Online Tracts
Values Clarification
I would like to bring to your attention a program being taught nationwide in public schools. It is called "Values Clarification." First, I want to tell you who created this program and what they believe. A group calling themselves "Humanists" are the founders. They believe there is no God. In their estimation, man is the supreme being. Secondly, they believe that there are no absolute morals. Morals, they imply, should depend on each individual situation.
The information I have indicates that this program is taught in most grades. Before your child is very old, he will probably take a test and such questions as these will be asked: Do you believe in God? Do you have a Bible in your home? Does your family pray before meals? Do your parents fight? What do they fight about? Would you date a married man? Would you take drugs?
This invasion of your child's and family's privacy may not sound too alarming at first, but it is only the beginning of an effort made to influence your child to doubt that there are absolute morals. Your child is being set up to believe that morals may be regarded as situational. Let me offer examples of how this works.
In the values clarification program, a sociologist organizes what is called the "Magic Circle." The students are told to form a circle, and the sociologist says, "Now, who are we going to help today?" One student is chosen and put in the center of the circle. All of the students take turns telling what they dislike about that person. Naturally this makes the student feel confused and embarrassed, especially if his or her ideas of morality are called into question.
Students are taught that morals may depend on a particular situation. On tests, undermining questions are asked such as, "Are you a lying Larry who lies all of the time or are you an honest Harry who tells the truth, even if it hurts someone else?" The child will look at the question and think, "I don't lie all the time but I don't want to hurt anyone, consequently, it would depend on the situation whether or not I lie."
Another part of the values clarification program is called "group therapy." In this session, students are gathered around to discuss problems such as what one would do if he were in a certain situation. An example: You are on the bank of a river full of alligators. Your boyfriend is on the opposite bank. There is only one ferry running from your side of the bank to the side your boyfriend is on. The man who runs the ferry says that he will take you across the river only if you will commit an immoral act with him. What do you do? Naturally, the implication is that if the only way to cross is to yield to the demand, that is what should be done.
I heard of an instance in one of these group therapy sessions in which a 14-year-old girl was ridiculed by her peers and reduced to tears because she would not arrive at the unanimous conclusion of her classmates. She stuck with her opinion of what was right but suppose she hadn't been strong willed? What would happen to one weak in the faith?
I have before me a book for teachers explaining the purpose of "Values Clarification" and how to present it to the students. In one place it says, "Young people brought up by moralizing adults are not prepared to make their own responsible choices. They have not learned a process for selecting the best and rejecting the worst elements contained in the various value systems which others have been urging them to follow. Thus, too often the important choices in life are made on the basis of peer pressure, unthinking submission to authority, or the power of propaganda."
The quoted material above seems to imply that those brought up by parents with morals and required to submit to the authority of their oversight, are somehow irresponsible in judgment. Is this something you are comfortable with your children being taught?
The book also lists 79 activities or tests which can be administered to the students. Let me quote the rules for one activity called "Brainstorming."
"1. No evaluation of any kind is allowed in a thinking session. If you judge and evaluate ideas as they are brought up, people tend to become more concerned with defending their sides than with thinking up new and better ones. Evaluation must be ruled out.
2. Everyone is encouraged to think up as wild ideas as possible. It is easier to tame down a wild idea than to pep up a bland idea. In fact, if wild ideas are not forthcoming in a brainstorming session, it is usually evidence that the individual participants are censoring their own ideas. They are thinking twice before they spout out an idea for fear that they may come up with a silly one and sound foolish.
3. Quantity is encouraged. Quantity eventually breeds quality. When a great number of ideas come pouring out in a rapid succession, evaluation is generally ruled out. People are free to give their imaginations wide range, and good ideas result.
4. Everyone is encouraged to build upon or modify the ideas of others. Combining or modifying previously suggested ideas often leads to new ideas that are superior to those that sparked them."
Brainstorming is a common technique frequently used, and can be an effective one when conducted within a controlled environment. But with the prevalence of uncleanness among the minds of many today, do you want your child listening to others disclose their wild imaginations in regard to moral matters? Would this contradict the careful teaching of thinking before you speak?
Let's not be deceived into thinking that we can send our children into an amoral environment without pressure being exerted upon them to change their lifestyle.
Regretfully, politically motivated school officials sometimes do not seem to be interested in preserving the integrity of the principles and morals upon which our country was founded, or the morals taught today within Christian homes.
I know of one case in which a school counselor told a young man that he was trying to live too strict a life. Sad to say, in that conversation, the counselor tore down some of the beliefs the young person had in the ideals of his Christian upbringing. The result was that soon he found himself in a deplorable situation; thankfully, however, through the influence of his godly mother, he did seek to find His way back to the Lord.
Certainly we can not be too careful in guiding our children, taking an interest in them, and teaching them the absolutes of living right. We need wisdom from above in order to rear children without having regrets when they are grown.
You may say, "If all this is so prevalent in our schools, why don't we know about it?" For one reason, the children are told not to tell their parents what goes on in this program. You may ask, "Why don't our school board members, principals, city, and state lawmakers rise up against this?" The answer is: Some may want to but are fearful of losing federal funds. Children's minds and morals are being bartered for financial advantage.
In closing, I urge all parents to take time for their children. Encourage them to talk to you about their problems and their daily lives. As Solomon asked for wisdom to guide the people, let us ask for wisdom to guide our children. ‹Wayne Murphey
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