Heaven Is Our Destination Where We Will Be ONE With The Lord Forever

Today, we are in The Season Of The Last Generation. The Birth Pains that Christ Jesus spoke about are currently under way, including natural and unnatural disasters. They will be ever increasing. Because of the increase of wickedness, the love of most will grow cold. Social, economic and political turmoil will be ever increasing, causing people's hearts to be weighed down with dissipation, drunkenness and the anxieties of life. An apostasy within the Church of God is currently under way. This will all reach a climax with Satan revealing his Antichrist and requiring that everyone worship him; That every one receive his "mark" in order to buy or sell; The new currency of the New World Order, the New Tower of Babel.

Today, it is critical that those who have a heart for God are aware of what God is doing and speaking today. God is opening up His Word like never before in preparation for The Time Of The END. I exhort you to open up your heart and your eyes to see what He is doing and your ears to hear what God is speaking at this time. My prayer is that we will be able to stand before the Son of Man at His appearing, without fault and with great joy. I encourage you to read David Wilkerson's book, America's Last Call at davidwilkersontoday.blogspot.com. Also, Google, Tommy Hicks Prophecy, 1961 for a view of the End Times.

Tom's books include: Called By Christ To Be ONE, The Time Of The END, The Season Of The Last Generation, Worship God In Spirit And In Truth, Daniel And The Time Of The END, and Overcoming The Evil One. They are available at amazon.com. They can also be read without cost by clicking on link: Toms Books.

To receive Christ Jesus as a child by faith is the highest human achievement.

Today, the Bride Of Christ is rising up in every nation in the world! Giving Glory to Her Savior and King, Christ Jesus!
Today, the world is Raging against God, Rushing toward Oblivion! Save yourself from this Corrupt Generation!
Today, America is being ground to powder because of it's SIN against God!

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Monday, May 26, 2014

Public Education: Open Brain, Insert Ideology

Suppose that an authoritarian government decides to embark on a program of curricular reform, with the explicit goal of indoctrinating the nation’s high school students. Suppose that it wants to change the curriculum to teach students that their government is good and trustworthy, that their system is democratic and committed to the rule of law, and that free markets are a big problem.
Will such a government succeed? Or will high school students simply roll their eyes?
Questions of this kind have long been debated, but without the benefit of reliable evidence. New research, from Davide Cantoni of the University of Munich and several co-authors, shows that recent curricular reforms in China, explicitly designed to transform students’ political views, have mostly worked. The findings offer remarkable evidence about the potential influence of the high school curriculum on what students end up thinking -- and they give us some important insights into contemporary China as well.
Here’s the background. Starting in 2001, China decided to engage in a nationwide reform of its curriculum, including significant changes in the textbooks used by students in grades 10, 11 and 12. In that year, China’s Ministry of Education stated that education should “form in students a correct worldview, a correct view on life, and a correct value system.”
The reforms, implemented a few years later, had six major goals:
1. Students should learn about, and value, Chinese “democracy” and political participation.
2. Students should learn about the importance of the rule of law for legitimizing the Chinese government.
3. Students should study the “Three Represents” ideology set out by Jiang Zemin, who served as China’s president from 1993 to 2003. The idea of the “Three Represents” is to extend political influence to people who were traditionally excluded from power under communism, but who are important to the nation’s socioeconomic success (such as managers and employees working for private business).
4. Students should understand the limits of free markets, and should form a positive view about China’s distinctive approach to the economy.
5. Students should be conscious of environmental issues.
6. Students should develop an appreciation for the diversity of ethnic heritages in China, and the Han majority should not have discriminatory views about minorities.
Because different provinces adopted the new curriculum at different times, Cantoni and his co-authors were able to isolate its effects on students’ views. They surveyed almost 2,000 Chinese university students, many of whom studied under the new curriculum, but many of whom did not.
The crucial finding from the study is that the new curriculum greatly affected students' thinking. They became more likely to count the Chinese political system as democratic. They displayed a higher level of trust in public officials. They were more skeptical of free markets, and more likely to reject the view that a market economy is preferable to any other economic system. They were more likely to want to extend political influence to groups outside of the Chinese Communist Party.
On two questions, however, the curricular reforms failed. Students didn't become more favorably disposed toward environmental protection. They were not more likely to give the environment priority over economic growth, and they were not more willing to give up some of their income to protect the environment. Nor was there a significant change in the attitudes of Han Chinese students (the majority) toward minorities.
These findings raise a host of questions. Why were the last two reforms unsuccessful? It is reasonable to speculate that in recent years, Chinese students have been concerned above all about economic growth and therefore were less willing to want to focus their attention on environmental protection. With respect to minorities, the students’ beliefs appear to be deeply engrained, and essentially impervious to curricular influences.
Notwithstanding the two failures, it is striking, and somewhat ominous, that government planners were able to succeed in altering students’ views on fundamental questions about their nation. As Cantoni and his co-authors summarize their various findings, “the state can effectively indoctrinate students.” To be sure, families and friends matter, as do economic incentives, but if an authoritarian government is determined to move students in major ways, it may well be able to do so.
Is this conclusion limited to authoritarian nations? In a democratic country with a flourishing civil society, a high degree of pluralism, and ample room for disagreement and dissent -- like the U.S. -- it may well be harder to use the curriculum to change the political views of young people. But even in such societies, high schools probably have a significant ability to move students toward what they consider “a correct worldview, a correct view on life, and a correct value system.” That’s an opportunity, to be sure, but it is also a warning.
To contact the writer of this article: Cass R. Sunstein at csunstei@law.harvard.edu.
My comments: No different than China, In America, the godless, Secular Humanist dream is to indoctrinate every American child into their godless, anti-Christ Religion. The American Public Education System has made great strides in this regard. Christians must understand the diabolical nature of the Public Education System and what its goal is. No Christian, who cares about the Eternal Destination of their children, will send them to Public Schools. The increasing godlessness, we witness today in America is a testament of the success of the Public Education System.

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