Let Bible lead your actions on gay issues
Please read the Bible, The King James version, the new testament, the Book of Leviticus chapter 18 verse 27. It clearly states in God’s own words as follows: “Thou shall not lie with mankind, and womankind it is abomination.”
Gay, homosexual or any other word or words you describe yourselves, it is wrong in the eyes of God, and it is not natural in nature or humankind. I love you no matter what your lifestyle is. I will pray for the redemption of your soul and mindset.
I’m far from perfect myself. Just a little over 10 months ago, I was living in the world as a sinner myself. It was through the love of my little country church, and my final belief in God, that turned my life around and back to Christ and Christianity. I’m straight, always have been and always will be, so I may not truly understand a gay mindset or point of view. But trust in the words of someone who is perfect, and that person is our Lord Christ Jesus, the Son of God.
I do not judge your lifestyle, but God will, so I implore you to reconsider your choice in mates of love companion, as God will judge us all some day for our sins, according to His words.
So in closing, I beg you to find a good Bible-based church and get God to help you, for hell is an awful place to spend eternity. God bless you, and I will pray for you and myself.
— Bill Bruce
In education, left
tilt more severe
This newspaper’s preoccupation with Mitch Daniels’ attempt to bring some ideological balance to public education is a classic case of being unable to see the forest for the trees. The left-wing politicization of U.S. education has a long history, but I don’t recall this newspaper ever bringing (that) fact to its readers’ attention.
In “Zen and the Art of Motorcycle Maintenance,” Robert Pirsig observes: “Schools teach you to imitate. If you don’t imitate what the teacher wants you, get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything … from A to F. The whole grading system cautioned against it.”
Pirsig’s observation was made 40 years ago, but there was nothing original about it even then. His point was that most professors don’t teach; they indoctrinate. One receives his grade of “A” by parroting back the professor’s point of view. And the political views of today’s professors are overwhelmingly left-of-center.
But this ideological indoctrination does not bestow a true liberal education upon the pupil; instead, the student leaves school with his professors’ narrow perspectives — never having been exposed to competing ideas. And so the student becomes another hapless victim of groupthink without even realizing it.
Originally, the goal of the university was to expose impressionable young minds to a marketplace of competing ideas. Diversity of opinion was openly encouraged. But today’s educators view diversity as a one-way street. The vast majority of U.S. colleges impose a narrow, rigid indoctrination upon students with a missionary zeal rivaling that of fundamentalist preachers.
A recent report demonstrates that not only is this left-wing indoctrination prevalent throughout the university system, but that the overwhelmingly left-leaning faculty at California’s colleges “openly declare the inculcation of partisan political ideas their pedagogical priority,” writes Stanford University’s Peter Berkowitz. Moreover, USC’s provost has publicly defended this blatant brainwashing as “academic freedom.”
“A Crisis of Competence: The Corrupting Effect of Political Activism in the University of California,” a report by the California Association of Scholars, documents the plague of politicized classrooms.
Assessing the report, Berkowitz notes that the problem is national in scope: “The politicization of higher education by activist professors and compliant university administrators deprives students of the opportunity to acquire knowledge and refine their minds. It also erodes the nation’s civic cohesion and its ability to preserve the institutions that undergird democracy in America.
“The analysis begins from a nonpolitical fact: Numerous studies of both the UC system and of higher education nationwide demonstrate that students who graduate from college are increasingly ignorant of history and literature. They are unfamiliar with the principles of American constitutional government. And they are bereft of the skills necessary to comprehend serious books and effectively marshal evidence and argument in written work.
“This decline in the quality of education coincides with a profound transformation of the college curriculum. None of the nine general campuses in the UC system requires students to study the history and institutions of the United States. None requires students to study Western civilization, and on seven of the nine UC campuses, including Berkeley, a survey course in Western civilization is not even offered. In several English departments one can graduate without taking a course in Shakespeare. In many political science departments majors need not take a course in American politics.”
Moreover, the report documents that the shredding of the curriculum stems from too many professors’ preference for promoting a partisan political agenda. National studies by Stanley Rothman in 1999, and by Neil Gross and Solon Simmons in 2007, support this view and demonstrate that this leftward tilt has become severe.
Great educators such as the late Allan Bloom would argue Rousseau’s position as persuasively as Locke’s, letting the chips fall where they may. In his seminal work, “The Closing of the American Mind,” Bloom chronicles “How higher education has failed democracy and impoverished the souls of today’s students.”
Such is the legacy of “progressive” education.
— Reggie McConnell