Crusader Terrorists? – How Should Christians Respond

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In this day of multiculturalism and political correctness, Christians should have been prepared to learn that a New Jersey school district recently chose Christian Crusaders as an imaginary terrorist group for its first live action hostage response drill. To portray the terrorists, the school district organizers made up a right-wing fundamentalist group that denies the separation of church and state. Then, they created a fake hostage situation instigated by the supposedly angry parent of a student expelled for praying.

The stated goal of the event was summarized nicely by the district superintendent. He claimed that “You perform as you practice. We need to practice under conditions as real as possible in order to evaluate our procedures and plans so that they’re as effective as possible.” While many comments could be made about the phrase as real as possible, the most critical aspect of this issue is a deeper consideration.

Sadly, just as the impact of the aforementioned PC dogma on our schools is predictable, so is the vehement response of the local Christian community to this perceived offense. One Christian demanded that a public apology be given by school officials, along with their resignations. Other critics pointed out the obvious bigotry against Christians and the absurdity of the scenario itself. Christians have the legal right to pray in schools, and they are far more likely to bring their lawyers than their guns.

Still others mentioned that this is not the first time a school district had deliberately steered clear of the obvious terrorist groups, deciding instead to pick on Christians. For example, three years ago a Michigan school district substituted a group of crazed Christian homeschoolers called Wackos Against Schools and Education for their mock terrorism drill to avoid offending any Muslims.

Unfair scenarios such as these have a lot of Christians upset, and in a perfect world, they have a right to be. But is this the best response to events such as these? How should an ambassador for Christ handle them? May I suggest an alternative?

Instead of the immediate declaration of how persecuted and indignant we Christians are, perhaps we should ask ourselves why school officials see the followers of Jesus in this light in the first place. Are we doing anything that prompts this kind of stereotyping? Unfortunately, many school administrators only hear from outraged believers when there is a problem. Rarely are Christians viewed as beneficial to the school and surrounding community.

I know of a small evangelical church in New Zealand that was marginalized as an almost cultish group until they decided to pick a school to bless each spring. Church members take one week each year to clean, paint, and repair at the church’s expense whatever needs fixing at the selected school. Their Christ-like service has completely changed the surrounding communitys attitude regarding the church, and school officials have even attended services as a result of their gratitude. A similar scenario played out recently in a small village in China. An underground church went from being persecuted to being appreciated when they decided to restore a bridge vital to that city.

It is relatively easy and natural to respond to negative stereotyping, even persecution, with a demand for political rights and privileges. It is far more difficult and supernatural to bless those who curse you and pray for those who mistreat you.

© 2007 Probe Ministries

Don Closson

Don Closson served as Director of Administration and a research associate with Probe for 26 years, until taking a position with the same title at the Centers of Church Based Training (ccbt.org) in 2013. He received the B.S. in education from Southern Illinois University, the M.S. in educational administration from Illinois State University, and the M.A. in Biblical Studies from Dallas Theological Seminary. He has served as a public school teacher and administrator before joining Probe and then the CCBT. He is the general editor of Kids, Classrooms, and Contemporary Education.

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