> Subject: Re: [ZION] Nehors - Humanism
> 
> Kent Francis responds with a personal example:

I think if I'm ever adrift in a 5 man lifeboat and 9 other people I want
one of them to be you! We could find a way to make it work. Thanks for
sharing your letter and experiences with us. Are you new to the list or
a long time lurker?  

Tom

> 
>        Let me introduce myself.  My name is Kent Francis and I
currently
> live in West Jordan, Utah.  I grew up in the Bay Area of California
and
> graduated with a Masters Degree in Cybernetics from San Jose State.  I
> worked for IBM and Control Data for 18 years and in 1984 established
my
> own computer software company.  I have 5 children (the youngest is now
28
> and so the fight has moved on to others).  I offer my experiences in
the
> hope that they may be useful to you in your attempt to teach your
> children proper principles, and your fight to protect them from people
> in the world who might do them harm.  Sixteen years ago I wrote the
> following letter to all my children's teachers as a result of the
> pervasive influence of Humanism in their schools, and the destructive
> techniques that were being used to destroy the value system that we
had
> tried so very hard to teach them.
> 
> 
> Dear Teacher,
> 
>         When we lived in California and Connecticut we were exposed to
a
> new religion called Humanism.  I say "Religion" because on at least
two
> occasions the Supreme Court of the United States has judged it as
such.
> It has a "Manifesto" I and II (what we would call "Articles of Faith"
> which states that there is no such thing as "God", the soul, or
immortal
> salvation, and that the "Judeo-Christian" religions and ethic systems
> are obstacles to human progress. In the areas of sexuality, they
believe
> that intolerant attitudes cultivated by orthodox religions unduly
> repress sexual conduct.  The right to birth control, abortion, and
> divorce should be recognized.  Mankind is the result of animal
evolution
> and the ethic system which serves him best is one created by the
> principles of "scientific method"; there is no right or wrong, life is
> situational.
> 
>         In order to spread the concepts of their religion, they have
> turned to the secular channels of information; especially the
> educational system. Their champions are well known.  John Dewey and
> Horace Mann, the "fathers" of modern education, B.F. Skinner of
operant
> conditioning fame, J.L. Moreno who designed socioprogams, role playing
> and psychodrama, Maslow who created the Third Force Psychology, Dr.
> Carl Rogers of sensitivity training fame, Dr. Lester Kirkendall of
> SIECUS, Dr. Albert Ellis a leading champion of pre-marital sex, Dr.
> William Glasser of Reality Therapy and "Schools Without Failure"
> programs, Jerome Bruner author of the M:ACOS program, and Louis Raths
> and Dr. Sidney Simon - designers and promoters of Values Clarification
> and Values Changing curriculum.  Lately the darling of educational
> circles is Lawrence Kohlberg of Harvard and the Center for Moral
> Education who calls for "cognitive moral development".
> 
>         Because our children couldn't cope with the "brainwashing", we
> gave up our career and retreated to the religious and conservative
Utah,
> only to find that the local emphasis on education had allowed this
> atheistic religion and its values modification techniques to
ingratiate
> itself with many of the unsuspecting educators.  We were, however,
> pleased to learn that the Utah education code 53-14-4 and 10
> specifically prohibits the teaching of atheistic religion and requires
> teachers to teach honesty, morality, courtesy, obedience to law,
respect
> for parents and homes, respect for the constitutions of the US and
Utah,
> the value of honest labor, and upright citizenship.
> 
> Also it states that "the importance and necessity of good manners,
> truthfulness, temperance, purity, patriotism and industry shall be
> given as instruction in connection with regular schoolwork".  In
> addition the Hatch amendment to the US educational code specifically
> prohibits the use of these psychological testing techniques and
> practices without the express written permission of parents.
> 
>         Because you might not be aware of these things being a part of
> the curriculum or teaching materials you are using, we would welcome
> an opportunity to discuss them with you at your convenience.  In the
> meantime, please do not expose our children to psychodramas, role
> playing, the values clarification program where they are asked to
write
> journals which are made public, or class discussions on the values of
> our home and family.  Especially to be avoided are moral dilemmas on
> who is to be chosen in life or death situations (10 people in a life
> boat with only room for 5...), advocacy of the new morality, and the
> supposed "rights" of students to govern their own lives without the
> interference of parents or other authority figures.   My children are
> generally depressed and distressed by the whole tone of this religion,
> which dwells in excruciating detail on the dark side of life.  Often
in
> the name of examining the great questions of life, they emphasize
> inhumanity, immorality, deviation, death, disease and disfigurement.
> Although life is not easy, its more positive aspects have much to
> recommend them.
> 
>          We appreciate your dedication to the teaching of our
children,
> and honor you for your choice of profession.  If you would like to
> discuss our children or any of these things we have mentioned, please
> give us a call.
> 
> Sincerely,
> 
> Kent Francis
> 
>                              ++++++++++++++++
> 
> 
>        Although I had been exposed to Humanism in college (along with
> many other challenges to my ethics system), I dismissed it as a
harmless
> exposure to "other" systems of thought which broadened my view of the
> world. It was not until we saw the advanced stages of its
re-educational
> techniques in the lives of our children in Connecticut that we became
> really alarmed.
> 
>        One evening we were having a family meeting to assign jobs for
> the coming week.  My 8 year old offered us the following dialogue.
> "I don't have to do what you say.  I am my own person.  I have rights
> too.  If you beat me, I'll tell the school and they'll arrest you for
> child abuse.  I have friends who will take care of me.  I don't have
to
> believe all this stupid stuff you tell us; you can't make me go to
> church..." and so on for 5 minutes; he only slowed down when his
sisters
> started to cry.  We just sat there with our mouths open.  Then next
> morning on Donahue we saw a teenager spout almost the same speech and
> learned for the first time that there was a national problem much
larger
> than what we thought was a local problem with our son.
> 
>        Naturally, we got involved.  At school we found the teachers
using
> a "Values Clarification" manual and every class meeting daily in a
> "Magic Circle" group encounter therapy program to help the children
> "clarify their values".  When we discussed the program with the
> administration we were told that most parents were not giving their
> children the proper training in ethics, and so the school had taken
upon
> itself the role of instructing the children in a "universal set" of
> values.  They had to do this in self defense since the schools were
full
> of drugs, vandalism, and violence.  They felt that if they started in
> Kindergarten with an "ethics reeducation" program, they could solve
> these destructive social problems they were seeing.  We attended some
of
> the sessions and we were shocked at what we saw.  Children arriving at
> their own ethics system after being exposed to a catalogue of all the
> ills "caused" by the Judeo-Christian ethics system.  What was this new
> system? Situational ethics.  Everyone decides what is right for them.
> To help sensitize the children to the "modern world", homosexuals of
> both sexes were invited to present their alternate life styles.
> Abortion and Euthanasia were discussed and the children were asked to
> make life and death decisions.  Witchcraft and "ecological science"
> were offered as alternatives to structured religion.  Hypnotism was
> used in 3rd grade art classes to "liberate" the children's creativity.
> The Junior Great Books program was used to supplement their reading
> program.  Who could object to "Great Books" and classics like "Little
> Red Riding Hood"?  Everyone! when you realized that the stories had
> been re-written so that they discussed alternate life styles and
> children's rights.  "The woodsman cut some faggots.  Look up in your
> dictionary the meaning of the word.  Why do people use that term to
> describe other people? and so on..."
> 
>        We got our neighbors together, we found there were people all
over
> the U.S. fighting the same problem we were seeing. We educated
ourselves
> through books and outside speakers.  We thought we were making some
> progress in city-wide PTA to do something about the problem when
> Connecticut passed an Academic Freedom Law.  Non-Professionals (i.e.
> parents) were no longer allowed to interfere in the choice of
> curriculum or the hiring of teachers; we were shut out.  We found out
> that most of our neighbors agreed with the schools;  we were trouble
> makers (the administrators even had a manual on how to handle irate
> parents) and education of children should be left to the
professionals.
> We gave up our career and moved back to the West where we could be
among
> people who shared our ethical and religious beliefs.
> 
>        The first day of school in Utah, my high school student brought
> me her English writing assignment.  They had discussed the following
> situation: You and your best friend are hiking in the mountains and
she
> falls over the cliff.  You climb down and find that her back is
broken.
> She realizes that she will be an invalid the rest of her life and begs
> you as her friend to push her on over the cliff.  What do you do?  The
> kids in the class said they would push her over the cliff.  Isn't that
> murder my confused daughter asked me?  At school we found that the
> teacher had spent the summer in Connecticut with Lawrence Kohlberg
> learning the latest "educational" techniques.  We decided that the
> problem had gotten here before us; but we felt that we could probably
> have an influence here so we went to work.  We found that the teacher
> felt that she had a moral obligation to disobey the law if she
disagreed
> with it.  We were teaching our children that they had an obligation to
> obey the law and use their rights to change it through constitutional
> means if they disagreed.  When the teacher was unwilling to see our
> viewpoint we found that she transferred our student to another English
> class.
> 
>        We drafted the above letter to all the teachers, and got to
work.
> We met with the school board and asked that another program of reading
> supplement be chosen rather than the "Junior Great Books" which was
also
> in place here.   After some highly publicized debate the board agreed
> and the program was replaced.  We talked to the teachers and pointed
out
> the problems of their using the "national" values clarification
manual.
> They agreed with us and stopped using the manual.  We found that there
> were groups involved in trying to influence the legislature at a state
> level and got involved. Luckily, the state education code had
provisions
> that prohibited the teaching of "atheistic religion" and mandated the
> teaching of positive values.  We read all the text books being used in
> our educational system and made recommendation to the appropriate
state
> educational committees on the least objectionable.  We found out that
in
> order to change the establishment, you cannot appeal to emotionalism;
you
> have to understand the law, demonstrate where the program is not in
> conformance, and then work hard to change it or make it better.
> 
> 
> 
> Ron Scott wrote:
> 
> > So for the moment I will abide your claims above.  Meantime, please
> answer
> > the key question I asked earlier: Give us specific examples of  >
...
> how
> > secular humanism and athiesm are bigger threats to us today than
they
> were,
> > say, a couple of hundred years ago.< Church membership is up. Ditto
> church
> > attendance. Ditto people who identify themselves as a member of a
> church.
> >
> > Ron
> >
> >
>
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> >
> >
> >
> 
>
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