[ 0 → 9] Hello, and welcome to Episode 12 of Foundations Restored, a Catholic perspective on origins. [ 9 → 12] I'm your host, Keith Jones. [ 12 → 18] In this episode, we explain that the ongoing impact of Darwinism on today's youth involves [ 18 → 21] more than the Holocaust of abortion. [ 21 → 26] The ongoing assault on children also includes indoctrination into the humanist worldview [ 26 → 31] through the leveraging of Darwinism in the educational system. [ 31 → 35] You will learn that for more than a century, humanist educators have viewed children as [ 35 → 42] evolved animals to be trained and conditioned to reject Christianity in favor of this humanist [ 42 → 43] worldview. [ 43 → 49] This means that the influence of Darwinism goes far beyond the science classroom. [ 49 → 54] Darwinism is at the very core of Western educational philosophy. [ 54 → 60] The moral freefall that has occurred in the Western world since 1900 can only be understood [ 60 → 64] in light of the spiritual warfare being waged in public school classrooms. [ 115 → 119] As we begin to discuss this dark influence of evolution theory, it is important to express [ 119 → 123] our understanding that Christian teachers are sometimes not aware of the deeper agenda, [ 123 → 127] and we understand that jobs could be at risk if teachers openly oppose the entrenched educational [ 127 → 128] philosophy. [ 128 → 133] However, ideas have consequences, and sometimes the greatest impact of false ideas, such as [ 133 → 137] Darwinism, occur in areas least expected or desired. [ 137 → 141] As you digest the following information, ask yourself how different the Western world would [ 141 → 147] now be if Darwinism had been correctly rejected as a failed theory devised to prop up atheistic [ 147 → 154] philosophies, and consider the moral obligations of Catholics to restore the truth. [ 154 → 160] One of the consequences of Luther's revolt in the 1500s was the rise of various unorthodox [ 160 → 162] faith groups. [ 162 → 167] Among the more notable was an anti-Trinitarian movement with roots in Switzerland and Poland [ 167 → 174] that would spread to Britain in the late 1600s where it would come to be called Unitarianism. [ 174 → 179] Darwin's grandfather described Unitarianism as a featherbed to catch a falling Christian, [ 179 → 185] even though Charles Darwin's mother and his wife Emma were Unitarians, as was Darwin's [ 185 → 189] close friend Charles Lyell. [ 189 → 193] Unitarianism denies the reality of the Holy Trinity and other essential Christian doctrine [ 193 → 196] as being beyond reason. [ 196 → 201] As Unitarianism became firmly established in England, it soon came under the influence [ 201 → 207] of rationalism and materialistic philosophy, primarily through Joseph Priestley, a chemist [ 207 → 210] and close friend of Charles Darwin's grandfather. [ 210 → 214] In 1777, Priestley wrote of his intention to [ 214 → 219] "...inquire whether, when the nature of matter is rightly understood, there be any [ 219 → 224] reason to think that there is in man any substance essentially different from it." [ 224 → 229] Priestley concluded that man is made up entirely of matter. [ 229 → 232] Such materialistic writings soon forced him out of England. [ 232 → 238] He came to America and established the first permanent American Unitarian congregation [ 238 → 240] in the 1790s. [ 240 → 244] The Unitarian faith took root and spread in the United States. [ 244 → 249] By 1850, Unitarians had drifted further toward a religion of atheism and following the publication [ 249 → 257] of The Origin of Species in 1859, most Unitarians quickly integrated Darwinism into their beliefs. [ 257 → 261] Thereafter, an increasing number of Unitarian leaders came to acknowledge that their faith [ 261 → 266] had essentially become a godless philosophy that starkly opposed Christianity. [ 266 → 270] The movement eventually adopted the name of humanism in the early 1900s and integrated [ 270 → 274] similar belief systems including Carnesian rationalism. [ 274 → 279] In 1933, at the Conway Memorial Lecture, one of the period's leading rationalists stated, [ 304 → 312] This call for unity was in response to the 1933 publication of the Humanist Manifesto [ 312 → 316] that formally communicated the fundamental principles of humanism to the world. [ 316 → 321] Throughout the Humanist Manifesto, one again finds the unmistakable mark of evolutionary [ 321 → 322] thinking. [ 322 → 325] The document opens by stating, [ 334 → 349] The Manifesto then set forth 15 foundational tenets. [ 349 → 354] The first involves the claim that the universe is self-existing and not created. [ 354 → 361] Second, man is part of nature and has emerged as the result of a continuous process. [ 361 → 366] This evolutionary claim, in turn, meant to the humanists that man is not a mind-body [ 366 → 373] composite and our religious culture is, itself, the product of a gradual development. [ 373 → 378] The fifth tenet explains that the universe depicted by modern science makes unacceptable [ 378 → 384] any supernatural or cosmic guarantees of human values, and this is followed by the statement [ 384 → 387] that the time has passed for theism. [ 387 → 393] Henceforth, religion consists of those actions, purposes, and experiences which are humanly [ 393 → 402] significant and can include labor, art, science, philosophy, love, friendship, recreation. [ 402 → 406] Seeking fulfillment in the here and now is the explanation of the humanists' social [ 406 → 407] passion. [ 407 → 413] The tenth tenet proclaims that there will be no uniquely religious emotions and attitudes [ 413 → 418] of the kind hitherto associated with belief in the supernatural. [ 418 → 424] The thirteenth tenet calls for institutions to be transformed such that they promote humanism [ 424 → 427] and this includes religious institutions. [ 427 → 433] The fourteenth tenet declares that a profit-motivated society has shown itself to be inadequate [ 433 → 436] and a radical change must be instituted. [ 436 → 443] A social and cooperative economic order must be established and will entail the redistribution [ 443 → 445] of the means of life. [ 445 → 450] Thus, socialism is the economic goal of humanist philosophy. [ 450 → 455] The manifesto closes by stating that the religious forms and ideas of our fathers are no longer [ 455 → 457] adequate. [ 457 → 462] Man is at last becoming aware that he alone is responsible for the realization of the [ 462 → 464] world of his dreams. [ 464 → 468] That he has within himself the power for its achievement. [ 468 → 472] He must set intelligence and will to the task. [ 472 → 477] These tenets make it clear that humanism is completely dependent upon Darwinian evolution [ 477 → 480] for its intellectual justification. [ 480 → 484] Humanism cannot stand if Darwinism is false and that is why I can say that when I was [ 484 → 488] a humanist, my entire worldview depended on the truth of Darwinism. [ 488 → 495] The humanist manifesto also makes it clear that humanism and Christianity cannot be reconciled. [ 495 → 500] Humanists see it as their mission to eliminate Christianity from the modern world. [ 500 → 504] The humanist dependence on Darwinism and their opposition towards Christianity has [ 504 → 508] only become more magnified since the humanist manifesto. [ 508 → 512] In The Philosophy of Humanism, Corliss-Lamont writes that [ 512 → 517] "...biology has conclusively shown that human beings and all other forms of life were [ 517 → 524] the result not of a supernatural act of creation by God, but an infinitely long process of [ 524 → 525] evolution." [ 525 → 526] Moreover, [ 526 → 532] "...matter is self-existent, self-active, self-developing, self-enduring. [ 532 → 538] Intellectually, there is nothing to be gained and much to be lost for philosophy by positing [ 538 → 543] a supernatural creator or first cause behind the great material universe." [ 543 → 547] Explaining the moral implications, Lamont writes, [ 547 → 551] "...no human acts are good or bad in or of themselves. [ 551 → 559] Whether an act is good or bad is to be judged by its consequences for the individual and society." [ 559 → 562] Alluding to Christianity, he writes, [ 562 → 566] "...for more than two thousand years now, this Western world has had its fling with [ 566 → 572] all sorts of charming but extravagant myths and romantic but fanciful philosophies. [ 572 → 578] It is high time for us to cast aside the intellectual vagaries of the past, to think and act as [ 578 → 583] mature men and women, ready to cope with reality as it is. [ 583 → 593] We can take no more important step than to discard the illusion of immortality." [ 593 → 598] With the battle lines drawn, the humanists maneuvered to overthrow Christianity, and [ 598 → 602] it was obvious to them that Darwinism was the key. [ 602 → 607] While theistic evolutionists may insist that Darwinism need not be linked with materialism, [ 607 → 612] as is done by humanists, it is important to recognize that there were only two things [ 612 → 617] needed for materialistic evolution to be taught to generations of students. [ 617 → 623] First, the leading scientists became dominated by materialism, and second, humanists gained [ 623 → 630] control of public education and incorporated their philosophy into the curriculum. [ 630 → 635] Concerning the dominance of leading scientists by the philosophy of materialism, surveys [ 635 → 640] indicate that this dominance was already achieved in the US by 1914. [ 640 → 646] Once this control was gained, it was jealously guarded, which is why, as documented in episode [ 646 → 653] 1, more than 95% of the biological arm of the NAS, a self-electing body, currently consists [ 653 → 658] of atheists who are philosophically committed to materialistic evolution. [ 658 → 663] This means that the only thing required for the materialistic and humanistic worldview [ 663 → 669] to be taught in the biology classroom, and indeed in all subjects, is for the educational [ 669 → 675] establishment to be similarly committed to converting public school children into a false [ 675 → 676] worldview. [ 676 → 681] Unfortunately, the educational establishment was a very early convert to Darwinism and [ 681 → 683] emerging humanistic philosophy. [ 683 → 688] The stage was set for this takeover as early as 1805, when the Unitarians gained from the [ 688 → 693] Calvinists effective control of Harvard University, the institution having the largest influence [ 693 → 695] on education in the United States. [ 695 → 699] Other collegiate institutions that heavily influenced the direction of education also [ 699 → 704] abandoned their Christian past, as the Darwinian view of children as evolved animals seized [ 704 → 708] the mind of educational theorists in the 1870s. [ 708 → 713] The man-as-animal view of educators found support in the emerging field of experimental [ 713 → 719] psychology, which was led by Wilhelm Wundt and other Germans who were early converts [ 719 → 723] to the Darwinian zeitgeist, or spirit of the age. [ 723 → 728] Many educational theorists from the United States traveled to Germany for training in [ 728 → 733] the late 1800s, and many experienced a dramatic conversion to Darwinism. [ 733 → 739] The educational giant and pioneer G. Stanley Hall, for example, received his doctorate [ 739 → 743] at Harvard University and later studied under Wundt. [ 743 → 747] Hall wrote that, "...Germany almost remade me. [ 747 → 753] The only wholehearted scheme of things which I had accepted with abandon was that of an [ 753 → 758] evolution which applied no whit less to the soul than to the body of man. [ 758 → 760] This was bedrock." [ 760 → 766] Hall believed that man's mental activity was just as much a product of slow evolutionary [ 766 → 772] tendencies as the body, and revealing the combined influence of Descartes and Darwin, [ 772 → 778] he wrote of the common view held by educational theorists at the start of the 20th century. [ 778 → 785] Nature and man, there is nothing else outside, above, or beyond these in the universe. [ 785 → 791] And only now is man beginning to realize that he is truly supreme in all the universe we [ 791 → 794] know and that there is nothing above or beyond him. [ 794 → 800] Man sees his destiny, which is to rule the world within and without by the power that [ 800 → 802] comes from knowledge. [ 802 → 806] He must go on learning to control where he has been controlled. [ 806 → 809] This is his vocation as man. [ 809 → 814] Science is both his organ of apprehension and his tool by which he must make his sovereignty [ 814 → 815] complete. [ 815 → 820] We will now explain how humanist theories of education made their way into the classrooms [ 820 → 824] of America, largely through the influence of the National Education Association, or [ 824 → 830] NEA, which has roots dating to the establishment of the National Teachers Association in 1857. [ 830 → 835] Since its founding, the NEA has grown to gain tremendous influence and control over public [ 835 → 836] education. [ 836 → 840] In 2017, the NEA claimed more than 3.2 million members. [ 840 → 846] In 1879, Thomas Bicknell, who would become NEA president five years later, called for [ 846 → 852] the formation of an elite body of educators within the NEA for the purpose of discussing [ 852 → 859] questions involving the principles and philosophy of education and sustaining an advisory relation [ 859 → 862] to state and national systems of education. [ 862 → 868] The National Council of Education was formed in 1880 and one of its early debates was what [ 868 → 873] philosophy would be the driving force of the nation's education system. [ 873 → 878] Darwinian materialism soon won out, thanks in part to the influence of council member [ 878 → 882] John Dewey, a former student of G. Stanley Hall. [ 882 → 888] In 1904, Dewey became a faculty member at the influential Teachers College of Columbia [ 888 → 895] University and would become known as the father of American education. [ 895 → 899] Dewey lost his faith as a young man through the writings of Huxley, Spencer, and Darwin. [ 899 → 903] His philosophical direction was largely settled in the 1890s with the reading of Principles [ 903 → 907] of Psychology by William James of Harvard University. [ 907 → 914] This work prompted Dewey to view socialized man as the grand achievement of evolution. [ 914 → 920] In A Common Faith, Dewey wrote that primitive man's fear created the gods and that, [ 920 → 925] The religious element in life has been hampered by conceptions of the supernatural that were [ 925 → 930] embedded in those cultures wherein man had little control over outer nature and little [ 930 → 935] in the way of sure method of inquiry and test. [ 935 → 940] John Dewey, the father of American education, was a signer of the Humanist Manifesto and [ 940 → 945] he unapologetically sought to use the classroom to achieve the humanist aims. [ 945 → 950] Writing in Darwinian terms in Democracy and Education, he explained, [ 950 → 954] It is the business of the school environment to eliminate, so far as possible, the unworthy [ 954 → 959] features of the existing environment from influence upon mental habitudes. [ 959 → 963] It establishes a purified medium of action. [ 963 → 969] Education aims not only at simplifying but at weeding out what is undesirable. [ 969 → 974] Every society gets encumbered with what is trivial, with dead wood from the past. [ 974 → 978] The school has the duty of omitting such things from the environment. [ 978 → 985] As a society becomes more enlightened, it realizes that it is responsible not to transmit [ 985 → 991] and conserve the whole of its existing achievements, but only such as make for a better future [ 991 → 992] society. [ 992 → 996] The school is its chief agency for the accomplishment of this end. [ 996 → 1002] In Dewey's eyes, the dead wood to be eliminated was Christianity, and the agent of selection [1002 → 1004] was to be the school system. [1004 → 1010] In 1933, the year in which he signed the Humanist Manifesto, the father of American education [1010 → 1012] proclaimed in Teacher magazine, [1012 → 1015] There is no God and there is no soul. [1015 → 1019] Hence there are no needs for the props of traditional religion. [1019 → 1025] With dogma and creed excluded, the immutable truth is also dead and buried. [1025 → 1031] There is no room for fixed, natural laws or moral absolutes. [1031 → 1035] The issue for humanist educators was how to leverage the educational establishment to [1035 → 1039] replace the religious beliefs of the past. [1039 → 1044] Darwin would provide the answer, in part, through Edward Thorndike, an enormously influential [1044 → 1049] educational theorist whose experimental background involved the training of chickens through [1049 → 1051] conditioning techniques. [1051 → 1056] Thorndike believed that just as an animal's behavior can be controlled, so can children [1056 → 1062] be trained and directed to act in ways desired by those in control of education. [1062 → 1066] After all, he reasoned, humans are but evolved primates. [1066 → 1071] Commenting on this view of children as evolved animals who are to be trained, educational [1071 → 1075] expert Samuel Blumenfeld comments, [1075 → 1081] The idea that evolution is merely a theory taught in the biology classroom is erroneous. [1081 → 1085] Evolution is at the very basis of modern public education. [1085 → 1090] School materials have been designed to teach students as an animal, using Thorndike's [1090 → 1096] stimuli response techniques which are now universally used throughout American education. [1096 → 1102] As the field of experimental psychology continued to digest the implications of Darwinism, the [1102 → 1109] offshoot of psychology, called behaviorism, soon emerged, as expressed by John B. Watson [1109 → 1110] in the 1920s. [1110 → 1116] It is the business of behavioristic psychology to be able to predict and to control human [1116 → 1117] activity. [1117 → 1120] Why do people behave as they do? [1120 → 1125] How can I, as a behaviorist working in the interests of science, get individuals to behave [1125 → 1129] differently today from the way they acted yesterday? [1129 → 1134] How far can we modify behavior by training, conditioning? [1134 → 1140] Watson's views reflected the self-appointed mission of humanist educators to modify student [1140 → 1145] behavior and to train succeeding generations to become humanists. [1145 → 1149] As parental rights were dismissed and all avenues to escape the indoctrination were [1149 → 1154] targeted, laws were proposed to make private schools illegal. [1154 → 1161] However, in 1925, the U.S. Supreme Court ruled in Pierce v. Society of Sisters that such [1161 → 1164] laws were unconstitutional. [1164 → 1170] Four years later, the alarming direction of education was denounced by Pope Pius XI in [1170 → 1174] the encyclical Divini Ilius Magistri on Christian education. [1174 → 1176] In it he stated in part, [1176 → 1182] The family holds directly from the Creator the mission and hence the right to educate [1182 → 1188] the offspring, a right inalienable, because inseparably joined to the strict obligation, [1188 → 1194] a right anterior to any right whatever of civil society and of the state, and therefore [1194 → 1198] inviolable on the part of any power on earth. [1198 → 1202] On this point the common sense of mankind is in such complete accord that they would [1202 → 1208] be in open contradiction with it who dared maintain that the children belong to the state [1208 → 1214] before they belong to the family, and that the state has an absolute right over their education. [1214 → 1219] Therefore, it is the duty of parents to make every effort to prevent any invasion of their [1219 → 1225] rights in this matter, and to make absolutely sure that the education of their children [1225 → 1227] remain under their own control. [1227 → 1234] And above all, to refuse to send them to those schools in which there is danger of imbibing [1234 → 1237] the deadly poison of impiety. [1237 → 1242] Let it be borne in mind that the school owes its existence to the initiative of the family [1242 → 1247] and of the church long before it was undertaken by the state. [1247 → 1253] Hence the school is by its very nature an institution subsidiary and complementary to [1253 → 1255] the family and to the church. [1255 → 1261] It follows logically and necessarily that it must not be in opposition to, but in positive [1261 → 1268] accord with those other two elements, and form with them a perfect moral union, constituting [1268 → 1273] one sanctuary of education, as it were, with the family and the church. [1273 → 1282] Otherwise it is doomed to fail of its purpose, and to become instead an agent of destruction. [1282 → 1288] Of course, humanistic educators had no intention of being obedient to the successor of Saint Peter. [1288 → 1291] For Christianity was their avowed enemy. [1291 → 1297] As the downward spiral continued, Pope Pius XII correctly perceived the war of worldviews [1297 → 1303] behind the indoctrination, stating in the 1939 encyclical Certum Laetitiae. [1303 → 1309] We raise our voice in strong, albeit paternal, complaint that in so many schools of your [1309 → 1313] land Christ often is despised or ignored. [1313 → 1318] The explanation of the universe and mankind is forced within the narrow limits of materialism [1318 → 1324] or of rationalism, and new educational systems are sought after which cannot but produce [1324 → 1331] a sorrowful harvest in the intellectual and moral life of the nation. [1331 → 1336] Pope Pius XII noted that the methods of education were producing moral as well as intellectual [1336 → 1337] degradation. [1337 → 1342] This was not news to humanist educators, who long before had made the decision to indoctrinate [1342 → 1347] at the expense of teaching basic skills and reading, writing, and arithmetic. [1347 → 1353] As early as 1911, for example, G. Stanley Hall declared that very many men have lived [1353 → 1357] and died without any acquaintance with letters. [1357 → 1359] And Thorndike wrote, [1359 → 1364] The program of the average elementary school is too narrow and has been primarily devoted [1364 → 1369] to teaching the fundamental subjects, the three R's, artificial exercises like drills [1369 → 1375] on phonetics, multiplication tables, and formal writings are used to a wasteful degree [1375 → 1381] and include content that is intrinsically of little value. [1381 → 1387] Such views led to the increasing removal or de-emphasis of proven techniques such as phonics [1387 → 1389] to help students learn to read. [1389 → 1394] Consequently, the collapse of basic levels of educational achievement has been the clear [1394 → 1395] result. [1395 → 1404] To cite just one example, by 1920 the US illiteracy rate had fallen to 2.2%, while today 45 million [1404 → 1409] Americans are functionally illiterate and read below a 5th grade level, with only half [1409 → 1413] of American adults reading at or above an 8th grade level. [1413 → 1420] But then humanist educators, who aim to usher in a socialist society, have always understood [1420 → 1426] that indoctrination is much easier when students are dumbed down and do not think independently. [1426 → 1432] As one socialist put it, mankind must be divided into two unequal parts. [1432 → 1437] One-tenth receives personal liberty and unlimited right over the other nine-tenths. [1437 → 1442] The latter must lose their personality and become a kind of herd. [1442 → 1448] As the war years came, educators learned from effective military indoctrination techniques [1448 → 1452] and sought to incorporate these into the educational system. [1452 → 1459] By the 1960s, influential educational theorists Benjamin Bloom and William Spady openly declared [1459 → 1462] that the purpose of education is to direct [1462 → 1467] the intended behavior of students, the ways in which individuals are to act, think, or [1467 → 1471] feel as the result of participating in some unit of instruction. [1471 → 1476] By educational objectives, we mean explicit formulation of the ways in which students [1476 → 1482] are expected to be changed by the educative process, that is, the ways in which they will [1482 → 1486] change in their thinking, their feelings, and their actions. [1486 → 1492] Bloom and Spady wrote that the behavior to be directed includes changes in interest, [1492 → 1494] attitudes, and values. [1494 → 1498] But rather than instilling the values of parents, the values taught should reflect the school's [1498 → 1504] view of the good life for the individual in the good society. [1504 → 1508] Since the educational philosophy was that of humanism, it was natural that if students [1508 → 1513] were trained to pursue the good life, a rejection of Christian values would occur. [1513 → 1518] In 1973, educational theorist Chester Pierce of Harvard made it clear that parental rights [1518 → 1522] were not even a consideration, declaring, [1522 → 1527] Every child in America entering school at the age of 5 is insane because he comes to [1527 → 1531] school with certain allegiances toward our founding fathers, toward his parents, toward [1531 → 1537] our elected officials, toward a belief in a supernatural being, and toward the sovereignty [1537 → 1540] of this nation as a separate entity. [1540 → 1546] It's up to you, teachers, to make all of these sick children well. [1546 → 1549] A decade later, humanist John Dunphy proclaimed, [1549 → 1554] I am convinced that the battle for humankind's future must be waged and won in the public [1554 → 1559] school classroom by teachers who correctly perceive their role as the proselytizers of [1559 → 1562] a new faith, a religion of humanity. [1562 → 1568] Teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, [1568 → 1573] for they will be ministers of another sort, utilizing a classroom instead of a pulpit [1573 → 1578] to convey humanist values in whatever subject they teach, regardless of the educational [1578 → 1582] level, preschool, daycare, or large state university. [1582 → 1587] The classroom must and will become an arena of conflict between the old and the new. [1587 → 1593] The rotting corpse of Christianity, together with all its adjacent evils and misery, and [1593 → 1598] the new faith of humanism, resplendent in its promise of a world in which the never-realized [1598 → 1604] Christian ideal of love thy neighbor will finally be achieved. [1604 → 1609] As these quotations demonstrate, humanist educators have long recognized that the primary [1609 → 1614] obstacle to implementing behavioral modification techniques are Christian values. [1614 → 1620] Bloom and Spady wrote that the view needing to be overcome is that one's beliefs, attitudes, [1620 → 1624] values, and personal characteristics are private matters. [1624 → 1627] Attitudes toward God, home, and family are private concerns. [1627 → 1629] The authors continue. [1629 → 1635] Closely linked is the distinction frequently made between education and indoctrination [1635 → 1637] in a democratic society. [1637 → 1641] Education opens up possibilities for free choice and individual decision. [1641 → 1646] Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice [1646 → 1647] and decision. [1647 → 1652] It is regarded as an attempt to persuade and coerce the individual to accept a particular [1652 → 1654] viewpoint or belief. [1654 → 1659] Perhaps a reopening of the entire question would help us to see more clearly the boundaries [1659 → 1664] between education and indoctrination, and the simple dichotomy would no longer seem [1664 → 1668] as real as the rather glib separation of the two suggests. [1672 → 1679] As the humanist agenda was more aggressively pursued, use was made of experiments showing [1679 → 1685] indoctrination techniques to be most effective when involving group discussions that are [1685 → 1689] directed by facilitators toward a certain outcome. [1689 → 1695] It was also evident that Christian values could be most easily changed when immoral [1695 → 1702] practices were presented as normal and acceptable in settings involving peer pressure. [1702 → 1708] This can be worked into nearly any subject, but is most easily done as part of so-called [1708 → 1711] sex education. [1711 → 1717] The humanist intent is to create an internal conflict with a child's conscience, to create [1717 → 1723] cognitive dissonance, in the hope that students will resolve the conflict by rejecting their [1723 → 1726] Christian faith. [1726 → 1731] Such techniques were already known in the 1920s, and were promoted at the eugenic and [1731 → 1738] humanistic-based Congress of the World League for Sexual Reform, held in London in 1929. [1738 → 1745] This prompted Pope Pius XI to protest in Divini Ilius Magistri. [1745 → 1750] Another very grave danger is that naturalism, which nowadays invades the field of education [1750 → 1753] in that most delicate manner of purity of morals. [1753 → 1759] Far too common is the error of those who with dangerous assurance and under an ugly term [1759 → 1764] propagate a so-called sex education, falsely imagining they can forearm youths against [1764 → 1770] the dangers of sensuality by means purely natural, such as a foolhardy initiation and [1770 → 1777] precautionary instruction for all indiscriminately, even in public, and worse still, by exposing [1777 → 1782] them at an early age to the occasions in order to accustom them, so it is argued, and [1782 → 1786] as it were to harden them against such dangers. [1786 → 1792] Increasingly, during the 1970s, sex education classes were used to portray the immoral as [1792 → 1793] normal. [1793 → 1798] And not coincidentally, this strategy coincided with the publication of A New Bill of Sexual [1798 → 1804] Rights and Responsibilities, published in the January-February 1976 issue of The Humanist. [1804 → 1809] The nine-point list called for the expansion of sexual boundaries and an end to taboos. [1809 → 1813] It demanded the right to contraception, voluntary sterilization, and abortion. [1813 → 1817] It declared that sexual morality cannot be legislated. [1817 → 1822] It stated that physical pleasure divorced from divine precepts is itself morally valuable, [1822 → 1827] and that all sexual encounters should occur in accordance with humane and humanistic values. [1827 → 1832] Two years later, the landmark book, Values Clarification, a handbook of practical strategies [1832 → 1838] for teachers and students, was published and explained to teachers in the opening. [1838 → 1842] So often what goes on in the classroom is irrelevant and remote from the real things [1842 → 1845] that are going on in students' lives. [1845 → 1849] Young people are being asked and are asking themselves important personal and theoretical [1849 → 1853] questions that will lead them to important decisions and action. [1853 → 1856] Should Bill and I live together before marriage? [1856 → 1858] Shouldn't we know if we're really compatible? [1858 → 1863] Does religion have some meaning in my life, or is it nothing more than a series of outmoded [1863 → 1865] traditions and customs? [1865 → 1870] The book discounts parental rights as an illegitimate means of instilling values. [1870 → 1875] Young people brought up by moralizing adults are not prepared to make their own responsible [1875 → 1876] choices. [1876 → 1881] Most young people do not need adults running their lives for them, but they do want and [1881 → 1882] need help. [1882 → 1888] Ascribing its methodology to the earlier work of John Dewey and others, Values Clarification [1888 → 1892] directs teachers to use approaches which help students become aware of the beliefs [1892 → 1899] and behaviors they prize and would be willing to stand up for in and out of the classroom. [1899 → 1905] The book then introduces 79 specific lessons in which probing, leading questions are directed [1905 → 1907] at students. [1907 → 1911] Students are led to discuss these value-based questions and examine their individual responses [1911 → 1912] to them. [1912 → 1917] Teachers, meanwhile, are encouraged to permanently post the following seven questions on a classroom [1917 → 1919] bulletin board. [1919 → 1920] Number 1. [1920 → 1921] Are you proud of? [1921 → 1924] Do you prize or cherish your position? [1924 → 1925] Number 2. [1925 → 1928] Have you publicly affirmed your position? [1928 → 1929] Number 3. [1929 → 1932] Have you chosen your position from alternatives? [1932 → 1933] Number 4. [1933 → 1939] Have you chosen your position after thoughtful consideration of the pros and cons and consequences? [1939 → 1940] Number 5. [1940 → 1942] Have you chosen your position freely? [1942 → 1943] Number 6. [1943 → 1948] Have you acted on or done anything about your beliefs? [1948 → 1949] And Number 7. [1949 → 1955] Have you acted with repetition, pattern, or consistency on this issue? [1955 → 1960] To describe just one of the 79 lessons that followed, Strategy 3 involves students voting [1960 → 1962] on which values they strongly support. [1962 → 1965] The exercise begins by asking, how many here? [1965 → 1969] And then follows with a range of issues. [1969 → 1973] How many here think we ought to legalize pot marijuana? [1973 → 1975] Approve of abortion. [1975 → 1977] Approve of premarital sex for boys. [1977 → 1980] Approve of premarital sex for girls. [1980 → 1985] Think sex education instruction in the school should include techniques for lovemaking, [1985 → 1986] contraception. [1986 → 1991] Think today's kids are more courageous, adventurous, wise, involved, and concerned [1991 → 1994] with life than the previous generations. [1994 → 2000] Would approve of a marriage between homosexuals being sanctioned by priest, minister, or rabbi. [2000 → 2004] Would approve of a young couple trying out marriage by living together for six months [2004 → 2007] before actually getting married. [2007 → 2010] Would encourage abortion for an unwed daughter. [2010 → 2013] Have spoken with homosexuals about their lifestyle. [2013 → 2018] Would approve of contract marriages in which the marriage would come up for renewal every [2018 → 2019] few years. [2019 → 2023] Would be upset if organized religion disappeared. [2023 → 2028] Think there is nothing morally wrong with using the pill for birth control. [2028 → 2032] Think we should legalize mercy killings. [2032 → 2036] Many of the remaining strategies were equally as manipulative and morally offensive. [2036 → 2041] With such an aggressive attack on Christian values and parental rights, values clarification [2041 → 2046] curricula gradually generated opposition, only to be replaced by outcome-based education [2046 → 2050] techniques that aimed to achieve the same end. [2050 → 2054] Most recently has been common core, the exact contents of which have been closely guarded. [2054 → 2058] Be aware that what this curriculum and all that may follow have in common is the use [2058 → 2062] of modern computer technology that makes it increasingly difficult for parents to monitor [2062 → 2064] what is being taught. [2064 → 2068] As educational expert BK Eichmann explains. [2068 → 2073] Now with the computer it is possible to cut the parent completely out of the picture and [2073 → 2079] in effect input the same ideas and concepts over and over in different formats until the [2079 → 2083] learner responds appropriately to the stimulus. [2083 → 2088] A simulated situation can be presented to a student via his personal classroom computer [2088 → 2093] and the computer can simulate the consequences of the child's actions, which the learner [2093 → 2095] selects from a variety of options. [2095 → 2100] The curriculum developer builds reward and punishment into the learning program. [2100 → 2105] For example, incrementally increasing the frustration level and the teacher, school [2105 → 2110] psychologist, clinician can monitor the pupil's reaction. [2110 → 2115] Eichmann also explains that such methods can involve mandatory assessment testing to [2115 → 2120] measure and track attitudes even at the individual level and the retraining and retesting of [2120 → 2126] students who did not accept the initial conditioning. [2126 → 2131] The evil of such techniques goes beyond the rejection of Christian values and parental [2131 → 2132] rights. [2132 → 2138] The techniques encourage sexually permissive behavior and downplay or ignore the harmful [2138 → 2139] consequences. [2139 → 2145] Such methods place the emotional, physical, and spiritual health of children at risk and [2145 → 2150] can correctly be described as preying on children and a form of child abuse. [2150 → 2155] Currently, many high school and grade school children are commonly taught the following [2155 → 2158] involving sexual behavior and its consequences. [2158 → 2160] 1. [2160 → 2164] That sex outside of marriage is normal and safe if used in contraception. [2164 → 2165] 2. [2165 → 2168] That there are only minor abortion aftereffects. [2168 → 2169] 3. [2169 → 2172] That abortion does not kill an innocent human being. [2172 → 2173] 4. [2173 → 2177] That abortion and contraception are needed to avert overpopulation. [2177 → 2178] 5. [2178 → 2186] That there is a genetic cause of homosexuality, and if it is in the genes, it must be acceptable. [2186 → 2191] Confirmation of this agenda is seen in books endorsed by the NEA and by reviewing the NEA [2191 → 2196] Handbook, which sets forth the NEA's ideology and agenda. [2196 → 2199] Resolutions in the 2017 NEA Handbook call for [2199 → 2200] 1. [2200 → 2207] NEA activity in sex education, with teachers being exempted from censorship and lawsuits, [2207 → 2212] and with programs providing information about birth control and family planning, diversity [2212 → 2218] of sexual orientation and gender identification, homophobia, age-appropriate medically accurate [2218 → 2226] information including lesbian, gay, bisexual, transgender, and questioning LGBTQ issues, [2226 → 2231] and affirmative consent, being defined as sexual activity, through which both parties [2231 → 2237] clearly declare their willingness to participate through a voluntary, conscious, and affirmative [2237 → 2238] agreement. [2238 → 2239] 2. [2239 → 2244] In-school family planning counseling and access to birth control methods with instruction [2244 → 2247] in their use, if deemed appropriate by local choice. [2248 → 2249] 3. [2249 → 2253] Counseling services and programs, staffed by trained personnel, that deal with high [2253 → 2259] suicide and dropout rates and the high incidence of teen prostitution, while holding that therapies [2259 → 2265] designed to alter a student's orientation or identity are harmful to the emotional development [2265 → 2268] of LGBTQ students. [2268 → 2272] The right to reproductive freedom, with the government to give high priority to making [2272 → 2277] available all methods of family planning, and school-based family planning clinics that [2277 → 2281] will provide intensive counseling by trained personnel. [2281 → 2282] 4. [2282 → 2288] Programs that increase acceptance of gays, lesbians, bisexuals, and transgendered persons. [2288 → 2289] 5. [2289 → 2294] Inclusive educational programs that address the unique needs and concerns of lesbian, [2294 → 2301] gay, bisexual, transgender, and questioning LGBTQ students, including acknowledgement [2301 → 2309] of the significant contributions of diverse LGBTQ persons in American history and culture, [2309 → 2314] involvement of educators knowledgeable in LGBTQ issues, and the development of educational [2314 → 2315] materials. [2315 → 2316] 6. [2316 → 2322] Opposition to homeschooling as it denies the students a comprehensive education. [2322 → 2324] And 7. [2324 → 2329] Condemnation of the philosophy and practices of movements that are inimical to the ideals [2329 → 2339] of the association, which it refers to as extremist groups. [2339 → 2344] There are a number of organizations that instill humanist views of sexuality in the public [2344 → 2351] schools, including the Sex Information and Education Council of the United States, SEACUS, [2351 → 2358] which was launched in 1964 at the Kinsey Institute of Indiana University by former Medical Director [2358 → 2363] for Planned Parenthood Federation Mary Calderon, among others. [2363 → 2371] The Kinsey Institute was named after Alfred Kinsey, a pioneer of human sexuality studies. [2371 → 2377] Kinsey obtained a zoology degree in 1916 and was heavily influenced by the new biology [2377 → 2381] of Darwin at Harvard's Bussey Institution. [2381 → 2387] He viewed human sexual behavior as a closed Darwinian system of simple mammalian behavior. [2387 → 2392] To study this behavior, Kinsey and his team filmed sexual acts between each other and [2392 → 2398] between outsiders and themselves, and Kinsey's experiments also include those performed on [2398 → 2399] children. [2399 → 2405] In 1948, he published Sexual Behavior and the Human Male, and this was followed by Sexual [2405 → 2409] Behavior and the Human Female in 1953. [2409 → 2413] According to researcher Dr. Judith Reisman, Kinsey's conclusions included, [2414 → 2419] All sexual experimentation before marriage will increase the likelihood of a successful [2419 → 2425] long-term marriage, and venereal disease and other socio-sexual maladies will be reduced [2425 → 2426] dramatically. [2426 → 2429] Human beings are naturally bisexual. [2429 → 2436] Religious bigotry and prejudice forces people into chastity, heterosexuality, and monogamy. [2436 → 2442] Children are sexual from birth, they are unharmed by incest and adult-child sex, and often benefit [2443 → 2444] thereby. [2444 → 2450] There is no medical or other reason for adult-child sex or incest to be forbidden. [2450 → 2456] Homosexuals represent 10 to 37 percent of the population. [2456 → 2461] The basic findings of Kinsey continue to be promoted by Secus, and behind it all is the [2461 → 2464] Darwinian and humanist view of mankind. [2464 → 2469] The book, Boys and Sex, written by a former Kinsey assistant, states, [2469 → 2474] In sexual terms, children act very much like other mammals. [2474 → 2480] Massive scientific evidence shows many similarities in sexual behavior among people and animals. [2480 → 2483] All species of mammals have homosexual relations. [2483 → 2488] Since we're all mammals, it's reasonable to wonder why all boys don't engage in homosexual [2488 → 2490] behavior. [2490 → 2496] Secus has published multiple curricula, including its Guidelines for Comprehensive Sexuality [2496 → 2501] Education, Kindergarten through 12th grade, which Secus states have been distributed to [2501 → 2506] more than 100,000 people and are downloaded at a rate of 1,000 per month. [2506 → 2509] The guidelines explain. [2509 → 2514] Secus believes that sexuality education is most effective when young people not only [2514 → 2519] receive information but are also given the opportunity to explore their own attitudes [2519 → 2523] and values and to develop or strengthen social skills. [2523 → 2529] A wide variety of teaching methods and activities can foster learning, such as interactive discussions, [2529 → 2535] role plays, demonstration, individual and group research, group exercises, and homework [2535 → 2537] assignments. [2537 → 2541] The guidelines are consistent with the following Secus positions. [2541 → 2547] Secus believes that, because many adolescents are or will be sexually active, they should [2547 → 2552] receive support and assistance in developing the skills to evaluate their readiness for [2552 → 2555] mature, romantic, and sexual relationships. [2555 → 2560] Secus believes that every woman, regardless of age or income, should have the right to [2560 → 2562] obtain an abortion. [2562 → 2567] Secus believes that abortion counseling and services should be provided by professionals [2567 → 2569] specially trained in this field. [2569 → 2575] Secus believes that sexually explicit visual, printed, or online materials can be valuable [2575 → 2577] educational or personal aids. [2577 → 2582] Such materials can help reduce ignorance and confusion and contribute to a positive [2582 → 2587] concept of sexuality while supporting the sexual rights of all. [2587 → 2592] Secus has been tracking abstinence-only until marriage programs, advocating for an end to [2592 → 2598] federal funding for these programs, and helping educators and parents keep these harmful programs [2598 → 2601] out of their schools. [2601 → 2606] Since its founding, Secus has served as a link between public schools and Planned Parenthood, [2606 → 2608] the nation's leading abortion provider. [2608 → 2612] Of course, Secus, Planned Parenthood, and the NAA explain that all instruction should [2612 → 2614] be age-appropriate. [2614 → 2618] But the hollowness of this statement is clear in the following account, from grand delusions [2618 → 2622] of a 15-year-old girl whose school allowed Planned Parenthood into the sex education [2622 → 2625] classroom. [2625 → 2630] The woman from Planned Parenthood was so sleek and sophisticated, the whole class just fell [2630 → 2632] under her spell. [2632 → 2638] At first, I couldn't tell where all this was leading, but then it became really obvious. [2638 → 2644] She started asking us personal questions, very personal questions, like about our feelings, [2644 → 2649] about sex, and even about, well, about masturbation. [2649 → 2653] She then put a short film on the school's wheezing, rattling projector. [2653 → 2659] I've never seen pornography before, but this film was worse than what I could have [2659 → 2662] ever imagined hardcore pornography to be. [2662 → 2666] I wanted to look away or cover my eyes, but I couldn't. [2666 → 2669] I just stared at the screen in horror. [2669 → 2673] When the lights came back on, the entire class was visibly shaken. [2673 → 2678] With eyes as wide as saucers, the youngsters sat speechless and amazed. [2678 → 2684] She began to tell us that everything that we'd just seen was totally normal and totally [2684 → 2685] good. [2685 → 2690] She said that the couple obviously had a caring, loving, and responsible relationship because [2690 → 2694] they took proper precautions against conception and disease. [2694 → 2699] At that, the speaker passed several packages of condoms around the room, one for each of [2699 → 2700] the girls. [2700 → 2706] She instructed the boys to hold up a finger so that the girls could practice contraceptive [2706 → 2708] application. [2708 → 2711] Already shell-shocked, the students did as they were told. [2711 → 2715] Afterwards, several of the girls began quietly sobbing. [2715 → 2717] Another ran out of the room and threw up. [2717 → 2718] Still another fainted. [2718 → 2722] I have never been more humiliated in all my life. [2722 → 2726] I felt dirty and defiled after seeing the film. [2726 → 2732] But then, when I had to put that thing on Billy's finger, well, that was just awful. [2732 → 2733] It was horrible. [2733 → 2735] It was like I'd been raped. [2735 → 2737] Raped in my mind. [2737 → 2738] Raped by my school. [2738 → 2740] Raped by Planned Parenthood. [2740 → 2747] I think I was, that we all have been, betrayed. [2747 → 2752] What are the consequences of such tactics, according to Dr. Melvin Ankel, an expert in [2752 → 2755] the field of human sexuality? [2755 → 2760] The truth is that typical sex education courses are almost perfect recipes for producing personality [2760 → 2764] problems and even perversions later in life. [2764 → 2769] Contemporary sex education courses not only disregard the need for intimacy, they explicitly [2769 → 2771] violate it. [2771 → 2776] Sex education, whether purposefully or not, desensitizes students to the spiritual quality [2776 → 2778] of human sexuality. [2778 → 2784] In addition, sex courses break down the students' mental barriers of shame, which are dams that [2784 → 2787] control base sexual urges. [2787 → 2792] A vast amount of psychoanalytic experience suggests that the majority of adult perverts [2792 → 2797] are products of premature sexual seduction in early childhood. [2797 → 2801] Sex education is not limited to actual molestation. [2801 → 2806] A child can be seduced by overexposure to sexual activities, including sex education [2806 → 2810] courses in the classroom. [2810 → 2815] Other organizations also complement the NEA and SECAS strategies. [2815 → 2822] The Gay, Lesbian, and Straight Education Network, or GOLSEN, was founded in 1990. [2822 → 2828] The basic intent of this organization is to affirm and promote the homosexual lifestyle. [2828 → 2833] The organization has been extremely successful due to the strategy employed, as explained [2833 → 2836] by Kevin Jennings of GOLSEN. [2836 → 2842] If the radical right can succeed in portraying us as preying on children, we will lose. [2842 → 2847] We must learn from the abortion struggle, where the clever claiming of the term pro-life [2847 → 2853] allowed those who opposed abortion on demand to frame the issue to their advantage. [2853 → 2857] In Massachusetts, the effective reframing of this issue was the key. [2857 → 2863] We immediately seized upon the opponent's calming card, safety, and explained how homophobia [2863 → 2867] represents a threat to student safety. [2867 → 2873] Titling our report, Making Schools Safe for Gay and Lesbian Youth, we automatically threw [2873 → 2878] our opponents onto the defensive and stole their best line of attack. [2878 → 2883] Finding the effective frame for your community is the key to victory. [2883 → 2888] It must be linked to universal values. [2888 → 2893] While the call for student safety does indeed provide a link to universal values, including [2893 → 2898] those held by Catholics, there is an agenda here that goes far beyond concerns for student [2898 → 2900] safety. [2900 → 2906] For the truth is that homosexual activity is extremely risky from a health standpoint. [2906 → 2911] According to the authors of Male and Female, He Made Them, health issues include advanced [2911 → 2916] rates of cancer, HIV, and sexually transmitted diseases. [2916 → 2921] Male homosexuals are prone to cancer, especially anal cancer, which is quite rare among male [2921 → 2928] heterosexuals, and various sexually transmitted diseases, including urethritis, laryngitis, [2928 → 2937] prostatitis, hepatitis A and B, syphilis, gonorrhea, chlamydia, herpes, lymphogranuloma [2937 → 2943] venereum, and genital warts caused by human papillomavirus, which is also a cause of genital [2943 → 2944] cancers. [2944 → 2951] Hepatitis B and C are also more prevalent in active homosexuals. [2951 → 2953] Author Jeffrey Satanova concludes that, [2954 → 2960] The gay male lifespan, even apart from AIDS and with a long-term partner, is significantly [2960 → 2965] shorter than that of married men in general by more than three decades. [2965 → 2970] AIDS further shortens the lifespan of homosexual men by more than 7%. [2970 → 2975] In the current political atmosphere, the whole notion that homosexuality is dangerous must [2975 → 2977] appear inflammatory. [2977 → 2984] But consider for a moment, if these findings are true, how could anyone with a heart for [2984 → 2989] the sufferings of others stand by in silence? [2989 → 2996] Catholics agree that every human, born and unborn, has inherent dignity, and that all [2996 → 3001] students should be able to learn in a safe environment. [3001 → 3006] And while no one should be surprised that same-sex attraction has become more prevalent [3006 → 3012] with the breakdown of the family, to promote this lifestyle and to ignore the health and [3012 → 3020] moral implications of acting on such impulses is to ignore the reality that any sexual activity [3020 → 3027] outside of the marital bond between one man and one woman violates God's moral law and [3027 → 3030] poses tremendous health risks. [3030 → 3035] The humanist agenda that is being played out in schools across America and in the Western [3035 → 3041] world is a true spiritual war, and it has had real victims that number in the tens of [3041 → 3043] millions. [3043 → 3050] May God have mercy on those who are knowingly part of this evolution-based deception. [3050 → 3055] And if any viewer still cannot see the link between denying the true nature of God as [3055 → 3062] Creator and the denial of man's own nature, please read chapter 1 of Romans, where St. [3062 → 3069] Paul describes the destiny of societies in which the truth about the Creator is hindered. [3069 → 3074] Summarizing the agenda and approach of the humanistic educational establishment, Samuel [3074 → 3077] L. Blumenfeld writes, [3077 → 3084] Day in and day out, the entire humanist, hedonist culture wages a relentless campaign to sexualize [3084 → 3088] Americans, to produce sexual addiction to the point that Americans will reject the self-restraining [3088 → 3091] standards of Orthodox Christianity. [3091 → 3097] This is done by creating cognitive dissonance, a conflict between the children's prematurely [3097 → 3101] aroused sexual desires and their family religion. [3101 → 3107] In short, the purpose of creating cognitive dissonance is to enable the child to get rid [3107 → 3110] of his Christian conscience. [3110 → 3115] Meanwhile, Christians ignorant of the linkage between Darwinism, humanistic philosophy, [3115 → 3119] education, and the loss of faith are played for fools as they are led to believe that [3119 → 3123] educational problems can be solved if only a few more billion tax dollars are injected [3123 → 3126] into the school system. [3126 → 3132] Unfortunately, those students who survive the bombardment of humanistic and Darwinian [3132 → 3137] education in grade school and high school will be subjected to these same views when [3137 → 3142] they go off to college and are no longer under the parental protective umbrella. [3142 → 3148] In fact, evolution has long been treated as a unifying theme across most disciplines at [3148 → 3149] the collegiate level. [3149 → 3155] In addition to the natural sciences and jurisprudence, which have been previously discussed, we will [3155 → 3161] briefly explain that other subjects dominated by the logical extension of Darwinism include [3161 → 3168] ethics, sociology, psychology, philosophy, and theology. [3168 → 3172] In the area of moral philosophy or ethics, Ernst Mayr, one of the leading evolutionists [3172 → 3176] of the 20th century explained. [3176 → 3180] After Darwin, philosophers had the formidable task of replacing a supernatural explanation [3180 → 3184] of human morality with a naturalistic one. [3184 → 3189] Much of the literature on the relation between ethics and evolution of the last 130 years [3189 → 3194] has been devoted to a search for a naturalistic ethics, and several volumes on the subject [3194 → 3203] appear annually, 125 years after Darwin first posed the problem in 1871. [3203 → 3209] And after all this time, what have the Darwinian humanistic moral philosophers concluded about [3209 → 3212] moral behavior and human dignity? [3212 → 3220] In Created from Animals, The Moral Implications of Darwinism, Professor James Rachels explains. [3220 → 3224] Any adequate defense of human dignity would require some conception of human beings as [3224 → 3227] radically different from other animals. [3227 → 3231] But that is precisely what evolutionary theory calls into question. [3231 → 3238] This being so, a Darwinian may conclude that a successful defense of human dignity is most unlikely. [3238 → 3243] Consequently, an infant with severe brain damage, even if it survives for many years, [3243 → 3248] may never learn to speak and its mental powers may never rise above a primitive level. [3248 → 3253] In fact, its psychological capacities may be markedly inferior to those of a typical [3253 → 3255] rhesus monkey. [3255 → 3264] In that case, moral individualism would see no reason to prefer its life over the monkey's. [3264 → 3269] The discipline of sociology, which is the study of human society, behavior, and social [3269 → 3276] problems, also widely adopted the Darwinian and humanist view by the early 1900s. [3276 → 3284] A college textbook published in four editions between 1910 and 1924, titled Sociology and [3284 → 3289] Modern Social Problems, taught that ethics is the science which deals with the right [3289 → 3296] or wrong of human conduct and is dependent upon sociology for its criteria of rightness [3296 → 3298] or wrongness. [3298 → 3301] And what was the basis of sociology? [3301 → 3304] The college text explains. [3304 → 3308] Since Darwin wrote his Origin of Species, all the sciences in any way connected with [3308 → 3312] biology have been profoundly influenced. [3312 → 3316] It is important that the student of sociology, therefore, should understand at the outset [3316 → 3321] something of the bearing of the theory of evolution upon social problems. [3321 → 3326] It is evident that if we assume Darwin's theory of descent in sociology, we must look [3326 → 3332] for the beginnings of many peculiarly human things in the animal world below man. [3332 → 3336] To look for the origin of the family, we should have to turn first of all to the habits of [3336 → 3339] animals nearest man. [3339 → 3344] This is only one of the many bearings which Darwin's theory has upon the study of social [3344 → 3345] problems. [3345 → 3350] But it is evident even from this that it revolutionizes sociology. [3350 → 3355] But someone may ask, why should the sociologist accept Darwin's theory? [3355 → 3361] The reply is that biologists, generally, during the last fifty years, after a careful study [3361 → 3366] of Darwin's arguments and after a careful examination of all other evidence, have come [3366 → 3370] universally to accept the doctrine of descent. [3370 → 3375] Having argued for a biological basis for the social sciences, the book explains that after [3375 → 3382] the publication of Darwin's Origin of Species in 1859, the evolution theory of the family [3382 → 3383] came to be accepted. [3383 → 3389] This theory holds that the family arose from confused if not promiscuous sex relations [3389 → 3395] and the survival benefit that arose when related members acted as a cohesive unit. [3395 → 3400] True, the text discusses, there are many things peculiar to the human family life that [3400 → 3406] are found in no other animal species below man, including chastity in women and a feeling [3406 → 3411] of modesty or shame as regards matters of sex among the human beings. [3411 → 3416] However, these peculiarities of human family life are to be explained through the fact [3416 → 3420] that man has passed through many more stages of evolution. [3420 → 3426] All can be explained through natural selection and man's higher intellectual development. [3426 → 3431] The text then goes on to discuss divorce and other sociological problems as well as possible [3431 → 3442] solutions, all from an evolutionary and non-theistic perspective. [3442 → 3447] The field of psychology was, as previously mentioned, heavily influenced by Darwin through [3447 → 3451] William Wundt and others in the late 1800s. [3451 → 3456] In the historical introduction to modern psychology, Garner Murphy writes, [3456 → 3461] The influence of Darwinism upon psychology during the last quarter of the 19th century [3461 → 3467] probably did as much as any single factor to shape the science as it exists today. [3467 → 3472] Of course, when any discipline is based upon a falsehood, that discipline cannot help but [3472 → 3478] produce errant conclusions that can lead individuals away from the truth and even into [3478 → 3480] harmful behaviors. [3480 → 3485] The fall of psychology into deep error due to a false underlying worldview is perhaps [3485 → 3492] best illustrated by the most influential psychologist of the 20th century, Sigmund Freud. [3492 → 3497] Writing about the worldview underlying his theories, Freud wrote near the end of his [3497 → 3498] life, [3498 → 3503] There is no other source of knowledge of the universe but verified observations. [3503 → 3508] No knowledge can be obtained from revelation or inspiration. [3508 → 3514] Of the forces which can dispute the position of science, religion alone is a really serious [3514 → 3515] enemy. [3515 → 3519] But psychoanalysis has traced the origin of religion to the helplessness of childhood [3519 → 3525] and, in our view, the truth of religion may be altogether disregarded. [3525 → 3531] Religion is an attempt to get control over the sensory world, but it cannot achieve its [3531 → 3532] end. [3532 → 3536] Its doctrines carry with them the stamp of the time in which they originated, the ignorant [3536 → 3539] childhood days of the human race. [3539 → 3544] If one attempts to assign to religion its place in man's evolution, it seems not so [3544 → 3550] much to be a lasting acquisition, but a parallel to the neurosis which the civilized individual [3550 → 3561] must pass through on his way from childhood to maturity. [3561 → 3565] Confident of his worldview and rejection of Christianity, Freud arranged for a lethal [3565 → 3571] injection of morphine to relieve him of his suffering from cancer in 1939. [3571 → 3577] It was written in 1940 that Freud had produced a whole climate of opinion under which we [3577 → 3579] conduct our lives. [3579 → 3582] But his theories have since fallen into disrepute. [3582 → 3588] The book Decline and Fall of the Freudian Empire concludes that Freud set back the study [3588 → 3592] of psychology and psychiatry by fifty years or more. [3592 → 3598] The real tragedy, however, is known only by God and concerns the thousands or millions [3598 → 3603] who confidently rejected the Christian faith and reoriented their behaviors due to the [3603 → 3609] false views of Freud and other psychologists who based their theories and therapies on [3609 → 3613] the lies of Darwinism and humanism. [3613 → 3620] The impact of Darwinism on theology and philosophy are so significant that they will be discussed [3620 → 3622] in the next episode. [3622 → 3628] But even at this point it should be abundantly clear that our educational system has become [3628 → 3635] a soul-killing enterprise and an untold number of errors in nearly all subject areas have [3635 → 3639] sprouted from the poisoned soil of Darwinism. [3639 → 3646] As St. Thomas Aquinas wrote, that a small error in the beginning grows enormous in the [3646 → 3648] end. [3648 → 3653] Given that generations of Catholic children have now been exposed to twelve or sixteen [3653 → 3658] years of such indoctrination and hear little or nothing but silence from most Catholic [3658 → 3665] educators and clergy, should it really surprise us that the Catholic Church and all of Christendom [3665 → 3669] is in the midst of an unprecedented crisis of faith? [3669 → 3675] Tragically, Catholics must also share in the responsibility for this crisis. [3675 → 3681] While we have explained that Pope Pius XI and Pope Pius XII strongly rebuked humanistic [3681 → 3690] education and the approach to sex education, beginning in the 1960s, many Catholics pushing [3690 → 3697] for reform openly promoted the exposure of students in Catholic schools to explicit and [3697 → 3701] immoral sex education techniques. [3701 → 3707] Leading the way was Fr. James T. McHugh, later to become Bishop McHugh. [3707 → 3712] Starting in 1962, Fr. McHugh held several positions in which he rose to a place of great [3712 → 3716] influence on sex education in the U.S. [3716 → 3722] This is almost inconceivable as Fr. McHugh was on a first-name basis with leading eugenicists [3722 → 3728] and humanists, including Dr. Alan Guttmacher and Dr. Mary Calderone, both former presidents [3728 → 3729] of Planned Parenthood. [3729 → 3734] He also closely coordinated with many Catholic dissenters regarding the use of birth control [3734 → 3738] that was confirmed as immoral in Humanae Vitae. [3738 → 3744] To give just one example of Fr. McHugh's influence, in 1969, under the urging of Fr. [3744 → 3750] McHugh and other Catholics, the Family Life Bureau, in cooperation with the National Catholic [3750 → 3755] Education Association, published Sex Education, a Guide for Teachers. [3755 → 3757] The contents include the following. [3757 → 3762] Within the past few years, a number of national organizations have done pioneering work in [3762 → 3768] this field, including Sex Information and Education Council of the United States, SECIS. [3768 → 3774] The philosophy set up by these modern sex educators bears repeating, sex is not a problem [3774 → 3778] to be controlled, but a great force to be utilized. [3778 → 3783] The publication promotes the same sort of sex education promoted by SECIS, even though [3783 → 3789] it admits that the philosophy behind the approach is a realistic and humanistic philosophy that [3789 → 3793] is built upon situation ethics or the new morality. [3793 → 3798] The booklet calls for the evolution of ever more enlightened attitudes towards sex and [3798 → 3799] society. [3799 → 3804] Through this booklet and a host of additional efforts, Fr. McHugh did, indeed, lead the [3804 → 3810] evolution of the Catholic approach towards sex education. [3810 → 3816] At this point in our series, viewers should realize that when seeking to understand why [3816 → 3823] a Catholic would depart from authoritative magisterial teaching on any subject, it is [3823 → 3827] essential to look at the underlying worldview. [3827 → 3832] When we do this, it is apparent that Fr. McHugh had a very strong bond with the worldview [3832 → 3837] of Calderon, Guttmacher, and those in SECIS. [3837 → 3844] It was this bond that caused Fr. McHugh to depart from church teaching on sex education. [3844 → 3851] This strong bond, this common foundation, was belief in evolution. [3851 → 3858] In 1969, even when many Catholics were revolting against the teaching on birth control contained [3858 → 3863] in Humanae Vitae, Fr. McHugh stated, [3863 → 3867] There is no reason why God's power to summon man into existence must be limited to the [3867 → 3870] reproductive process as we know it now. [3870 → 3876] Indeed, there is no reason to presume that the divine plan does not go far beyond our [3876 → 3881] present scientific speculation and encompass evolutionary breakthroughs that are even beyond [3881 → 3884] our imagination. [3884 → 3888] Industrial engineers explain that every system is perfectly designed for the result it is [3888 → 3889] producing. [3889 → 3894] Western education systems have, for more than a century, been designed to produce the rejection [3894 → 3898] of Christian truth through the humanistic and evolutionary worldview. [3898 → 3902] While Christians aware of the agenda rightly label the humanistic aims and approach to [3902 → 3907] education as evil, I can assure you that humanistic educators view the efficiency of their apparatus [3907 → 3912] with as much pride as any communist or Nazi propagandist ever did. [3912 → 3917] I can also assure you that, because the Darwinian and materialistic view of mankind is behind [3917 → 3921] it all, humanist educators are both amused and relieved when Catholics resolve that no [3921 → 3926] harm comes from evolutionary theory as long as it is attributed to God. [3926 → 3931] This position does nothing but put caring Christian parents on the sidelines as humanistic [3931 → 3938] educators advance their atheistic, evolution-based agenda in all subject areas. [3938 → 3943] Christians cannot allow millions of students to be indoctrinated into humanistic beliefs [3943 → 3946] and expect to see the faith preserved. [3946 → 3951] Catholics cannot, decade after decade, be ignorant about the tactics of educational [3951 → 3957] indoctrination, fail to inform their youth about the onslaught, and somehow expect the [3957 → 3960] Catholic youth to emerge unscathed. [3960 → 3966] A 15-minute sermon on Sunday will seldom be sufficient to overcome five days of indoctrination [3966 → 3971] in the public school, which is constantly reinforced through peer pressure and the entertainment [3971 → 3973] media. [3973 → 3977] Eventually there will come a tipping point when indoctrinated youth no longer believe [3977 → 3983] that Christianity is true, or they will reject the faith because the path of purity appears [3983 → 3987] too demanding. [3987 → 3993] When the indoctrination occurs on a massive scale, generation after generation, it is [3993 → 3998] inevitable that the multitude who have abandoned the Christian faith will rise to power in [3998 → 4002] academia, the media, and government. [4002 → 4006] Once in positions of influence, they will join with other non-believers and seek to [4006 → 4011] have the law of the land reflect their corrupted morality. [4011 → 4016] Areas especially targeted will be those related to the Epicurean search for pleasure and the [4016 → 4018] silencing of opposition. [4018 → 4025] This means that laws will be pursued to allow or promote abortion, cloning, euthanasia, [4025 → 4030] cohabitation, the redefinition of marriage, and the suppression of opposing religious [4030 → 4032] expression. [4032 → 4038] And underpinning it all are the Darwinian and humanist views that children are evolved [4038 → 4043] animals to be conditioned by the educators. [4043 → 4051] May God forgive us for allowing the corruption of education to continue with so little opposition. [4051 → 4055] May all Catholics find the courage to accept responsibility for teaching their children [4055 → 4062] the truth and to help stop the indoctrination in public schools. [4062 → 4067] In Catholic schools, I also pray that the Holy Spirit allows each of us to see that [4067 → 4074] the continued teaching of false evolutionary claims does great harm as it sets the stage [4074 → 4079] for indoctrination as our youth go on to college. [4079 → 4082] Saint Maximilian Kolbe, pray for us. [4127 → 4134] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4134 → 4141] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4141 → 4148] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4148 → 4155] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4155 → 4160] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4160 → 4165] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4165 → 4170] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4170 → 4175] God bless you, God bless you, God bless you, God bless you, God bless you, [4175 → 4180] God bless you, God bless you, God bless you, God bless you, God bless you, [4180 → 4185] God bless you, God bless you, God bless you, God bless you, God bless you, God bless you, [4185 → 4190] God bless you, God bless you, God bless you, God bless you, God bless you, [4190 → 4195] God bless you, God bless you, God bless you, God bless you, God bless you, [4195 → 4200] God bless you, God bless you, God bless you, God bless you, [4200 → 4205] God bless you, God bless you, God bless you, [4205 → 4210] God bless you, God bless you, God bless you, God bless you, [4210 → 4215] God bless you, God bless you, God bless you, [4215 → 4220] God bless you, God bless you, [4220 → 4225] God bless you, God bless you, [4225 → 4230] God bless you, God bless you, [4230 → 4235] God bless you, God bless you, God bless you.