Largely through John Dewey’s influence, the twentieth century injected a naturalistic-evolutionary philosophy into professional education. This was a speculation that denied the reality of the supernatural, rejected changeless truth and moral standards, and spurned the relevance of historic Christian theism for the crucial problems of thought and life. Whatever worked was considered “true” until constantly changing society determined something else more workable, “more true” and tenable—until it, too, was replaced, and so on ad infinitum.
This philosophy first penetrated into teachers colleges. It spread among professional administrators, then it captivated large groups of teachers, and finally, it infected thousands of American school children exposed to its direct or indirect influence in the classroom. It was a professionally calculated leavening of American education that involved dismissing eternal spiritual and moral entities to extracurricular classification or even to the circular file.
Although American public education did not fully live and move and have its being in this naturalistic philosophy, it nonetheless contracted the disease of secularism on an epidemic scale. American public education during the past generation has not been religious in character, it has not encouraged training in religious subjects, nor has it given subject matter a religious orientation. Prevalent indifference of public schools and in some respects outright rejection of responsibility for spiritual and moral concerns have given rise to such phenomena as the Christian Day School, Released Time Education, high school Bible clubs, Inter-Varsity Christian Fellowship, Campus Crusade, and similar efforts. These developments arose out of the ...1
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