commentary: Mightier Than the Sword (Part Twenty-Four)


John W. Ritenbaugh (1932-2023)
Given 05-Dec-15; Sermon #1298c; 10 minutes

Description: (show)

Philosophers such as Nietzsche, Darwin, Mill and Marx were influential in part because they had no competition from alternative electronic media as they mesmerized their adoring sycophant educators in public education and throughout the universities. The educators sought their diversion through reading and talking about what they had read. American philosopher and educator John Dewey immersed himself in the works of Rousseau, Darwin, and Marx, applying their doctrines to his Humanist Manifesto, a work has molded and shaped the direction and outlook of American, Chinese, Japanese, and Russian educational philosophies, crafting societies which endorse abortion, the disintegration of the family, the ascendancy of the state, and the expulsion of God, and the eradicating of individualism, preparing a gullible people for socialism, Communism, and oppressive international collectivism and politically correct robot unity.




I want to remind you as we begin this commentary of why these particular individuals were so effective as teachers in shaping opinions the leadership in former centuries held and then spread throughout the times they lived in. The answer is, in a way, quite simple.

The first and most important is Satan’s unseen influence. Despite the fact that many do not believe he even exists, he is nonetheless influencing them. He is the ruler of this world and the Creator God has given him a great deal of leeway to act.

A second reason is that human nature is incredibly curious, and curiosity killed the cat. It is always attracted to some new thing like a fly is to something rotting. Its curiosity is a vanity-driven impulse that makes one feel good to be “in the know” among their friends and associates.

A third is that when the philosophers taught in their time periods, they had no competition from other entertainment. Human technology had not developed radio, TV or movies, and there were no massive sports entertainments to consume people’s time and satisfy their urges to experience what was happening. Diversion—entertainment—in those times was supplied through reading and discussion of what was read in much the same manner as we today talk about movies and sports entertainment, except they talked about what they had read or heard at lectures.

In my listing of philosophers who have greatly influenced large numbers of people into accepting humanism, we have arrived at another American. This one is named John Dewey. Dewey is a bit different in that he didn’t experience a sudden radical conversion to humanism. Rather, he gradually abandoned Christianity while in university, but long before the end of his life he was an out and out fire-breathing, anti-God humanist, who in 1930 co-authored the Humanist Manifesto that is somewhat patterned after Karl Marx’s Communist Manifesto.

One resource I used to supply some information for these brief overviews of a small number of prominent philosophers stated that he believes that it was John Stuart Mills who prepared Great Britain for the 20th century; Frederick Nietzsche who prepared Germany for the 20th century; and John Dewey who prepared America for the 20th century.

Unfortunately, much of the entire Western world nations, plus Japan, China and Russia, also subscribed to the educational philosophies of John Dewey, and this greatly helped pull all of them over the edge of the educational cliff. Thus, they became saddled with the same humanist rot.

John Dewey was deeply influenced by aspects of the educational philosophies of Jean-Jacques Rousseau; the anti-God conclusions regarding evolution of Charles Darwin; and the economic and governmental philosophy theories of Karl Marx. To have this happen is not unusual, but he applied them to his own educational philosophy and they became major parts of his programs for educating America’s children.

He was able to effect his educational philosophy because he was in university positions where he was teaching those who would become American school administrators and teachers. When he was in these influential positions, there was no fear of God in his thinking whatsoever.

Aiding him greatly in being a truly effect persuader in the minds of his students is that the students were already prepared to a fairly high degree by their general ignorance of God and His word in their minds, combined with a diminishing appreciation of this nation at the same time. In other words, the timing of his being in a position to influence through his humanist philosophies was almost perfect.

Dewey died in 1952. That’s the same decade, as I stated in a previous commentary, that I believe is the last sane decade I’ve lived in. Within 20 years of his death, a president was assassinated, a presidential candidate was assassinated, and anti-American riots erupted during presidential convention meetings on the streets of Chicago. Just a few years later (1973) murder by abortion became legal merely as a matter of convenience. We’ve now murdered almost 60 million unborn babies.

To Dewey, Darwin solved the existence-of-God roadblock to his thinking, thus freeing him of fear of disrespecting the Creator in any way. He seemingly bought into Darwin’s conclusions, hook, line, and sinker. Marx provided him with guidance regarding an aim, a goal, a reason, an object toward educating children toward. From Rousseau, he borrowed his educational philosophy regarding separating students from the influence of their parents and from religion as early in life as he could, and redirect educating them in his program while they are in the schools roughly 6-8 hours a day.

Because he had the authority of the U.S. government to organize the system of American education, he and those under him designed and installed a system to produce huge herds of robotic citizens that forcibly strives to eliminate godly individualism from existence.

A major purpose of all this was to limit individualism as much as possible and conform the children into the uniformity of what the all powerful state, not the Creator God, desired them to be. He greatly desired no interference from parents or religion. Notice: Bibles, prayer, all of that disappeared from the schools.

He never fully achieved what he and his companions desired, but they did make great strides. Perfection would be achieved by producing an I, Robot uniformity, if you can remember a few scenes from that movie. People who think individually tend to be difficult to manage. They wanted no difficulty from young people. Have you ever noticed the very apparent uniformity on photographs from Russia, China and N. Korea?

Under Dewey, textbooks were rewritten, excising references to God and the Bible and its principles. At the same time, American history was rewritten, and gradually critical references made of leaders of the Revolution.

A people was being prepared through a massive, nationwide educational scheme for the setting up of a totally humanistic existence with the government first becoming socialistic and then Communistic. Our former moral and ethical ways that were fairly closely attached to Christian laws have been debauched. Today, we as a nation are well on our way to their goal.

JWR/aws/dcg












 


 
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