With the publication in 2007 of Antony Flew’s momentous book,There is a God: How the World’s Most Notorious Atheist Changed His Mind, the debate among scientists on the issue of the existence or nonexistence of God reached a new level of excitement. The fact that Flew became a theist has added a great deal of support to the belief that the universe is governed by an Intelligent Design, and that with such design there must be a designer: God.
Why is atheism the privileged philosophy worthy of taxpayer support in America's schools? Why must Protestant, Catholic, and Jewish schools pay their own way, but atheist public schools are supported by billions of taxpayer dollars? The truth is that the atheist schools not only produce 30 percent academic failure but are also responsible for the moral chaos that now plagues America's youth.
One of the skeletons in the Progressive Education closet is Scientific Racism, otherwise known as Eugenics, which the leaders of the Progressive movement enthusiastically espoused until the Nazis in Germany gave it a bad name.
The idea of a government education system was foisted on the American people by a coalition of Owenite communists, Harvard Unitarians, and misguided evangelical Protestants.
The tragedy of America is that God has been taken out of its education system, and without God there is nothing there but nihilism. The goal of "progressives" like Henry A. Giroux is to corrupt students with ideas of social perfectibility that require the destruction of the most productive economic system in history and the rejection of God, the true source of our rights and our freedoms.
The killing of three students by a fellow student at Chardon High School in Chardon, Ohio, on February 27, 2012, indicates that whatever problems existed that led to or caused the massacre at Columbine on April 20, 1999 have not gone away.
One of the goals of education in the early days of this country was to instill a sense of virtue in the young. At that time, most Americans were devoutly Christian. Virtually every family owned a Bible and attended a church. So the concern with rearing virtuous young men and women was the subject of many sermons and tracts.
The mastermind, or architect, behind the humanistic reorganization of the American school curriculum, by dividing it into the “cognitive” and “affective” domains, was educational psychologist Dr. Benjamin Bloom (1913-1999), who got his Ph.D. at the University of Chicago in 1942. His famous book Taxonomy of Educational Objectives outlined everything teachers must know and do in their classrooms if they are to convert their pupils into humanists. He wrote (pp. 10, 12):
Values clarification is a humanist program that seeks to carry out Prof. Benjamin Bloom’s supposed purpose of education: “to effect a complete or thorough-going reorganization of [the student’s] attitudes and values.” The evidence suggests, Bloom wrote, that “a single hour of classroom activity under certain conditions may bring about a major reorganization in cognitive as well as affective behaviors.”
Had eight-year-old Stephen Nalepa not been shown a movie about suicide in his second-grade class on March 23, 1990, he would now be 22 years old and probably enjoying life as a young adult. But, apparently, the educators at his elementary school decided to show the film to these second-graders to see what would happen.