[awakened53]

State education means state control over the beliefs of the next generation—Pastor John-William Noble

Secular education now imparts a worldview that is, in deeply important ways, contrary to Christian belief and which diverges dramatically from the education that is part of the heritage of Scotland, the wider United Kingdom and the entire Anglosphere. This presents a dilemma for Christians and indeed for anyone who considers the contemporary woke ideology to be confusing, harmful or simply flawed.

Pastor John-William Noble of Grace Baptist Church, Aberdeen, joins David Scott to dissect this issue and look at the history of education, identifying how this situation arose. Their discussion specifically examines education in Scotland, but similar patterns are present elsewhere in the English-speaking world and beyond.

Noble outlines the history of education, including the influence of reformers such as the American Horace Mann, who moved responsibility for education from parents and the church to the state. Subsequently, incremental changes to the education system eventually resulted in a system unrecognisable in its aims and values from the one which the state took over.

Is the end of education godliness or material success? If absolute standards based on Scripture have been replaced by relativism, what effect does that have on the children? If the rules for life can no longer be stated—if the lines can no longer be drawn—are children now being failed by an education system that no longer educates in those areas that are of most vital importance to the development of their character and to their preparation for adulthood?

Noble expounds on his view that a combination of the wicked trajectory of the state and the loss of authority of the church is leaving children bereft of sound knowledge to navigate through life. Instead, they are fed with shifting definitions, Gnostic religious beliefs and cultural Marxism. This is all done surreptitiously, with no admitting the nature of the beliefs being imparted and with the worth of these tenets never critically examined.

David and John-William discuss the foundation of a new school in Aberdeen. It was formed against the backdrop of the lockdown and Covid restrictions and is based on a Biblical worldview that was once common, almost universal, in Scotland, but that is now very radical. So radical, in fact, that the pastor, examining the cultural conflict that is unfolding, concluded that "we are in a war here".

In the end, this interview is a call for a fightback against the wickedness of the state; for intellectual and spiritual resistance. The pressing question is, will people stand against state education; will they act to adopt alternative provision? Or will caution and uncertainty, inertia and languor see to it that the state remains unchallenged?

In short, the people can see the problem, but will they cross the line into seeking alternatives? Will people abandon their faith in the state?

Video.... https://www.ukcolumn.org/video/state-edu...astor-john

[Steve]

Indoctrination, Intimidation and Intolerance: What Passes for Education Today

https://www.globalresearch.ca/america-in...ce/5828234


… “Every day in communities across the United States, children and adolescents spend the majority of their waking hours in schools that have increasingly come to resemble places of detention more than places of learning.”—Investigative journalist Annette Fuentes

This is what it means to go back-to-school in America today.

Instead of being taught the three R’s of education (reading, writing and arithmetic), young people are being drilled in the three I’s of life in the American police state: indoctrination, intimidation and intolerance.

Indeed, while young people today are learning first-hand what it means to be at the epicenter of politically charged culture wars, test scores indicate that students are not learning how to succeed in social studies, math and reading.

Instead of raising up a generation of civic-minded citizens with critical thinking skills, government officials are churning out compliant drones who know little to nothing about their history or their freedoms.

Under the direction of government officials focused on making the schools more authoritarian (sold to parents as a bid to make the schools safer), young people in America are now first in line to be searched, surveilled, spied on, threatened, tied up, locked down, treated like criminals for non-criminal behavior, tasered and in some cases shot.

From the moment a child enters one of the nation’s 98,000 public schools to the moment he or she graduates, they will be exposed to a steady diet of:

• draconian zero tolerance policies that criminalize childish behavior,
  
  
• overreaching anti-bullying statutes that criminalize speech,
  
  
• school resource officers (police) tasked with disciplining and/or arresting so-called “disorderly” students,
  
  
• standardized testing that emphasizes rote answers over critical thinking,
  
  
• politically correct mindsets that teach young people to censor themselves and those around them,
  
  
• and extensive biometric and surveillance systems that, coupled with the rest, acclimate young people to a world in which they have no freedom of thought, speech or movement.
  

This is how you groom young people to march in lockstep with a police state.

As Deborah Cadbury writes for The Washington Post, “Authoritarian rulers have long tried to assert control over the classroom as part of their totalitarian governments.”

In Nazi Germany, the schools became indoctrination centers, breeding grounds for intolerance and compliance.

In the American police state, the schools have become increasingly hostile to those who dare to question or challenge the status quo.

America’s young people have become casualties of a post-9/11 mindset that has transformed the country into a locked-down, militarized, crisis-fueled mockery of a representative government.

Roped into the government’s profit-driven campaign to keep the nation “safe” from drugs, disease, and weapons, America’s schools have transformed themselves into quasi-prisons, complete with surveillance cameras, metal detectors, police patrols, zero tolerance policies, lock downs, drug sniffing dogs, strip searches and active shooter drills.

Students are not only punished for minor transgressions such as playing cops and robbers on the playground, bringing LEGOs to school, or having a food fight, but the punishments have become far more severe, shifting from detention and visits to the principal’s office into misdemeanor tickets, juvenile court, handcuffs, tasers and even prison terms.

The Three I’s of a “Police State Education”: Indoctrination, Intimidation and Intolerance