Bill Gothard on Education: Jeri Lofland’s Thoughts

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Jeri’s post was originally published on her blog Heresy in the Heartland  on September 8, 2013. It is reprinted with her permission. Also by Jeri on HA: “Generational Observations”, “Of Isolation and Community”“His Quiver Full of Them”, “David Noebel, Summit Ministries, and the Evil of Rock”, and “The Political Reach of Bill Gothard”.

My parents began homeschooling me in third grade, and enrolled in Gothard’s Advanced Training Institute, a curriculum exclusively for alumni of his Advanced Seminar, before I started seventh grade. Our family was part of ATI until I reached my mid-twenties.

The following statements are the main points from a session of Bill Gothard’s Advanced Seminar. They can be found on pages 88-91 of the accompanying workbook and on his website. Looking back, these “principles” explain so much of my educational experience.

Advanced Seminar Session 16: Successful Education

(Bill Gothard)

  • The ultimate goal of education is not to produce a degree, but to produce many godly generations.
  • God charges parents and grandparents, not teachers, with the responsibility to train their sons and daughters.
  • God established the home, not the school, as the primary learning center; the school and church must be recognized as extensions of it.
  • The most destructive force in school is peer dependence, and parents must constantly work to protect their children from it.
  • God wants the priorities of every family to be built around daily engrafting of Scripture, rather than accumulating man’s knowledge.
  • The ability of sons and daughters to stand alone is the result not of rules, but of principles that assure a superior way of life.
  • When knowledge is learned before godly character, it produces pride and arrogance.
  • Parents who teach sons and daughters at home must be accountable to a local church (Christian school and the government).
  • Sons and daughters thrive with appropriate responsibility, and it is God’s goal that they be mature in their youth.
  • God gave boys and girls differing aptitudes; when children are taught together, boys are programmed for failure.
  • When schools group children by ages, older examples are cut off and rebels usually rise to leadership.
  • When the Bible is separated from courses, the contents come under the control of human reasoning.
  • True socializing takes place not in the arbitrary groupings of school, but in the real world of children-to-adult relationships.
  • Valuable learning time is lost in school; two hours of home teaching is equivalent to six hours of school teaching.
  • The key to effective education is not just a trained teacher and a professional curriculum, but a concerned parent and a motivated child.

God has set a limitation on learning; thus, academic freedom is no justification for studying the details of evil.

Inge Cannon (pictured here with her husband) helped Gothard develop the ATI curriculum in the early 1980's. She later directed HSLDA's National Center for Home Education.
Inge Cannon (pictured here with her husband) helped Gothard develop the ATI curriculum in the early 1980’s. She later directed HSLDA’s National Center for Home Education.

As an ATI student, I attended numerous conferences that became pep rallies for volunteerism with the Institute or urged us to study our favorite topics from the safety of our homes. (I even spent eighteen months enrolled in IBLP’s unaccredited correspondence law school!)

Inge Cannon was one familiar conference speaker. Cannon holds a master’s degree in education and helped Gothard develop the ATI curriculum in the early 1980’s. She later directed the National Center for Home Education, a division of HSLDA.

At an opening session of the 1990 ATI training conference held at the University of Tennesee in Knoxville, Inge Cannon warned us against the dangerous “High Places” of education. As she talked, I took careful and enthusiastic notes. I was just fourteen, and excited about this chance to sit with the adults.

In the Bible, God repeatedly told the ancient Israelites to tear down the idolatrous “high places”. Cannon thus defined a high place as:

“any goal or objective so commonly accepted that it is validated and esteemed as good, even though it violates the will and word of God”.

According to Cannon, the following “high places” are educational myths for home-educating parents to avoid.

The High Places of Education

(Inge Cannon–June 23, 1990)

  • Comparison–i.e., SAT tests and bell-shaped curves, parents should not base their curriculum on these; also pluralism that pressures those with strong beliefs to “give in to those who believe nothing”
  • Grading–earning a teacher’s certificate, for example, merely means one has passed the right courses, not that one is “qualified to produce results”
  • Completion–filling in all the blanks or answering all the questions or taking the final exam does not mean the educational task is complete; the object is to “know” the material, not merely to “cover” it
  • Equivalency–“believing that a curriculum is proper and right when it matches the academic sequence and requirements of traditional, formal education”
  • Tangibility–“believing only what I can see or touch is real, thereby de-emphasizing those elements that require faith or minister to the spirit of my child”
  • Self-expression–“believing that the arts are too personal to be governed by absolute standards”; the arts can never be amoral
  • Methodology–“believing there is only one right way to teach a lesson”
  • Socialization–“Children don’t learn anything good from one another!”
  • Exposure–exposing children to all kinds of knowledge is unnecessary for a well-rounded education; children should be ignorant of evil, they shouldn’t understand dirty jokes, they shouldn’t study false religions; “There are some things God doesn’t want us to know.”
  • Statistical Verification–believing [the Bible] “needs to be verified  by scientific measurements before choosing to obey its instructions”

During my time in ATI, I was just one of thousands of young people who were told that we didn’t need college credits, that college would corrupt our minds with “vain philosophies” and threaten our faith, that there are some things “God doesn’t want us to know”, and that employers would come looking for us because of our diligence, obedience, and virtue. So, many of us dutifully eschewed degrees in favor of home-based study.

Gothard, incidentally, later changed his mind and now even touts the Ph.D. degree Lousiana Baptist University conferred on him in 2004, much to the chagrin of those of us for whom the new dispensation came too late. Hundreds of former ATI students live today with the socioeconomic consequences of what we were taught, even as we struggle to catch up to our college-educated peers.

Rewriting History — The History of America Mega-Conference: Part Three, “Religious Liberalism” And Those Magnificent Mathers

Rewriting History — The History of America Mega-Conference: Part Three, “Religious Liberalism” And Those Magnificent Mathers

HA note: This series is reprinted with permission from Ahab’s blog, Republic of Gilead. For more information about Ahab, see his blog’s About page. Part Three of this series was originally published on July 7, 2013.

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Also in this series: Part One: First Impressions | Part Two: Doug Phillips on God in History | Part Three: “Religious Liberalism” And Those Magnificent Mathers | Part Four: Kevin Swanson Is Tired Of Losing | Part Five: Messiah States and Mega-Houses | Part Six: Doug Phillips Rages Against the 20th Century | Part Seven: Christian Vikings, Godly Explorers, and Strange Bacon | Part Eight: Closing Thoughts

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On Wednesday, July 3rd, I took in two workshops at Vision Forum’s History of America Mega-Conference: “The Rise of Religious Liberalism” and “Puritanism and the Multigenerational Vision of the Mather Family”. The first was a swipe at progressive Christianity and 19th century spiritual movements, while the latter praised Cotton Mather and his forefathers for their piety and devotion to family life.

On Wednesday morning, Col. John Eidsmoe of the Oak Brook College of Law and Government Policy presented “The Rise of Religious Liberalism”. The workshop was a polemic look at the rise of Unitarianism, Transcendentalism, and other forms of “religious liberalism” in 19th century America.

Eidsmoe spoke warmly of early Americans who celebrated Christianity. The Constitutional Convention, he claimed, had mostly Christians in attendance and involved God in their work. He dismissed the deist Founding Fathers in attendance as “outliers”. He discussed the message of 18th century preacher George Whitfield, who did much to unite Americans under a common faith, he claimed.

Eidsmoe also smiled upon Benjamin Franklin for praising Christian preaching and social endeavors, suggesting that the Founding Father appreciated Christianity. However, I found his portrait of Franklin to lack nuance. While Franklin did celebrate the Puritan virtues of his upbringing and respect preachers such as George Whitefield, he also referred to himself as a Deist in his 1771 autobiography, embraced Enlightenment ideas, endorsed religious pluralism, and spent time at a London Unitarian congregation.

In the 1800s, despite the Second Great Awakening, America sees the emergence of Unitarianism. Eidsmoe pointed out that 19th century Unitarians were different from today’s Unitarian Universalists, describing them as “strongly moral” people who revered the Bible but did not believe in the Trinity.

The 1800s also saw the emergence of Transcendentalism, which Eidsmoe described as a belief in God’s presence within nature and humans. Transcendentalists, Eidsmoe stated, believed that all humans have a divine spark within them, and that by getting in touch with that divine spark, they can become godlike. According to Eidsmoe, Transcendentalists rejected the idea of original sin and did not see the need for a savior, thus contrasting them to Christians.

Eidsmoe didn’t seem to think highly of Transcendentalists, sneering at failed Transcendentalist projects such as Fruitlands commune. He briefly discussed major Transcendentalist thinkers such as Ralph Waldo Emmerson, who drew inspiration from German thinkers such as Friedrich Schleiermacher, Buddhism, and the Bhagavad Gita. Eidsmoe also discussed Henry David Thoreau in unfriendly terms, scoffing at Thoreau for trumpeting his return to nature inWalden while eating meals at his parents’ house and drinking coffee in town. Thoreau defended civil disobedience in his classic essay, but Eidsmoe claimed that this was actually a Biblical concept rooted in obedience to God over obedience to civil authority. (For a more in-depth, non-polemical look at Transcendentalism, click here.)

Practice eisegesis much? I thought.

Transcendentalism led to the rise of “religious liberalism” by leading Americans away from Biblical Christian principles, Eidsmoe argued. While he praised Albert Schweitzer for his scholarly and humanitarian work, he disagreed with his “liberal” view of Jesus in Quest for the Historical Jesus. Eidsmoe also disagreed with the work of Julius Wellhausen, who theorized that the Pentateuch was written by four authors in different time periods rather than Moses (later known as the documentary hypothesis or Wellhausen hypothesis). Wellhausen’s theory was rooted “squarely upon evolutionary thought”, Eidsmoe insisted, even though Wellhausen was not the first scholar to speculate that someone other than Moses penned the Pentateuch. Eidsmoe frowned upon the Wellhausen hypothesis, seeing it as an attack on the divinity of Jesus himself who acknowledged Moses as the author of the Torah. Finally, Eidsmoe was also disdainful of the alleged Darwinist worldview, which he caricatured as positing that humans started in the “slime” and evolved, rather than being created by God with moral responsibility.

These 19th century forces contributed to religious liberalism, which exerts influence even today, Eidsmoe argued. He criticized modern “open-minded” liberalism as being closed-minded to anything evangelical, and caricatured religious liberalism as having five characteristics:

  • Denial of absolute truth in favor of a view of truth as relative, subjective, and evolving.
  • Emphasis on man rather than God, with God as a servant of man instead of vice versa.
  • “Presumption against the supernatural” and miraculous.
  • Optimism about progress, public education, medicine, and democracy heralding a new dawn, before events such as World War I and World War II casts shadows on progress.
  • A belief that the Bible is accurate in its conclusions but not its details, or the belief that parts of the Bible are divinely inspired but not inerrant.

The fact that this does not accurately describe progressive Christianity, past or present, seemed to have escaped him. Progressive and moderate people of faith would not describe their beliefs as such, which also seemed to have escaped Eidsmoe.

Eidsmoe listed several alleged dangers of religious liberalism, including the supposed lack of a basis for morality, the supposed lack of basis for evangelism, and the reduction of Jesus to a mere man or to one path to truth among many. Religious liberalism supposedly leaves no room for freedom, he claimed, since it reduces humans to evolutionary animals rather than moral agents accountable to God. He accused religious liberalism of having no means of maintaining Christianity or perpetuating the faith, claiming that liberal Christian denominations are losing members. (Perhaps he forgot that many mainline denominations and religious schools are losing members too?) Germany serves as a model for what can go wrong with religious liberalism, he insisted, claiming that one-hundred years of liberal German thought gave rise to Hitler and the Holocaust. In short, Eidsmoe demonized religious liberalism, using straw man arguments to grossly misrepresent what liberal Christians actually believe.

Eidsmoe concluded the workshop by warning listeners that religious liberalism could seep into their churches. He urged the audience to stay alert for liberal trends in their churches and seminaries, and to stay faithful to belief in Biblical inerrancy. In short, his workshop was not so much a tour of 19th century religious thought as a polemic against non-fundamentalist Christianity, complete with caricatures, oversimplification, and fear.

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On Wednesday afternoon, Scott Brown presented “Puritanism and the Multigenerational Vision of the Mather Family”. Brown, a pastor at Hope Baptist Church in Wake Forest, NC and the director of the National Center for Family-Integrated Churches, praised the Mather family as a model of piety.

Brown’s workshop focused on three men in the Mather family — Richard, Increase, and Cotton Mather — whom he praised for the “fruitfulness”, citing John 15:5-8 and John 15:16-17. Three generations of the family “cried out for a rising generation”, Brown observed, celebrating the Mathers as a “beacon of light” for families.

According to Brown, the Mathers resolved to bring everything into obedience with the Bible. Every member of the family was dedicated to God and lived for something beyond themselves, he claimed. By looking to scripture alone, the Mathers knew who they were and what role they were to play in life, rather than asking “who am I?”

Brown delved into the individual histories of Richard, Increase, and Cotton Mather, with emphasis on their religious lives and concern for the next generation. I noticed anti-Catholic bias in Brown’s description of Richard Mather when he noted that Richard’s father almost allowed Catholic merchants to fund his education. The Catholic merchants “coveted” Richard’s gifts, and Brown considered it pivotal in Richard’s development that he was not educated by Catholic. Brown then drew parallels to modern times, when “great pagan institutions” allegedly “pickle” children’s brains by pouring “paganism” into them.

Okay, you guys keep throwing around the word ‘pagan’. I don’t think it means what you think it means, I thought.

Brown observed common themes of moral decline in the preaching of Increase and Cotton Mather. For instance, Increase scoured the Old Testament for patterns among the prophets regarding God’s blessing and judgment, Brown said. Increase was reportedly concerned about the “onslaught of wickedness” in his society, and preached sermons on the importance of teaching piety to the next generation. Likewise, Cotton Mather was said to be watching his society decline, and encouraged cultivation of piety in children, Brown stated. Cotton Mather taught parents that children belong in church and are part of the congregation, a belief that Brown seemed to admire.

Brown devoted much of his discussion to Cotton Mather’s admonishments for parents on the spiritual upbringing of children. According to Brown, Cotton urged parents to set good religious examples for their children, concern themselves with their offspring’s spiritual state, and “plead God’s promises” to their children. Moreover, Cotton penned a list of twenty-one resolutions for fathers, including praying for their children, preaching to the family, encouraging children’s self-reflection on their souls, and “marrying” their children to Christ.

At the conclusion of the workshop, Brown listed six lessons that families can derive from the Mathers’ example. Modern Christian families, like the Mathers, must strive to be families (1) dedicated to future generations, (2) possessing clear visions of home life, church life, and civil life, (3) aware of the times and responsive to them in both public and private ways, (4) dedicated to the prosperity of the church, (5) determined to honor each other even as they disagree, and (6) crying out for their sons.

In his haste to praise the piety of the Mather family, Brown ignored the dark side of that piety. He neglected Cotton Mather’s Memorable Providences, Relating to Witchcrafts and Possessions, a 1689 treatise on the dangers of witchcraft and demons that was widely read in late 17th century New England. Some historians speculate that Cotton Mather’s writings on witchcraft contributed to the anti-witchcraft hysteria that spawned the Salem Witch Trials. He ignored Cotton Mather’s zeal to convert black slaves to Christianity in The Negro Christianized: An Essay to Excite and Assist that Good Work, the Instruction of Negro-Servants in ChristianityThe 1706 treatise encouraged slave owners to convert their black slaves to Christianity, assuring them that Christianity permits slavery and will not bring about slave’s liberty. The transmission of piety to young generations must be done in a spirit of self-reflection, lest that piety lead to destructive ends as it did with Cotton Mather.

I can accept the idea that the Mathers longed to do well by their children and grandchildren, striving to raise them well and encouraging other parents to do the same. Given Increase and Cotton Mather’s ties to witchcraft myths and the Salem Witch Trials, however, I draw a different conclusion from their lives. When parents teach their children spirituality, that spirituality must also include empathy, humanity, and critical thinking. Piety without these elements can devolve into fanaticism, with unsettling results.

Stay tuned for more on the History of America Mega-Conference!

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To be continued.