Educational Leadership (October 1991), p. 67.
2. “Taking Account,” Education Week (17 March 1993), p. 10.
3. “Beyond Traditional,” p. 70.
4. “Amid Controversy, Pa. Board Adopts ‘Learner Outcomes,’” Education Week (20 January 1993), p. 14.
5. “Casey Seeks Legislative Changes in Pa. Learning Goals,” Education Week (3 February 1993), p. 19.
6. “Taking Account,” p. 12.

 

©1993 Probe Ministries

Difficult Choices

Americans seem to be consumed by the idea of choice. But choice can be a burden as well as a blessing. Many Christian parents are confronted today with the complicated choice of how best to educate their children. As the moral standards in our society move further and further from biblical ones, the importance of choice looms ever larger.

In a recent conversation with a friend, this dilemma became even more evident to me. His daughter is about to enter high school. She’s bright and concerned about living Christianly. But her parents are afraid that her desire to be part of the “in” group, to be accepted, could cause her to be negatively influenced by her peers.

The public high school in town is very good. It could be considered above average in many ways. It offers a good academic program and a wide variety of activities. But these parents have some important reservations about sending their daughter there. Like most Christians, they are aware that public schools, by law, are supposed to maintain a strict neutrality concerning religious topics. This has, in recent years, been interpreted by many school administrators to mean that Christian views are to be removed from the classroom.

My friends are also aware that the ethical standards they believe are central to the upbringing of their children are considered quite unusual by most of the students, teachers, and other parents in the community, and that this would place an added burden on their daughter.

They don’t feel capable of home schooling, although they are sympathetic with the philosophy of that movement. A Christian school is available, but it is an hour’s drive away and represents a substantial financial commitment.

These friends, like many other people, are trying to sort through one of the more perplexing dilemmas facing our nation’s parents. By what criteria should parents choose their children’s schools?

Education is a fairly emotional topic: we all tend to return to our own mental images of what it means to be schooled. Some remember public schooling as a joyous time with Christian teachers and a peer group that resulted in lifelong friendships. Others may remember a private school setting that was overly restrictive, resulting in a negative experience. But should we make the decision of how to educate our children today based on how things were twenty or thirty years ago, even in the same school system?

A helpful book titled Schooling Choices: An Examination of Private, Public, & Home Education, edited by Dr. Wayne House, allows three advocates to argue for their favorite schooling environment. Dr. David Smith, a superintendent of schools in Indiana, argues for parents making use of our public schools. Dr. Kenneth Gangel, a professor at Dallas Theological Seminary, defends the Christian school, and Greg Harris, the director of Christian Life Workshops, promotes home schooling. No conclusions are offered by the book; instead, the issues are developed by the proponents themselves, and then critiqued by the other two writers.

If we assume that Christian parents have a God-given responsibility to raise and educate their children in a manner that glorifies God, this discussion of educational choices becomes central to our parenting task. My own children have experienced all three forms of educational institutions. But rather than simplifying the dilemma, this experience has taught me to be hesitant to tell a parent that there is one best educational environment for every child in all circumstances.

Biblical Evidence

In support of a Christian school setting, Dr. Kenneth Gangel argues that all of a child’s education should be Bible-centered. Ephesians 6:4 states, “Parents, do not exasperate your children, instead, bring them up in the training and instruction of the Lord.” If we tell our children to live biblically but train them in a secular setting, we may indeed exasperate them. The question goes beyond sheltering our children from a classroom that is openly hostile to Christianity. Even a neutral approach, if that were possible, would be insufficient. The whole teaching environment must be centered around a Christian worldview.

Public school superintendent Dr. David Smith feels that this is not necessarily true. Quoting Luke 8:16 and Matthew 28:19-20, he prompts Christians to be salt and light and to fulfil the Great Commission in the public schools. Dr. Smith sees public schooling as an experience that will strengthen our children, preparing them for the real world.

Dr. Gangel replies that nowhere does the Bible say, “Give a child twelve years of training in the way he should not go, and he will be made strong by it.” Instead, God tells us, “Train a child in the way he should go, and when he is old he will not turn from it.”

Both Kenneth Gangel and Greg Harris emphasize the importance of peer influence or companionship. Both of them quote Proverbs 13:20, “He who walks with the wise grows wise, but a companion of fools suffers harm,” and 1 Corinthians 15:33, “Do not be deceived, bad company ruins good morals.” It seems clear that our children’s closest companions are to view morality biblically.

Luke 6:40 states, “Every one when he is fully taught will be like his teacher.” Although David Smith feels that public school teachers are a conservative group and that many are Christians, both Gangel and Harris feel that having a Christian teacher is a requirement that should not be left to chance. Greg Harris goes one step further, arguing that parents are in the best position to teach and be companions to their children.

Another major concern is the nature of knowledge and true wisdom. If we believe that “the fear of the Lord is the beginning of knowledge” (Prov. 9:10) and that “in Christ are hidden all the treasures of wisdom and knowledge” (Col. 2:3), then the ability of a public school to give our children a true perspective on the way things really are is placed in question. Perhaps public schools could function as vocational education centers, but even then moral questions would be involved.

Although we can see how Christian public school teachers might influence their students, they will be in constant conflict with textbooks that assume a naturalistic viewpoint and a curriculum that steers clear of controversy. Greg Harris argues that nothing will kill the zeal of a Christian teacher quicker than a public school setting. He feels that many Christians imagine they are having a quiet impact and rationalize that someday the fruit will be more visible, when in fact they are promoting a non-Christian worldview by dividing their professional life from their Christian faith.

Both Harris and Gangel would argue that Christians need to integrate their beliefs with all of their activities. This is becoming more and more difficult in the public school setting, where textbooks, self-esteem programs, drug- and sex-ed curricula, and even the teacher’s unions have adopted a view of humanity and morality that portrays mankind as autonomous from God.

Spiritual Benefits

As Christian parents, we want our children to become spiritually mature more than anything else. While recognizing that their own free will is the greatest factor in their future growth, the Bible does give us hope that training in righteousness now will pay off later.

While admitting that one environment is not necessarily the best for all students, Dr. Smith feels that young people can develop a mature Christian walk in our public schools. In fact, he states that some Christian schools and home schoolers may be doing more harm than good. Because of their narrow, authoritarian, and defensive view towards society, some Christian parents may retard their children’s spiritual and educational development. He feels that these parents are building high emotional walls between themselves and the rest of the evangelical community. Two authors he spotlights for having encouraged such a view are Phyllis Schlafly and Tim LaHaye.

Mr. Harris, on the other hand, sees the home school as a vehicle for restoring the home as the center of life and faith. Our children can be nurtured in the warmth and security of the home while they are still developing spiritually and emotionally. Once their confidence has been built concerning who they are and what they believe, then they are better prepared for the cruel elements of life. Mr. Harris also argues that by not placing our children in an age-segregated setting, they will be less peer-oriented.

Dr. Gangel believes that Christian schools will teach our children that God’s program of joy in Christ supersedes the world’s program of pleasure. He points to Romans 12:2 and the admonition that we are not to be conformed to this world but transformed by the renewing of our mind. This transformation of our minds should take place in all areas of life, including morality and our personal concept of truth. Christian schools afford moments where biblical discussions on these topics are encouraged, not ridiculed.

Although some may feel that a Christian school shelters its students from the real world, Dr. Gangel feels that just the opposite is true. Sheltering occurs when one is taught that man is basically good and that sin is not his most pressing problem. The fact that parents want to remove their children from a setting where 282,000 of them are attacked each month and 112,000 are robbed is not sheltering–it’s common sense.

The question posed by these writers seems to be a simple one: Is it better to educate our children in an environment potentially hostile to the Christian faith or to train them in one that holds exclusively to that view? I do not feel that any of the writers would argue that we should not see the public schools as a potential mission field. The difference is that Mr. Smith wants our children to be the missionaries, where the others feel that only well-grounded adults (and occasionally a rare student) are capable of making an impact without compromising their faith.

Will a child mature more in an exclusively Christian setting or in one governed by secular standards? My personal belief is that it depends greatly on the spiritual maturity of the child. If a student understands the nature of the spiritual battle occurring in our society, and is being equipped at home and at church with the ammunition needed to withstand the inevitable onslaught, then his faith will probably grow. But how many of our young children fit this description? And how many parents are willing to risk their children becoming casualties before they have had the benefit of as much Christian training as possible?

Educational Advantages

Dr. Smith believes that the key to understanding public schools and their ability to educate is tied to the task that public schools have been given. All children are admitted to public schools, regardless of ability or background. In fact, in the last fifteen years alone, 15 million immigrants have been assimilated into our society largely through public schools. Dr. Smith argues that while we are graduating a higher percentage of our young people today than ever before, the average student is more proficient today in both reading and computing than in the past. He claims that the literacy rate today is much higher today than in earlier years.

In response to the accusations that other industrialized countries score higher on similar tests, Dr. Smith refers to work done by Dr. Torstein Husen, chairman of the International Association for the Evaluation of Achievement, who concludes that these tests are often not valid comparisons. As for the Japanese, Mr. Smith would argue that it is the cultural differences in regard to the work ethic, not the educational systems themselves, that produce better results.

Finally, Dr. Smith states that “for the overwhelming majority of children public schools offer the best techniques, curriculum and extracurricular opportunities: in short, the most comprehensive education available.” Although studies have shown that the large, well-established private schools do an admirable job teaching their affluent middle-class clientele, we know little about the effectiveness of the newer, more fundamental Christian schools.

Dr. Gangel challenges this assumption. In a recent year the bill for public education in the U.S. was $278.8 billion, greater than all other nations combined. In a number of cities, public schools spend more than twice the average cost per student than do private schools. But comparisons with other countries and most private schools point to an inferior product, and studies such as A Nation at Risk state that mediocrity threatens our very future as a nation.

One study points out that if cost were not a factor, 45 percent of parents who send their children to public schools would change to private schools. In Chicago, almost half of the public school teachers send their own children to private schools. One very important reason for this is that on standardized tests such as the Stanford Achievement Test, Christian school students perform, on the average, 1.04 years ahead of their public school counterparts.

The reason for the superiority of Christian schools, according to Dr. Gangel, is that they are more focused than public schools. They have made a commitment to the basics of reading, writing, and math. They are not trying to be all things to all people, which is often the demand placed upon public schools. Smaller classes, a consistent philosophy of education, and strict discipline more than make up for whatever is lacking in facilities and equipment.

Dr. Gangel’s argument for private schools has recently been supported by a secular source. The Brookings Institution has published a study titled Politics, Markets, and America’s Schools that sees public schools in America as unable to teach the average student effectively because of a lack of autonomy. Too many outside influences are demanding that schools solve our society’s most unyielding social ills. As a result, the mission and focus of our public schools have been blurred.

Summary

Mr. Harris is not shy about his support of teaching our children at home. He asserts that home schooling yields better results in less time and with less money than the alternative systems. He feels the superiority of home schooling is based on two principles. First is the advantage of tutoring over classroom instruction. Tutors are much more able to focus on the student’s work, give immediate feedback, and adjust the work to an appropriate difficulty level. Parents who focus on the individual learning styles of their children can fashion a curriculum that plays to the child’s strengths, rather than forcing the child to conform to a fixed program.

The second principle is that of delight-directed studies. Parents can focus on what the students are actually interested in and use that natural curiosity to motivate the student. Content at an early age is not as important as developing a taste for the process of study and learning.

Another very important aspect of home schooling is character development. Mr. Harris contends that character is caught, not taught, and that the character of the teacher is of utmost importance. While the courts have stated that the behavior of public school teachers outside of the school setting is not relevant to their classroom duties, home schooling assures that a consistent model will be presented to the student.

Because of the controversy over self-esteem curricula that use relaxation techniques very similar to transcendental meditation and yoga practices, many parents are willing to take on the task of home schooling to avoid their children being forced to take part in therapy they deem harmful. Also, more and more evidence is accumu- lating that the drug- and sex-education programs used in our schools are breaking down parental and religious barriers to dangerous activities and replacing them with the incredible peer pressure of our youth culture.

Another concern for all Christians is the strong influence of the multiculturalism movement in public education. As this movement grows, it is removing from the curriculum the great works that have defined Western Civilization. Much of what is replacing these works is feminist and Marxist in nature, challenging the very foundation of our society’s values.

A recent Gallup poll revealed that six out of ten parents with children in public schools are calling for greater choice in where their children will attend school. For the Christian parent, choice takes on a much larger role. Like all important decisions, it must depend on our goals as parents and our understanding of what God would have us to do as His servants. To choose wisely, we must know our children well. I personally believe that no single environment is appropriate for every child. We must understand that a spiritual war is being fought for the minds and hearts of our children, and that the philosophy of this world is not compatible with the gospel of Jesus Christ.

We have entered a period in our history as a people when a biblical worldview is no longer accepted as the predominant one. As a result, we must think carefully about the purpose of education. If education is just the accumulation of cold data, mere facts to be collected, public schools may be a viable option. That option becomes less attractive if we acknowledge the moral aspect of education.

In 1644 John Milton wrote a short essay on what education should accomplish for the Christian. It reads, in part, “The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him.” Are our children learning to become disciples of Christ, and to love God with all of their hearts, their souls, and their minds?

 

©1992 Probe Ministries

Kerby Anderson helps us consider the fundamental reasons behind the prevalence of hunger in our world today. He points out our responsibility as Christians to make our resources available to help those caught in this crises. He tells us we need to be praying and working to end world hunger.

Frequently we see pictures of starving children and are overwhelmed by the awesome task of feeding the world’s hungry. Why, we wonder, is there so much hunger in the world today? The answer can be broken down into three categories: poverty, population, and priorities.

Poverty, Population, and Priorities

The first reason for hunger is poverty. The poor are hungry,and the hungry are usually poor. In First World countries, we talk about our quality of life or our standard of living. But in Third World countries, the focus shifts to the mere sustaining of life. A major problem in Third World countries is capital investment. There is very little money that can be spent on agricultural development or even basics like seed and farm tools.

A second reason for hunger is population. Nearly every country has experienced a growth in population, but the greatest impact has been on the world’s poorest countries because they have been experiencing exponential growth in their population.

Notice how exponential population growth shortens our response time to crises. This planet did not reach a population of 1 billion until about the turn of the century. It took the world thousands of years to reach a population level of 1 billion. By 1950, the world’s population grew to 2 billion. So the population doubled in just 50 years. By 1975, we had 4 billion people, so the doubling time decreased to just 25 years. Many experts estimate that we will have 6 to 8 billion people by the end of this century.

This exponential growth puts an enormous strain on our ability to provide resources and services to a starving world. Imagine if your own city or town had its population double every 20 to 25 years. That would mean you would have to double the number of houses, double the number of grocery stores, double the number of roads, and double the number of sewage-treatment plants.

Such growth would be a significant strain on the budget and resources of a First World country. Imagine the strain this would put on a Third World country. So the problem of world hunger is exacerbated by population growth.

A third reason for world hunger is priorities. Those of us who live in an industrialized society place a high priority on comfort and convenience. Our standard of living places a significant strain on the world economy.

In the First World countries, we only have a 1 percent growth rate. But that 1 percent growth rate affects the planet eight times as much as the 23 percent growth rate of the lesser-developed countries. The reason for this is that we use a lot more resources to maintain our standard of living. Currently it costs 30 times as much in terms of energy and resources to feed a North American as it does to feed a Pakistani.

Certainly this is something Christians must consider in terms of their own economic lifestyle. At a time when people are not getting enough to eat, we are living a lifestyle far beyond what many could even imagine.

We have a great challenge before us. We must not only consider what we can do to feed the hungry, but we must also consider what we should do to limit our indulgent lifestyle.

Exploitation

I would next like to focus on some of the most publicized causes of world hunger. The first is exploitation. There is a tremendous amount of exploitation in the world, which has led to the problem of hunger. Christians should not be surprised. Many Old Testament verses in the books of Proverbs, Amos, and Micah speak of poverty that results from exploitation and fraud.

Many countries were exploited by colonial powers in the 19th and 20th centuries. But while this is true, let me also hasten to add that liberals have perhaps made too much of the colonial connection.

P. T. Bauer, in his book Dissent on Development, shows that many of these countries that had some contact with the Western world actually did better economically than those countries that did not have any contact at all. Hong Kong and India, which were ruled by colonial powers, did better economically than countries in the deepest part of Africa that had little contact with Western economies.

When these countries gained independence, they did not have to start from scratch. The colonial powers left behind roads, schools, and hospitals, all of which provided an infrastructure to build upon.

But another aspect of exploitation that is often ignored is not the colonial connection but the Marxist connection. Countries such as Ethiopia with authoritarian Marxist governments bring great suffering on their populations because of government policies that prevent food and compassionate aid from reaching their people.

Misfortune and Persecution

A second cause of hunger is misfortune and persecution. Again this should come as no surprise to Christians. In the book of Job we have an example of poverty that comes through misfortune. In other places we see how poverty results from persecution. And sometimes poverty comes because of God’s judgment on a people who disobey Him.

Because we live in a fallen world, we must not be surprised when misfortune strikes. During the last two decades, for example, we have had fairly stable weather patterns. Now that the weather has become more erratic, we wonder what is going wrong. Although many doomsayers want to blame these changes on the much-publicized greenhouse effect, most of these climatic fluctuations are typical. We have been lulled into thinking that weather is predictable and must remind ourselves that the earth still “groans in travail” because we live in a fallen world. Hurricanes, monsoons, and droughts are going to exacerbate our problems with world hunger.

As we look at these problems, we can see that the problem of world hunger is going to increase rather than decrease. As our weather continues to be erratic and as terrorism and persecution intensify around the world, problems with hunger will intensify.

We are going to have to find ways to help the people and countries that are suffering. Part of the solution may be for our government to provide help through foreign aid. But another important and often neglected part of the solution is for Christian organizations to provide food and resources to the needy. The problem of world hunger is massive, and all of us must do what we can to solve the problem.

Governmental Control

Along with these well-known causes of hunger are a few less-publicized, more obscure causes. One of these causes is governmental control. Hunger and poverty are often due to the very structure of governments. This is important to realize when we begin to talk about cures for world hunger, because we as a country are often limited in what we can do to lessen hunger in a foreign nation.

The statement by Jesus that the poor will always be with us takes on a new meaning when we realize how intractable many problems like world hunger are. Lack of food and unpredictable weather patterns aren’t the sole causes of hunger. Many times governmental control makes hunger worse.

Even a cursory look at the world market shows that those countries that provide the greatest economic freedom also have the greatest amount of economic success. Hong Kong, for example, is a country that has received no foreign aid. But because it has a relatively free market, it enjoys one of the highest standards of living of any country in Asia.

Economic freedom allows personal incentive and pushes the economic engine of development. We can see this in the example of the former Soviet Union. In addition to the large governmental plots of agricultural land, smaller plots were allocated to the individual farmer. It is estimated that nearly 25 percent of all the Soviet agricultural produce came from these small, private plots of land. Soviet production on small plots of land demonstrates the power of incentive created by economic freedom. If a government focuses all its time and attention on the commonality of property, it will lead its country down the path towards poverty and hunger.

Indifference

Another cause of hunger is indifference. Individuals and their governments should be more concerned about world hunger than they are now. The affluence of North America often keeps us from being concerned about those who do not have enough to eat. Although the United States has set the standard for many other nations in its compassionate giving, still more could be done.

Particularly troubling is the lack of compassion of Third World countries for their neighbors. The OPEC countries, for example, have vast financial resources, which they are unwilling to share with countries in the region not blessed with such geological resources. They need to show compassion to their neighboring countries.

The Culture of Poverty

A third cause of hunger is the culture of poverty. Proverbs 10:15 says, “The ruin of the poor is their poverty.” The reason for poverty is often the prior existence of poverty. Poverty breeds more poverty, and more poverty breeds more hunger.

Those people who come from an impoverished situation do not have the means by which to better themselves. They are not getting the necessary calories and nutrition, so they are caught in the web of poverty. Moreover, they are being raised in a culture of poverty that perpetuates dependence and prevents advancement.

This is where the gospel can have an impact. Poverty and hunger are not just economic problems. There is a strong psychological and spiritual component to poverty. A person who is born again changes his worldview, and this is an important aspect of dealing with the problem of hunger.

Curing World Hunger

When we talk about solutions to world hunger we should realize that there are a number of unbiblical solutions. One of the most incredible is the “lifeboat ethic,” which proposes the use of the principle known as triage.

The Lifeboat Ethic

This idea was popularized by Dr. Garrett Hardin at the University of California at Santa Barbara. He uses the metaphor of the lifeboat to explain how rich nations are surrounded by poor ones who want to get into the lifeboat. He says, at some point, we have to push them back into the water to prevent us all from sinking.

He further argues that the problem will become worse because many of these countries will not control their populations. Thus, he says, it is inevitable that these people will eventually starve. He believes that feeding them will only prolong the suffering. Hardin therefore proposes we use the principle of triage. This concept as it is used in military medicine attempts to classify war or disaster victims according to the severity of their wounds in order to maximize the number of survivors. As incoming wounded arrive, they are placed in one of three groups. The first group has superficial wounds and can be treated later. The second group has more substantial wounds and must be treated immediately. And the members of the third group have such massive wounds that they are simply set aside and allowed to die.

Proponents of this lifeboat ethic suggest that we use the principle of triage and stop shipments of food to Third World nations facing starvation. After all, they argue, there is only so much room in the lifeboat or on “Spaceship Earth.” We must push the rest of these people off the boat in order to save ourselves.

This idea certainly raises profound ethical questions. But the metaphor only makes sense if you accept the following three assumptions. The first assumption is that there is no distinction between people and animals. The second assumption is that we are pushing the limits of the world’s resources. The third assumption is that population growth is not being brought under control. However, all three of these assumptions are false. First, there is a distinction between people and animals. Humans have dignity because they are created in the image of God and are therefore distinct from animals. Yet we live in a world where evolutionists blur this distinction between humans and animals.

The second assumption is also questionable. We do live in a fallen world, and there are some limits to growth. But an even greater production of resources is possible, and numerous conservation techniques can increase production.

The third assumption, that population growth is not being brought under control, is also in doubt. There is evidence that many countries are serious about controlling their population explosion. In fact, many nations are experiencing a decline in their birth rates and will eventually have declining populations.

What we have to recognize is that there are many people who are proposing unbiblical solutions. And we as Christians have a responsibility to make sure these propositions do not become law.

The Christian Ethic

Often I find that Christians look at the problem of world hunger and become overwhelmed. They ask, What can we do? After all, many solutions to world hunger come from governmental agencies and large organizations.

We need to recognize that governmental agencies and even private organizations are only part of the solution and often are not as effective as Christian organizations and missionaries. In Marxist countries like Ethiopia, the United States has limited diplomatic relationships. Moreover, the government has used some of the incoming aid as a weapon against their enemies. Indigenous programs through missionary organizations can sometimes be more effective since they do not have to go through as many diplomatic channels. Christians should realize there are things we can do, and we can learn about these from Scripture. The first obvious thing we can do is to give. The Bible talks about the compassionate distribution of food and other resources in passages such as 1 Corinthians 16 and 2 Corinthians 9. The New Testament church gave to other Christians who were in need.

One way a church can foster an attitude of compassion is to emphasize our responsibility to the hungry. One program called “Skip a Lunch and Feed a Bunch” encourages Christians to save the money they would have used to buy lunch and place it in a container for those who are hungry.

Some agencies have programs for adopting a child in another country and providing for his or her food and educational expenses. You can write letters to the child and have a personal involvement in this often abstract problem of world hunger.

Another solution to world hunger is missionary work. As missionaries go into various cultures, they are able to change attitudes and values that perpetuate the cycle of hunger and poverty. They can teach people how to become more independent economically and how to develop the resources available to them. In the famine in Ethiopia, many Christian relief organizations provided both food and resources. Unfortunately, their efforts were hampered by inadequate ports and a primitive transportation network. Many of the nation’s trucks were being used to fight a civil war, and others were crippled by a lack of spare parts. So the relief organizations began to airlift food in order to feed those starving in remote areas of the country.

Missionary outreach has also had an impact by preaching the gospel. As I mentioned previously, spiritual conversion changes a person’s worldview and can break the culture of poverty. Many of the problems of poverty and hunger are not economic but psychological and spiritual. These include such things as poor training or wrongful attitudes.

Preaching the gospel can change not only individuals but a culture. Just think of the impact the Hindu worldview has on countries like India. False religious beliefs keep the Indians from utilizing beef, an important source of protein. Other ideas such as the concept of karma keep Indians from meeting the needs of the underclass. Conversion to Christianity can change not only individ-ual lives but a culture that rests on a false foundation. World hunger is certainly a major problem. As Christians we need to be praying and working to provide solutions to the awesome problem of feeding the world.

©1992 Probe Ministries

Nearly everywhere you go, it seems, you hear statements like, “You can’t legislate morality,” or “Christians shouldn’t try to legislate their morality.” Like dandelions, they pop up out of nowhere and sow seeds of deception in the fertile, secular soil of our society.

Unfortunately, I have also heard these cliches repeated in many churches. Even Christians seem confused about how they are to communicate a biblical view of issues to a secular world.

Part of the confusion stems from blurring the distinctions between law and human behavior. When a person says, “You can’t legislate morality,” he or she might mean simply that you can’t make people good through legislation. In that instance, Christians can agree.

The law (whether biblical law or civil law) does not by itself transform human behavior. The apostle Paul makes that clear in his epistle to the Romans. English jurists for the last few centuries have also agreed that the function of the law is not to make humans good but to control criminal behavior.

But if you understand the question in its normal formulation, then Christians can and should legislate morality. At the more basic level, law and public policy is an attempt to legislate morality. The more relevant question is not whether we should legislate morality but what kind of morality we should legislate.

Much of the confusion stems from our country’s misunderstanding of democratic pluralism. Our founders wisely established a country that protected individual personal beliefs with constitutional guarantees of speech, assembly, and religion. But undergirding this pluralism was a legal foundation that presupposed a Judeo-Christian system of ethics.

Thus, in the area of personal ethics, people are free to think and believe anything they want. Moreover, they are free to practice a high degree of ethical pluralism in their personal life. To use a common phrase, they are free “to do their own thing.” But that doesn’t imply total ethical anarchy. Not everyone can “do his own thing” in every arena of life, so government must set some limits to human behavior.

This is the domain of social ethics. To use an oft-repeated phrase, “a person’s right to freely swing his or her arms, stops at the end of your nose.” When one person’s actions begin to affect another person, we have moved from personal ethics to social ethics and often have to place some limits on human behavior.

Government is to bear the sword (Rom. 13:4) and thus must legislate some minimum level of morality when there is a threat to life, liberty, or property. An arsonist is not free “to do his own thing” nor is a rapist or a murderer. At that point, government must step in to protect the rights of citizens.

Perhaps the most visible clash between different perceptions of ethics can be seen in the abortion controversy. Pro-choice groups generally see the abortion issue as an area of personal morality. On the other hand, pro-life advocates respond that the fetus is human life, so something else is involved besides just personal choice. Thus, government should protect the life of the unborn child.

Promoting Christian Values

Christians must consider how to communicate biblical morality effectively to a secular culture. Here are a few principles.

First, we must interpret Scripture properly. Too often, Christians have passed off their sociological preferences (on issues like abortion or homosexual behavior) instead of doing proper biblical exegesis. The result has often been a priori conclusions buttressed with improper proof-texting.

In areas where the Bible clearly speaks, we should exercise our prophetic voice as we seek to be salt and light (Matt. 5:13-16). In other areas, concessions should be allowed.

The apostle Paul recognized that the first priority of Christians is to preach the gospel. He refused to allow various distinctions to hamper his effectiveness and tried to “become all things to all men” that he might save some (1 Cor. 9:22). Christians must stand firm for biblical truth, yet also recognize the greater need for the unsaved person to hear a loving presentation of the gospel.

Second, Christians should carefully develop biblical principles which can be applied to contemporary social and medical issues. Christians often jump immediately from biblical passages into political and social programs. They wrongly neglect the important intermediate step of applying biblical principles within a particular social and cultural situation.

In recent years, there has been a dangerous tendency for certain Christians to identify their message with a particular political party or philosophy of government. Christians must be more careful to articulate the connection between biblical principles and specific programs. While Christians may agree about the goal, they may reasonably disagree about which program might best achieve that goal. In these non-moral areas, a spirit of freedom may be necessary.

Third, Christians should articulate the moral teachings of Scripture in ways that are meaningful in a pluralistic society. Philosophical principles like the “right to life” or “the dangers of promiscuity” can be appealed to as part of common grace. Scientific, social, legal, and ethical considerations can be useful in arguing for biblical principles in a secular culture.

Christians can argue in a public arena against abortion on the basis of scientific and legal evidence. Medical advances in embryology and fetology show that human life exists in the womb. A legal analysis of the Supreme Court’s Roe v. Wade decision shows the justices violated a standard principle of jurisprudence. The burden of proof is placed on the life-taker and the benefit of the doubt is given to the life-saver. Since the Court never determined when life begins, they erroneously ruled that states could not prohibit first trimester abortions.

Likewise, Christians can argue against the depravity of homosexuality on the basis of the dangers of sexual promiscuity in an age of AIDS. Epidemiological and sociological data can provide a convincing case for public health measures that will prevent the spread of AIDS.

This does not mean we should sublimate the biblical message. But our effectiveness in the public arena will be improved if we elaborate the scientific, social, legal, and ethical aspects of a particular issue instead of trying to articulate our case on Scripture alone.

In conclusion, Christians should develop effective ways to communicate biblical morality to our secular culture. Law and public policy should be based upon biblical morality which results from an accurate interpretation of Scripture and a careful application to society.

Role of Religion in Politics

What should be the role of religion in politics? A number of years ago I participated in a panel representing a Baskin-Robbins variety of religious opinion that considered this controversial question. The scenario we were to consider was that of “a candidate running for office who comes from the far religious right and uses his religious beliefs as a major part of his political credentials.”

I was intrigued by the addition of the adjective “far,” especially since the moderator, Hodding Carter, served in the administration of an evangelical president. Jimmy Carter–hardly considered a member of the “far” religious right–became the only Democrat to win a presidential election in the last twenty years because he successfully used his “born-again” beliefs to influence voters.

Moreover, how plausible is the scenario? Pat Robertson withdrew from the 1988 presidential primaries with few delegates. Jerry Falwell has withdrawn from his previous active role in the Moral Majority. And many surveys suggest that American voters still have some misgivings about mixing politics and evangelical Christianity.

The Williamsburg Charter Survey on Religion and Public Life (taken a number of years ago) showed that while only 8 percent of Americans would refuse to vote for a Roman Catholic on the basis of religion, 13 percent would refuse to vote for a “born-again Baptist” and 21 percent wouldn’t vote for a candidate who has been a minister of a church.

Nevertheless, two ministerial candidates did campaign for the presidency in 1988, perhaps hoping that voters who shared their convictions would overlook their lack of experience in public office. Although they both achieved some minor success, the delegate counts confirmed American voters’ wariness of ministers in public office.

Is it possible too much is being made of the religious factor in elections? While it may make great copy for ACLU or PAW fund raising letters warning of “religious ayatollahs” taking over the government, the reality is that the American electorate may be looking more for competence than convictions.

Two notable evangelicals in Congress in the last few years have been Senator Bill Armstrong and Senator Mark Hatfield. Both come from states geographically removed from the Bible Belt, suggesting that they are elected for more than just their religious convictions.

Certainly the evangelical vote has played a factor in past presidential elections. Jimmy Carter won one of the closest elections in American history because of the “born-again” vote and lost it four years later when many of those voters abandoned him for Ronald Reagan. American voters, perhaps because of the Carter experience, seem less inclined to use religious conviction as the litmus test for public office.

If anything, the Williamsburg Charter Survey seems to show that Americans are applying an inverse religious test. The Constitution prohibits a religious test for public office, but the voters may be reversing that idea and really wanting someone who doesn’t take his faith too seriously.

This is indeed unfortunate because religious ideals should undergird this republic. Yet voters seem willing to settle for a president with nothing more than a lukewarm Christian faith.

Thirty years ago, President Eisenhower declared a national day of prayer and then used the day to go golfing. Later revelations from the Reagan White House suggest the president spent more time consulting the stars than praying to the Creator of those stars. Perhaps nothing has changed. If so, then the hypothetical scenario we were asked to consider on the panel will remain hypothetical.

Pluralism in this Country

This country was founded on the idea of a tempered pluralism that allowed for a civil debate among the citizens. Although we take this pluralism for granted, it is instructive to remember how radical this concept was in the history of political philosophy. In the past, secular political philosophers argued that a legitimate state could not tolerate much freedom and diversity. After all, how would the dictator or monarch rule effectively if that much dissent were allowed?

Foundational to this idea is the belief that government should not be the final arbiter of truth. It should not be an institution that settles by force the truthfulness of an issue. This is why the framers of the Constitution specifically provided freedom of speech, freedom of the press, and freedom of religion. Government should not have power to impose its version of truth by force.

Christians should be strong supporters of this idea. We believe that God governs this world by His grace. His final judgment awaits, and we should not take His judgment into our hands. Overly anxious Christians often want to pull up the tares in the field instead of allowing the wheat and the tares to grow together.

Tyranny results when an authoritarian leader comes along who wants to impose his brand of truth on others. It is wrong for secularists to try to remove religion from the public sphere, and it is equally wrong for religious leaders to impose religion on others by force. In either case the political arena becomes a religious battleground.

What we should develop is a civil debate where Christians are allowed to promote biblical morality without imposing it. This has been made more difficult by the current anti-religious climate in our society.

Richard John Neuhaus talks of the “naked public square,” where religious values have been stripped from the public arenas of discourse. In this case, the tempered pluralism of the framers has been replaced by a radical pluralism which assumes that all values are relative. Public moral judgments, therefore, seem out of place. In recent years, we have seen a great deal of prejudice against such pronouncements simply because they are rooted in biblical morality.

So, the “naked public square,” where religious values are excluded, is wrong. Likewise, the “sacred public square,” which seeks to impose religious values, is also wrong. What Christians should be arguing for is a “civil public square” that allows an open, civil debate to take place. In such an arena, controversial ideas can be discussed and debated in a civil manner.

This form of pluralism must be more than just window dressing. Christians and non-Christians alike must be dedicated to maintaining a pluralism that allows vigorous interchange and debate. Unfortunately, there is some indication that many in our society see pluralism as merely a means to an end. English historian E. R. Norman believed that “pluralism is a name society gives itself when it is in the process of changing from one orthodoxy to another.”

If this is what secularists really want, then pluralism is in trouble. When religion is excluded in the name of pluralism, then pluralism no longer exists.

Biblical Principles

Christians should first develop a comprehensive program of social involvement. The Lordship of Jesus Christ is not a temporary, issue-oriented crusade. Christians are not merely to march against injustice and then cease their involvement. They have an on-going responsibility to build positive alternatives to existing evil.

Second, social and political involvement based upon biblical absolutes must be realistic. We should not fall prey to utopian political philosophies but squarely face the sinful nature of man and the important place government has in God’s creation. Because of a general cynicism about the role of government, Christians are often guilty of neglecting their role in society.

As Christians we must remember that although the times are evil, God’s common grace restrains sin. Even though perfect justice cannot be achieved until Christ returns, we are nevertheless responsible for doing what we can. If we co-labor with God, we can have a measure of success in achieving a better society.

Third, Christians should focus attention not only on individual change but on societal change. Changing lives is fundamental but not completely sufficient to change society. Revival must lead to reformation. Christians should not merely be content with Christians thinking biblically about the issues of life. They must also be acting biblically and building institutions with a Christian framework. A Christian world view implies a Christian world order.

Christian obedience goes beyond calling for spiritual renewal. We have often failed to ask the question, What do we do if hearts are not changed? Because government is ordained of God, we need to consider ways to legitimately use governmental power. Christians have a high stake in making sure government acts justly and makes decisions that provide maximum freedom for the furtherance of the gospel.

In situations in which governmental redress is not available, civil disobedience becomes an option. When such conditions exist, Christians might have to suffer the consequences as did their first-century counterparts in a hostile Roman culture.

We are to obey God rather than man (Acts 5:29) when civil government and civil law violate God’s commands and law. Christians therefore were correct when they hid Jews from the Nazis during World War II. Hitler’s Germany did not have the right to take innocent life or persecute the Jews.

Finally, the major focus of social involvement should be through the local church. Social action in the church is best called social service, since it attempts to move from the theoretical area of social ethics to the practical level of serving others in need. While evangelicals are to be commended for giving to the poor and others faced with adversity, our duty does not stop there. A much neglected area is personal involvement with people who need help.

The local church is the best place to begin to meet many social needs of a society. In the New Testament, the local church was the training ground for social involvement and provided a context by which the needy were shown compassion. Christians, therefore, should begin their outreach to society from the church and work together to be the salt of the earth and the light of the world.

©1991 Probe Ministries

Based on an interview with Dr. W.R. Coulson, Don Closson discusses the damaging effects of humanistic psychology and the non-directive approach to drug and sex ed programs that it encourages.

Interview with Dr. Coulson

I recently had the opportunity to interview Dr. W. R. Coulson concerning the role that humanistic psychology is playing in education. Dr. Coulson was a long-time associate of Carl Rogers, who is considered to be the father of non-directive therapy, a therapy which has now been incorporated into self-esteem, sex-ed, and drug-ed curricula.

Dr. Coulson saw that this form of therapy had some success with mentally distressed people who knew they needed help, but following failures with locked-ward schizophrenics, normal adults, and a parochial school system in California, Dr. Coulson broke with Carl Rogers and is now trying to undo the damage of what might be called humanistic education.

The results of non-directive therapy in education have been disappointing to anyone willing to look at the facts. We asked Dr. Coulson about these negative results. He said:

Every major study of [non-directive therapy in education] over the last 15 years . . . has shown that it produces an opposite effect to what anybody wants. There are packaged curricula all over the country with names like “Quest,” “Skills For Living,” “Skills for Adolescents,” “Here’s Looking at You 2000,” “Omnibudsmen,” “Meology,” and “Growing Healthy.” Every one of them gets the same effect, and that is that they introduce good kids to misconduct, and they do it in the name of non-judgmentalism. They say, “We’re not going to call anything wrong, we’re not going to call drug use wrong, because we’ll make some of the kids in this classroom feel bad because they are already using drugs. Let’s see if we can help people without identifying for them what they’re doing wrong.” What happens is that the kids who are always looking for the objective standard so that they can meet it . . . are left without [one].

We’ve trained [our children] to respect legitimate authority, and now the school is exercising its authority to say, “You’ve got to forget about what your church taught you or what your parents taught you; forget about that business about absolutes and right and wrong. Let’s put those words in quotation marks– “right” and “wrong”–and let’s help you find what you really deeply inside of you want.”

We’ve got youngsters here now who . . . are under the authority of the school [and] are being persuaded that there is a better way. And that way is to make their own decisions. They’re being induced to make decisions about activities that the citizenry of the state have decided are wrong–drug use and teenage sex.

Abraham Maslow

My interview with Dr. W. R. Coulson next focused on the work of Abraham Maslow. Dr. Maslow constructed a theory of self- actualization that described how adults reach peak levels of performance. Much of modern educational practice assumes that Maslow’s theories apply to children.

I asked Dr. Coulson, who worked with Maslow, about this connection between the theory of self-actualization and education in our public schools. He responded:

Abe Maslow, who invented this thing, said it never applied to the population at large, and most definitely not to children. Anybody who wants to check up on my claim that Abe Maslow did a complete turnabout need only look at the second edition of his classic text called Motivation and Personality. He wrote a very lengthy preface . . . [in] an attempt to say that his followers had completely misused what he had written and that it was going to be applied to exploiting children.

Writing in the late 60s, in his personal journals which were published after his death, Maslow said that this is the first generation of young people who have had their own purchasing power, and he feared that his theories of self-actualization and need fulfillment (that famous pyramid, Maslow’s hierarchy of needs) would be used to steal little kids’ money and virtue. . . . In the new preface he writes, “It does not apply to children; they are not mature enough; they have not had enough experience to understand tragedy, for example, nor do they have enough courage to be openly virtuous.”

Our children tend to be somewhat intimidated by their virtue because every other example they are getting, from the secular media, etc., is something very different from virtue.

As a good kid himself, growing up in a Jewish household, Abe Maslow knew that he tended to hang back in assertiveness. The good kids, I’m afraid, sometimes do that, and he saw everything thrown out of balance when the class was opened up to the kids to teach one another. His fear was in anticipation of the research results, which is that when you teach the teacher not to teach anymore but to become a facilitator, and you turn the chairs into a circle, and you say to the kids, in effect, “What would you like to talk about?”–the troubled kids begin to teach the good kids. The experienced kids, the kids who are doing drugs and having sex, teach the good kids that they are insufficiently actualized.

Education has adopted its view of moral and intellectual development from Dr. Maslow, an atheist who argued his views shouldn’t be applied to children. The results are exactly what he predicted: our children are being exploited both economically, by tobacco and beer companies, and sexually by the Playboy mentality.

Self-Esteem

Parents are awakening to the disturbing fact that many educators see their children as mentally or emotionally in need of therapy. What is their illness? Low self-esteem. Low self-esteem is now named as the cause for everything from low grades to drug abuse. The solution being offered is to teach children how to acquire a healthy self-esteem.

Programs have been implemented for developing self-esteem at every grade level. DUSO (Developing Understanding of Self and Others) and Pumsy are two of the most popular elementary-school curricula. Most senior high drug-ed and sex-ed programs focus on self-esteem as well.

I asked Dr. Coulson about the use of these programs, and how parents should react to their children’s placement in them. He said:

I would raise a red flag . . . every time the word values is used. That’s been a difficult word, because for a long time Christians were asking for value-oriented education. The problem is that values has become a relativistic word–it’s subjective.

In California we taught people going through our encounter groups to say, “Well, you have your values, but who’s to say your values should be my values?” We taught mothers and fathers to fear that they were selfish if they imposed their values on their children. There are children now who have become sufficiently sophisticated in this mock psychological wave that they can say to their parents, “We appreciate your value of church-going, it just doesn’t happen to be mine. My experience is other than your experience. After all, Mom and Dad, you did grow up in a different era.”

We’ve taught our children to be clumsy developmental psychologists who are capable of accusing their parents of wanting to oppress them by teaching them the truth. So what we have to do is turn the questions back to those who offer these curricula, like the people who wrote the DUSO curriculum or the Pumsy curriculum, and say, “Is this curriculum just your value? And if so, why should it be our value? Or is your curriculum somehow true? Do you claim to have knowledge in some way of the way things should be everywhere? Do you think you have a grip on a universal [truth], and, if you can grant that you do, can you not grant that we might, and that there might be some kind of competition between our understanding of what our universal obligations are in this world and your own understanding; that there is some kind of universal or absolute that we are seeking?”

Because, in fact, they don’t think that their values are relativistic. They think that everybody ought to be doing this. And that’s precisely their error. I’m a non-directive psychotherapist, and if I were doing therapy, I would still be doing it like Carl Rogers, my teacher, taught me to do it. But I would not be doing it in classrooms, and I would not be doing it with people who could not profit from it. DUSO is an example of a method that’s been taken out of the counseling room and into the classroom, and they’re giving everybody medicine that’s appropriate for a few.

Cooperative Education

Another important topic is the growing popularity of cooperative education programs, programs which place students into groups and allow them to use their own skills of critical thinking to arrive at conclusions about various issues.

Dr. Coulson observed:

Cooperative learning just strikes me as another one of those ways to prevent mothers and fathers and their agents, the public schools and private schools, from teaching effectively what is right and wrong to their children. In a cooperative class the questions are put to the kids, and once again we’re going to find that the impaired children are going to wind up being the teachers of the unimpaired, because the unimpaired tend to have in them somewhat the fear of the Lord. They do not want to give offense, and the other kids don’t care. . . . They’ll go ahead and say whatever is on their minds.

Research, for example, from the American Cancer Society shows that teenage girls who smoke are far more effective in these classroom discussions than teenage girls who don’t smoke, because the teenage girls who smoke have outgoing personalities, party- types. Just let them take over the class and they really will; they’ll run with the ball. And so again, the outcome of this kind of education is always the reverse of what anybody wants.

Central to virtually all of these programs is teaching children a method of decision-making. We asked Dr. Coulson to comment on these decision-making skills.

They teach what the moral philosophers call “consequentialism” as though the only morality is, “How’s it going to work out?” They teach the children a method that they call “decision-making.” Typically, there are Five Steps. Quest is a good example: In the First Step you identify the problem with killing someone for somebody for financial gain. The Second Step is to consider the alternatives. Immediately the Christian, the Jewish, the Muslim, or the God-fearing kid is at a disadvantage because he doesn’t think there is an alternative. The only answer is “No!” It’s an absolute “never”–“Thou shalt not kill.” But the school says, “No, you can’t be a decision-maker, a self-actualizing person, without looking at the alternatives.”

The Third Step is to predict the consequences of each alternative. We know that teenagers particularly feel invulnerable. They think . . . those things adults warn them are going to happen if they misbehave won’t happen, and adults are going to try to fool them and keep them under control for their own convenience. The Fourth Step is to make the decision and act upon it. The Fifth Step is . . . to make an evaluation of the outcome, and, if you don’t like the outcome, then try again. And I say there are kids who have never gotten to Step Five because Step Four killed them. There are kids who have literally died from making a wrong decision in Step Four or gone into unconsciousness, and there is no possibility of evaluation.

The Religious Nature of Humanistic Education

Why would educators implement a curriculum so damaging to what we as Christian parents want for our children? We must consider the religious assumptions held by those who created the theoretical foundations for these programs.

Schools have argued that self-esteem programs are fulfilling parental demands for values education without violating the so- called strict separation of church and state. In other words, they claim that programs such as Pumsy and DUSO are religiously neutral.

As we will hear from Dr. Coulson, the men who originated the theories behind these programs felt it their mission to influence others to see things through their particular worldview.

I asked Dr. Coulson to address the religious nature of humanistic education. He responded:

There are four major streams of influence on what I grew up calling humanistic education. . . . Today these influences remain. They are (1) Abe Maslow’s work with self-actualization and hierarchy of needs; (2) Carl Rogers’s work with non-directive classrooms based on his model of psychotherapy; (3) the work of Lewis Rath and his students–Sidney Simon, Howard Kirshenbaum, Merrill Harmon–called values clarification; (4) the work of Lawrence Kohlberg.

All of these men independently attribute their fundamental insight to John Dewey. In 1934 John Dewey wrote a book called The Common Faith. John Dewey wanted a religion which could be held in common by everybody in America, and, in order for that to happen, it had to be a religion which excluded God. He called it religious humanism–that was Dewey’s term for it, not my term.

Carl Rogers and Abe Maslow admitted to being religious humanists. Carl was from a fundamentalist, Protestant home; Abe was reared in a Jewish home, a somewhat observant home. Both of them got the religion of Dewey. Rogers was a student at Columbia when Dewey was in his Senate seat in the twenties, and Maslow was a doctoral fellow in the next decade. Maslow said in his journals, of the churchgoers, “They’re not religious enough for me.” And Rogers said to Richard Evans, “I’m too religious to be religious.” What these men meant was, “I’m more religious than you are if you affirm a creed and if you go to church. I’m so religious I don’t go to church.”

Dr. Coulson went on to state that there is a fundamental incompatibility between Christianity and these programs. The two belief systems begin with different views of man and God.

As parents, we need to know what kind of therapy is being used on our children. If your child is receiving self-esteem training or non-directive therapy, he or she is losing time needed to become academically competent. That alone constitutes educational malpractice. But even more frightening is the possibility that your child’s faith in the God of Scripture is being replaced with John Dewey’s religious humanism.

 

©1991 Probe Ministries

Minimum Wage

Although the minimum wage law is more than 50 years old, it is still a very controversial measure. In fact, a battle over the minimum wage occurs every time Congress tries to increase it. Minimum wage seems like one of those political issues that compassionate people should support. But the opposite is true. The minimum wage leads to maximum unemployment for people with few job skills trying to enter the work force.

My own experience is illustrative. I started job hunting as a teenager during a rather depressed economy. The minimum wage requirement nearly kept me from getting a job because, as an unskilled laborer entering the job market for the first time, I had nothing more to offer than a strong back and conscientious work habits. Whether I was worth the minimum wage in my first job is questionable. But after working in a machine shop and as a ditch digger, I developed skills that made me more valuable to my employer.

Back in 1938, establishing a minimum wage of 35 cents an hour seemed admirable. But today it effectively shuts less-skilled people out of the work force. In essence, the minimum wage law requires employers to discriminate against young people with few job skills. A teenager whose services are worth, say, only $3 an hour is not going to be hired at $4.25 an hour (plus benefits like Social Security, which raise the cost to the employer to over $5 an hour). The choice is not between working for $3 an hour and working for $4.25 an hour. The real choice is between working for $3 an hour and not working at all.

The effect of minimum wage on young people is devastating. When the lowest rung on the ladder is higher than your head, that necessary first step into a job will never be taken. The high rate of unemployment among teenagers is due in large part to the minimum wage laws that place the rungs on the ladder too high. Eliminating the minimum wage would allow more young people to get on-the-job training.

Minimum wage’s effect on the poor is also troubling. Research indicates that for every 10 percent rise in the minimum wage, there is a 3 percent drop in employment among workers covered by the Fair Labor and Standards Act. In other words, if seven workers get their wages increased, three workers either get fired or can’t find work. Notice how the minimum wage law has changed the nature of employment in America. More and more restaurants are switching from waiter service to self-service. Gas stations have followed suit. It explains why you see fewer ushers at movie theaters and fewer “bag boys” at supermarkets. In the past, these jobs allowed young people to develop job skills. Today, many don’t exist, and young people are the losers.

Raising the minimum wage may seem compassionate. But in the end, those with limited job skills in need of work experience are the ones hurt by good intentions.

Comparable Worth

Although the idea of comparable worth has been roundly criticized, it is still gaining proponents. Like the minimum wage, it seems at first glance like an issue we should back. But it has not exactly generated a groundswell of support.

Clarence Pendleton (former chairman of the U.S. Commission on Civil Rights) called comparable worth “the looniest idea since Looney Tunes came on the screen.” But even so, its proponents are resolved to make it the law of the land.

The seeds of comparable worth first found fertile ground in the judicial system. A number of years ago, Federal Judge Jack Tanner, citing a consulting firm’s comparable-worth study, ruled that the state of Washington was guilty of sex discrimination. His judgment of nearly $1 billion against the state provided impetus for a similar suit in California.

Proponents of comparable worth argue that the Equal Pay Act of 1963 and the Civil Rights Act of 1964 are not enough and urge the adoption of comparable worth legislation. But underlying this movement are some questionable assumptions.

First is the dubious assumption that differences between male and female wages are due to discrimination. But sexism has less to do with the wage differences than with the way women participate in the economy. Many work part-time, and most leave the job market to raise children. Economist Walter Williams estimates that women on the average spend about one-third of their potential working years in the labor market and therefore have less job-related experience than men. When relevant criteria such as education, experience, and seniority are factored in, many wage disparities vanish.

A study released by the Rand Corporation demonstrates that the gap between male and female wages is decreasing steadily, and the rate of decrease has begun to accelerate in the last few years. Economists James Smith and Michael Ward show that this rise in wages is commensurate with improvements in women’s education and job experience, “rather than legislation, government commissions, or political movements.”

Second, the approach assumes that personnel studies can adequately compare different kinds of jobs. Yet there is no such thing as an objective scale of economic values. Economists from Marx to Ricardo have tried to devise non-market criteria for the value of labor, and there is still no consensus after 100 years of work on the project.

What will happen when the studies disagree, as they inevitably will? The potential for disputes is endless. Should nurses earn as much as doctors or paramedics? How about a secretary who can drive a car? Should she make more than a truck driver who cannot type? There simply are not enough courts to handle the many kinds of questions that will surely follow.

Third, comparable worth assumes that governmental bureaucrats should decide pay levels. Even in situations of obvious discrimination, we should question whether a bureaucracy is the best way to rectify the problem. In fact, in light of the last 25 years of research into the nature of governmental bureaucracies, one might wonder whether bureaucracies are the best way to deal with any social problem.

Wage inequity deserves attention, but the solution is not to force employers to pay wages established by bureaucrats rather than by the free market. We need better implementation of existing laws and prosecution when discrimination occurs.

Comparable worth plays a game of “worthier than thou” by trying to compare vastly dissimilar occupations without utilizing the market system and depending solely upon subjective judgments. We would do better without it.

Budget Deficits

A theme in recent campaigns has been the budget deficit. And for good reason. We are drowning in tides of red ink, and something must be done. Some candidates suggest that the way to balance the budget is to increase taxes. But that won’t solve the problem and most likely will make it worse.

The problem is not that we are undertaxed but that we are overspent. Consider these budget statistics. First, taxes have continued to increase throughout this century. That’s not so surprising since the cost of living has increased as well. But tax receipts as a percentage of the GNP have also steadily increased over time.

A second way to look at the problem is to plot the increase of the federal government’s budget. In 1938 the budget was $7 billion. Today the budget exceeds $1 trillion. That’s an increase of over 14,000 percent. In comparison, in 1938 a Hershey bar cost 5 cents, a first-class stamp 3 cents, a new Ford $600, a good suit $40, and gold $35 per ounce. However, if these costs increased by the same proportion as the cost of government, the prices would be astro- nomical. A Hershey bar would be $7, a first-class stamp would be $4.20, a car would sell for $84,000, a suit for $5,600, and an ounce of gold would be $4,900.

Moreover, a tax increase is not a solution; it is part of the problem. Economist Walter Williams has shown that the facts simply do not square with the oft-repeated assumption that more taxes will reduce the deficit.

Williams has studied the federal budget figures for the last 25 years and found the following. The budget has been in the red 24 of the last 25 years. And in 19 of those years there have been tax increases. His studies show that for each $1 in tax increase during that period, there was a $1.58 spending increase. In other words, when taxes rose, deficits skyrocketed.

In 1982, when Congress passed the largest peacetime tax increase in U.S. history, the new revenues were not used to decrease the deficit. Instead, they were used to increase spending in a number of budget categories.

The solution is to cut the federal budget. Bloated bureaucracies drain America’s economic competitiveness and often dole out grants to things ranging from obscure scientific projects to obscene art. Certainly it is time to begin cutting the federal budget in significant ways.

A major budget category is federal pensions. There is nothing wrong with providing pensions to civil service employees and military retirees. But some of these pensions have grown much more lucrative than anything found in the private sector.

For example, retired Senator Al Gore was making more than his son, Al Gore, Jr., until the younger man was given a Congressional pay increase in the mid-1980s. When Gore senior retired from Congress in 1970, his salary was $42,000. But, thanks to federal cost-of- living increases, his pension was over $78,000, while his son’s salary was only $77,000. When a current member of Congress makes less than a retired one, something is wrong with pensions. The Grace Commission found that if federal pensions were trimmed to resemble the “best” private sector pension programs, $58 billion in taxes could be saved over a three-year period.

The federal budget is a problem, but many are looking in the wrong places for solutions. Americans are not undertaxed. The American government is overspent. We need to cut expenses, not raise taxes.

Housing

In recent years, Congress has made significant changes in the way it funds public housing. As the next budget considerations loom in the future, we can learn a great deal from the successes of the past.

One of the most important successes was the adoption of the housing voucher concept. The argument for housing vouchers is simple. Many current federal housing policies focus on bricks and mortar. These programs provide incentives to private developers and thus place an emphasis on buildings. Direct rent assistance in the form of housing vouchers is used to replace construction subsidy programs, which often benefit contractors more than the poor. These voucher programs, therefore, direct government resources at people, not projects.

Housing vouchers given to renters utilize the free market system to bring about desired changes. When rent subsidies are allocated for construction of housing projects, we create a seller’s market. When we give housing vouchers to renters, we create a buyer’s market.A housing voucher system encourages landlords to improve run-down apartments.

Government housing policies make families dependent upon governmental subsidies and lock them into inadequate housing situations. In our effort to win the war on poverty, we have lost the war on independence.

To be poor is to be caught in a culture of poverty, frustrated and without choices. The voucher system provides not only a roof and walls, but choice and dignity. Although government pays only the amount of rent that exceeds 30 percent of a family’s income, the family can choose to pay more than that and is free to move to a different housing situation.

A second program success has been the privatization of public housing. A few years ago a bill encouraging privatization was sponsored by conservative Jack Kemp and liberal Walter Fauntroy. Kemp, invoking memories of the Homestead Act of 1862, referred to this legislation as the “urban homesteading bill.”

The bill offered tenants of the nation’s 1.25 million public housing units the chance to buy their own homes and apartments at 75 percent below market value with no money down and at greatly reduced interest rates. Only units that were “modernized” were offered for sale.

The bill also empowered public housing tenants to run their own projects. Legislators recognized that tenant management would provide better management of public housing.

Inspiration for resident management came from the example of the Kenilworth-Parkside project in Washington, D.C. In 1982, Mayor Marion Barry granted self-management to the residents. An analysis by an international accounting firm indicated that the tenants cut operating costs significantly, boosted rent collections by 77 percent, reduced the vacancy rate by two-thirds, and halved the rate of welfare dependency, thanks to jobs in the project created by the management team. These savings and new revenues, say the accountants, added close to $10 million to Washington’s tax collections.

These have been constructive changes in public housing policy. Housing vouchers provide choices and dignity and arm the poor with a mechanism to improve housing. Resident control of public housing provides for initiative and independence. We need more housing programs like this in the future.

Churches and Taxes

One of the oft-cited criticisms of Christians is that they attend churches that should be forced to pay their fair share of taxes. But once you understand the history of this issue, it is easy to see why critics of tax-exempt institutions miss the point.

When the United States was founded, the framers of the constitution wanted to protect churches from governmental influence. The first amendment to the Constitution specifically states that “Congress shall make no law respecting an establishment of religion nor prohibiting the free exercise thereof.” This protected the churches from the intrusive hand of the state.

But when Congress began to tax its citizens, a question arose. Could it tax churches? The answer then was very simple.

The first two modern income-tax statutes were the Revenue Act of 1894 and the Revenue Act of 1913. In both the laws, only “net income” was to be taxed. Churches and all other non-profit organizations had no “net income,” so they were not taxed. The author of the 1913 Act, Cordell Hull, even resisted the call for establishing explicit categories of exemptions. He argued that the law was designed to impose explicit categories of taxation, therefore, all organizations not listed would be exempt.

But that was not sufficient for many in the bureaucracy, and so, over time, the Internal Revenue Service began to define what a tax- exempt organization might be. In the IRS code, it is defined as a 501(c)(3) organization.

From the IRS’s point of view, it made sense to define a church, because they began to see the rise of bogus churches with names like the “Church of the Marijuana” or the “Hot Tub Church.” But from the Christian point of view it seems most unwise to have IRS agents define in legal language what the Bible provides in explicit detail. Sometimes there was a significant confrontation.

Fortunately, Congress has passed a bill which more clearly specifies the role the IRS can have in securing church records and determining whether a church qualifies under the IRS code.

Many critics of churches argue that they can unfairly compete in the marketplace because of their tax exemption. But most of that objection was answered years ago.

The Tax Reform Act of 1969 ended churches’ tax exemption for income from profit-making enterprises. Before 1969, churches exempt under theIRS code did not have to pay corporate income tax on unrelated business income, but Congress closed that loophole.

Critics also argue that exemptions are given as a legislative grace in return for specified public services which government would have to provide. But the U.S. Supreme Court held in a 1970 case that traditional property-tax exemptions for churches are constitutional and rejected the notion that exemption is a legislative grace. The argument may have its merits in reference to colleges, hospitals, libraries, or parks. But it is not applicable to churches, since government could not constitutionally set up or operate a church to provide the religious services churches provide. Despite allegations to the contrary, churches are not “getting away with something.” They do not pay taxes because they do not have net income. When they do make a profit in a business enterprise, they pay taxes on it. The rest of the time, they should be tax exempt.

©1991 Probe Ministries

Biblical Examples

In Romans 13:1-7 we read that every person should be in subjection to governing authorities because there is no authority except from God. Those who resist authority have opposed the ordinance of God and will receive condemnation upon themselves. The Apostle Paul then concludes this section by saying that believers are to 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.

The Apostle Peter likewise says, Submit yourselves for the Lord’s sake to every human institution, whether to a king as the one in authority, or to governors as sent by him for the punishment of evildoers and the praise of those who do right (1 Pet. 2:13-14). So it is against this backdrop of biblical obedience to civil authorities that we discuss the issue of civil disobedience.

Francis Schaeffer said in the Christian Manifesto that if there is never a case in which a Christian would practice civil disobedience, then the state has become Lord. He said, One either confesses that God is the final authority, or one confesses that Caesar is Lord. The Bible clearly teaches that there are times when a believer must disobey civil law so that he or she can obey God’s higher law.

In the Old Testament there are a number of prominent examples of civil disobedience. In Exodus 1 and 2, when Pharaoh commanded the Hebrew midwives to kill all male Hebrew babies, they lied to Pharaoh and did not carry out his command.

The book of Daniel has a number of instructive examples. In Daniel 3, for example, Shadrach, Meshach, and Abednego refused to bow down to the golden image and were cast into the fiery furnace. In Daniel 6 the commissioners and satraps had King Darius make a decree that no one could make a petition to any god or man for thirty days. Daniel nevertheless continued to pray to God three times a day and was cast into the lion’s den.

The most dramatic example of civil disobedience in the New Testament can be found in Acts 4 and 5. When Peter and John were commanded not to preach the gospel, their response was, “We must obey God rather than men” (Acts 5:29).

Notice that in each of these examples there are at least two common elements. First, there was a direct, specific conflict between God’s law and man’s law. Pharaoh commanded the Hebrew midwives to kill male Hebrew babies. Nebuchadnezzar commanded his subjects to bow before the golden image. King Darius ruled that no one could pray. And, in the New Testament, the High Priest and the Council forbade the apostles from proclaiming the gospel.

Second, in choosing to obey God’s higher law, believers paid the normal consequence for disobedience. Although most of those previously cited escaped the consequence through supernatural intervention, we know from biblical and secular history that others paid for their disobedience with their lives.

Operation Rescue

Operation Rescue describes itself as a group of God-fearing people peacefully but physically placing themselves between the killer [the abortionist] and his intended victims [the baby and the mother]. Members of Operation Rescue explain that

to rescue someone is to physically intervene on their behalf when they are in danger. We have an obligation before God to try to rescue these children and these women. We do this in a spirit of repentance for our many years of apathy and lack of action.

The foundational scripture for Operation Rescue is found in Proverbs 24:11-12. These verses read:

Rescue those being led away to death. Hold back those staggering toward slaughter. If you say, But we knew nothing about this, does not He who weighs the heart perceive it? Does not He who guards your life know it?

One brochure produced by Operation Rescue explains these verses by saying,

It is evil to know that children are about to be murdered and just let them die (Matthew 24:45). The abortionist is committing murder. He will not be able to appeal to Romans 13 on the day of judgment, and neither will we if we remain silent and allow this holocaust to continue.

Another very important verse for Operation Rescue is James 4:17. It is frequently cited with any commentary on the previous verses in Proverbs. And it is also used to answer the question of whether it is sin if a person does not engage in a rescue. James 4:17 reads, Therefore, to one who knows the right thing to do, and does not do it, to him it is sin. Evidently, anyone who does not participate in Operation Rescue is committing sin.

When asked how going to jail can save a baby, members of Operation Rescue respond that it doesn’t. But, they say, preventing the mother and baby from entering the killing center saves the baby and the mother.

When asked why they have to get arrested, members of Operation Rescue respond as follows.

There is an immovable moral ground upon which we stand. The murder of innocent people is wrong–absolutely wrong (Proverbs 6:16-17). Therefore, the appropriate response (based on Jesus’ example) is to firmly and non-violently resist the evil by placing our bodies between the abortionist and his victims, which we do until we are carried away. This is called intervention. Intervention is a reasonable and proper response to murder. We are not there to get arrested. This is not a protest or a media stunt. We are there to follow God’s command to rescue those being led away to death (Proverbs 24:11). We are to obey God’s law even when it conflicts with the laws of men (Acts 5:29).

Finally, members of Operation Rescue are often asked why they don’t rescue every day. They respond,

We would if we could. We are committing all we can to this task. If more in the Christian community would respond and be willing to be broken and spilled out we could close every abortuary in this city everyday (Mark 14:8).

Critique by Dr. Charles Stanley

As pastor of the First Baptist Church in Atlanta, Dr. Charles Stanley was confronted with the activities of Operation Rescue in his city and thus provided one of the first critiques of the movement. While he is pro-life and agrees that the Supreme Court precedent of Roe v. Wade must be changed, he disagrees with the tactics and methodology of Operation Rescue.

In his analysis of the relevant scriptural passages, Dr. Stanley identifies a general biblical principle and the biblical exception. In developing the general biblical principle, he lists three major passages: Romans 13:1-7, 1 Peter 2:11-17, and Titus 3:1. He then concludes that these passages clearly teach that a believer has a biblical responsibility to submit to and obey the governing authorities.

The underlying premise on which this general principle is founded is that government is a divinely ordained institution for the maintenance of order, the punishment of evil, and the promotion of good in the world. This premise, according to Dr. Stanley, is supported by the following ideas. First, all authority is from God. Second, governing authorities are God’s ministers. Third, observing the law is a positive, public testimony for Christ. Fourth, observing the law is the right thing to do. And finally, observing the law is ordered by God.

Having stated the general principle, Dr. Stanley then articulates the biblical exception. He says, It is right to break the laws when there is a direct, specific conflict between God’s law and man’s law because God’s law is higher. He lists three major examples: Exodus 1 with the Hebrew midwives, Daniel 6 with Daniel and King Darius, and Acts 4 and 5 where Peter and John are commanded not to preach the gospel.

As I noted earlier, each of these examples has two elements in common with the other. First, there was a direct, specific conflict between God’s law and man’s law. Second, in choosing to obey God’s higher law, the law-breakers paid the normal, natural consequences of their disobedience.

Dr. Stanley therefore concludes that a believer has a biblical responsibility to obey God’s higher law when there is a direct, specific conflict with man’s law. He then goes on to say that the civil disobedience advocated by Operation Rescue does not fit the biblical exception for three reasons.

First, the law being broken has nothing to do with abortion. Those arrested are not being arrested because they are protesting abortion but because they are trespassing. Dr. Stanley says that if anti-God protesters blocked the entrance to First Baptist Church, he would use the same ordinance to have them arrested.

Second, Roe v. Wade neither requires abortions nor prohibits them, but makes them permissible with certain restrictions. Third, the women who choose to have abortions are free moral agents responsible before God for their actions, including the exercise of the rights of their innocent, unborn children.

Dr. Stanley adds that if the law required abortions or prohibited the preaching of the gospel, his response would be different. The biblical exception would be met and the battle lines would be drawn.

Additional Critique

In our survey of biblical instances of civil disobedience, we have found that in each situation there was a direct conflict between God’s law and man’s law. In every situation a command from someone in authority directly conflicted with a biblical command.

In these cases, breaking civil statutes is biblically permitted. But what about instances where there is no direct command that conflicts with Scripture? This is where proponents and opponents of Operation Rescue generally differ.

Proponents argue that because abortion is immoral and unbiblical, we must exercise civil disobedience. Opponents instead say that breaking civil statutes is biblically permissible only when we are forced to choose between God and Caesar.

Ken Myers, editor of the newsletter Genesis and former editor of Eternity magazine, summarizes the argument this way. He says Christians are permitted before God to disobey those laws that, if obeyed, would involve sin. But laws that can be obeyed without sin should be obeyed.

The fundamental principle is this: Christians are never permitted to disobey a just law in order to minimize the effects of unjust laws. In the case of Operation Rescue, the law being broken is a just law that prohibits trespassing. Rescuers are not being arrested because they are protesting abortion; they are being arrested for trespassing.

When there is a clear contradiction between God and Caesar, we have to obey God. But in other cases, we are to render obedience to civil authority. If we do not, then a state of anarchy would quickly develop in which each person did what was right in his own eyes. Christians must resist our culture’s tendency to rebel at the first provocation, especially in light of the numerous scriptural admonitions to obey those in authority. These verses place the burden of proof on those advocating civil disobedience. Ken Myers suggests that rather than being argued out of breaking the law, we should be argued into breaking the law. Those advocating civil disobedience should successfully argue their case for disobeying the law. If they do not or cannot, then we should obey civil authority.

This principle is especially important in light of our sin nature. All of us have some rebellion in us because of our sin nature, and we want to break the law. So a good check on our carnal desires is to ask if breaking a civil law is biblically required. If not, we should give obedience to the law the benefit of the doubt.

Finally, opponents of Operation Rescue have objected to its use of physical force. Proponents believe that physical force (blocking entrances to abortion clinics) should be used to restrain the evil of abortion. But this raises two questions.

First, what are the limits to the use of physical force? If blocking clinics is justified, what about burning them down or blowing them up? Once any form of physical force is justified, how do we define the limits of its use?

Second, if physical force can be justified in fighting abortion what about its use in restraining other evils like idolatry or adultery? Should Christians block the entrances to New Age bookstores or porno shops?

These are important questions that need to be resolved. Although the Bible does permit civil disobedience, proponents of Operation Rescue leave many unanswered questions at a time when their actions should bear the burden of proof.

©1991 Probe Ministries

 

See Also Probe Answers Our Email:“How Should a Christian View Civil Disobedience?”