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Apropos of some arguments about home schooling, vouchers, Christian fundamentalists, and The first seems to me a good reason for parents to teach their children about evolution but a suspect reason to teach it in the public schools; under a system of separation of church and state, the government shouldn't be going out of its way to attack religion any more than it should be going out of its way to promote it.
The second is a good reason but not a very strong one, given that there are lots of intellectually interesting things that could be taught, many of which, given limited amounts of time, won't be.
The third is a good reason but again not a very strong one; high school students don't learn much biology and most of what they learn could probably be taught without explaining the underlying logic of why organisms are as they are.
The fourth, I think, is the best reason of all-but the fourth depends on actually teaching the implications of evolution, which is unlikely to happen in public (or most private) schools. To take the most obvious one, evolution implies that we are "as if designed" for reproductive success. Males and females play strikingly different roles in reproduction. Hence evolutionary theory strongly suggests that males and females should have lots of differences-not merely reproductive machinery but distribution of abilities, behavioral patterns, and the like. That prediction is strongly supported by empirical evidence. For a good popular account, see Wright The Moral Animal. But it is an implication inconsistent with a good deal of modern ideology, most obviously the main-but not only-strain of modern feminism.
There are quite a lot of other implications for our species. For instance, theory suggests and evidence supports a pattern for species such as ours, with pair mating and offspring that require substantial care, of monogamy tempered by adultery, with good evolutionary reasons for both the monogamy and the adultery.
While there are surely some people who find none of the implications offensive-myself, for instance-I doubt they make up even a large minority of the population. Hence we are unlikely to see the parts of evolutionary theory most useful to ordinary people-its implications for understanding our own species-taught.
Reference: http://master-of-pentagram.blogspot.com
In California, a first grade teacher throws a religious message in the trash. Family is considering a lawsuit, the expected debate rages on. In this case however I have mixed feelings. While the teacher's actions seem harsh and the whole thing could have been handled differently, and better, it could be the teacher was concerned with the class as a whole - "all" the students, and was trying to adhere to state and federal rules concerning the promoting of religion.
"Jesus is not allowed in the school" the teacher is alleged to have said, and, the teacher is correct.It's fine if this child and his family believe what they believe, but giving a non-Christian this kind of message, well, for myself, it would annoy me. Let's turn this around; just how do you think the majority of parents would react if a child handed out a Pagan themed item?
Oh the shit would fly! The parents knew the public school's policy and did their thing anyway. So in this case, it isn't close to what the Buddhist student in the south (see post below) experienced. Teachers (as an educator, I have sympathy!) are expected to do so much that goes beyond teaching academics, and are always walking that blurry, ever changing line of what's politically and legally correct at the moment.
On the other hand, it could be the teacher was a smug atheist asserting their brand of critical thinking and educational correctness.
"California first-grader barred from distributing candy canes with religious message- NY Daily News: California first-grader barred from distributing candy canes with religious messages.
Robert Tyler, of the Advocates for Faith she shrugged and said "We all have our opinions." That was a nasty thing she pulled and wrong, and yep, it pissed off some parents who were anti-war. And, of course, I was the one who got the shit storm. So teachers are often in a no-win situation, trying to please everyone, and follow the rules mandated by the feds, the state, their district or institution, and their principals.
And your own beliefs and values often get swallowed up in the dance of trying to do the right thing. Let alone the original thing, which is to teach, not play games.
And on another tangent, here in Oregon, it was recently voted into law that all schools must have their classes stand up and say the Pledge of Allegiance one day a week.
Ridiculous and I'm surprised it is legal, hopefully the ACLU will get around to that one. There is the limp disclaimer that those students who find saying the pledge, or at least the "under God" part, may refrain as long as they are respectful. But what about the teachers? They have no choice. One might argue that teachers are at work and being paid and as such, need to follow the rules.
Sure. But at what point does the infringement of personal beliefs, (let alone dignity) interfere with the right of the government to tell an individual what to believe, and, regardless of that belief, disseminate political and religious opinion?
Origin: http://wiccancommunity.blogspot.com
Xavier High School
June 17, 2009
-FOR IMMEDIATE RELEASE-
Please contact for additional information
and/or photographs: JOSEPH F. GORSKI, 212-337-7539
Vice President for Advancement and Alumni Relations
XAVIER NAMES NEW PRESIDENT
NEW YORK CITY JESUIT SECONDARY SCHOOL,
FOUNDED 162 YEARS AGO, SELECTS 33RD LEADER
The Chairman of the Board of Trustees of Xavier High School, Richard T. Nolan, Jr., Esq., Class of 1983, announced that John R. Raslowsky II will assume the presidency of the school on July 1st, when Rev. Daniel J. Gatti, S.J. '59 steps down after a twelve year tenure. Mr. Raslowsky's selection was made, after a nearly two year search and upon the recommendation of the search committee, by Xavier's Board of Trustees and was approved by its Board of Members and by the provincial of the New York Province of the Society of Jesus.
Mr. Raslowsky, an experienced educator and administrator, brings to Xavier exceptionally strong educational leadership skills and an over twenty-five year record of intensive involvement in Jesuit education. His association with the Society of Jesus has been extensive, beginning as a student at St. Peter's Prep in Jersey City (1975-1979), then at St. Peter's Prep as a teacher, moderator, coach, and principal (1985-2003), and finally as an assistant in the New York Provincial's Office (2003-2007). His in-depth exposure to, understanding of, and commitment to the teachings of St. Ignatius Loyola, founder of the Society of Jesus, makes him an ideal selection as Xavier's next president.
Over the past two years, Raslowsky has been the superintendent of schools in Hoboken, New Jersey, an educational system with 2,500 students at six schools. In this position, his focus and leadership has resulted in a reinvention of expectations for the district, as well as some remarkable progress. Under his leadership, the District's high school was recognized for its dramatic improvement by "New Jersey Monthly "and the "U.S. News and World Report".
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Prior to that, he worked in various capacities in the office of the New York Province of the Society of Jesus, including serving as the Provincial's Assistant for Pre-Secondary and Secondary Education, as well as his Assistant for Lay Faith Formation. In these positions, he had vital roles in addressing mission, clarifying identity issues, and ensuring effective governance. Raslowsky was the Provincial's personal designee as a member on each board of the Province's seven high schools and three province-sponsored middle schools.
John Raslowsky will be Xavier's thirty-third president and the first layman to lead Xavier. While this may be a milestone, it is an event for which the Jesuits and their lay collaborators in this Province and in Jesuit education across the country have prepared for some time. Knowing that the Society was "graying" and that vocations were decreasing, Jesuit leadership throughout the nation over the past thirty years set forth on a mission to ignite the Ignatian flame among the Jesuit laity. Jack, as he is known, is one of those benefiting from these creative initiatives. He is among the authors of "What Makes a Jesuit School Jesuit". He now joins the two other high school lay presidents in the New York Province and the ten lay presidents from the 52 Jesuit high schools throughout the country.
Mr. Raslowsky's academic preparation includes an undergraduate degree in zoology from the University of Vermont and a master of education in administration from Harvard University. Next spring, he anticipates receiving a master's degree in systematic theology from Seton Hall University's Immaculate Conception Seminary School of Theology. He has supplemented these degree programs with coursework at Jersey City State College, New Jersey Institute of Technology, and Columbia and Fordham Universities.
Mr. Raslowsky's voluntary pursuits and interests include: current chair of the board of New York Nativity, the governing body of Nativity Mission Center, St. Ignatius School, and Brooklyn Jesuit Prep; a former volunteer with the Boy Scouts; a former coach of youth recreational basketball; and the interviewing of candidates for admission to two of his alma maters, Vermont and Harvard.
In his announcement, Richard T. Nolan, Jr., Esq. '83 (the Chairman of the Xavier Board of Trustees - see paragraph one) stated that:
It is with great confidence and enthusiasm that the Board of Trustees welcomes Jack as Xavier's 33rd president. We are confident that he possesses the educational skill and experience, the understanding of and commitment to the charism of the Society of Jesus, and the authenticity of formation in Ignatian spirituality that the Board believes are essential in Xavier's next president.
We see Jack's educational leadership experience as impressively compelling. He's a proven leader of Jesuit educational institutions, with real world hands-on experience that ranges from teacher, retreat leader, moderator, and coach, to principal, trustee, board chairman, provincial's assistant, and superintendent of schools. It is with strong conviction that we believe he is the leader Xavier needs to achieve even higher levels of performance and success as it seeks to prepare the young men of today and tomorrow for service to our country, our city, and our Catholic faith.
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The provincial of the New York Province of the Society of Jesus, the V. Rev. David S. Ciancimino, S.J., a 1977 graduate of Xavier and a former headmaster at the school, in approving the selection, said: "Having worked with Jack, I am confident that he will serve the Society of Jesus and Xavier well."
While Raslowsky's work at Xavier will commence on July 1, the Xavier school community's plans for him will include an Installation Ceremony and Mass on September 11, 2009, and at that time or shortly thereafter, a Welcoming Reception, that will permit members of the Xavier family of alumni, parents, and friends to personally meet and greet President Raslowsky and his family.
Jack Raslowsky resides in Hoboken with his wife, Sarah, who is a mathematics teacher at the Hudson School, and their four children, John, Christian, Rebecca, and Rachel, who attend St. Francis Academy in Union City. Jack and family are parishioners at Sts. Peter and Paul in Hoboken.
From the first day of classes at Xavier High School in 1847, there was a focus on "devotion to duty and learning", and almost from the beginning, Xavier was perceived as a school which strove to fulfill the educational needs of the sons from immigrant families. This reputation included an emphasis on offering each student a quality education, one that would serve as a foundation and as an opportunity for success in life. Today, Xavier pursues this same course, performing the same role to immigrant families, but now to those from families from origins elsewhere on the globe and often with different native languages.
Xavier High School endeavors to prepare students for the 21st century who will be persons of competence, conscience, and compassion. As a Catholic, Jesuit, college preparatory school for young men, Xavier accomplishes this goal in the context of a multicultural, urban community dedicated to learning, faith, and service. Xavier is chartered and registered by The Regents of the University of the State of New York, the New York State Department of Education, and the Middle States Association of Colleges and Secondary Schools.
Picture: Newly elected President Jack Raslowsky with Chairman of the Board of Trustees Richard Nolan, Esq, '83 (l.) and outgoing President Daniel J. Gatti '59 (r.).
Tags: psychic readings with duende en mexico genuine love spells magic spells kiva charitie herwin williams chip book religion is the way in which we share our predicament
Congratulations to Dr. Paul Allen of Concordia University in Montreal for organizing a petition to push back against the McCarthy-style witch hunt currently being waged by the Canadian Association of University Teachers (CAUT) against small, Christian universities in Canada. The National Post reported in a story on Tuesday entitled: "Professors group accused of anti-Christian bullying" that:
"What we have here is an academic union ganging up on these smaller Christian universities, and I thought it was high time that people from the public universities take a stand," said Paul Allen, an associate professor of theology at Concordia University in Montreal.
The protest is a direct response to reports that the Canadian Association of University Teachers (CAUT) issued against Trinity Western University in British Columbia more than a year ago, Crandall University in New Brunswick in July and Winnipeg's Canadian Mennonite University in October.
"It bothered me that this is anti-religious ideology masked as supposedly an academic freedom issue," said Mr. Allen, who has started a petition to warn about CAUT's actions. "This was an opportunity in the current [secular climate] to go after religion."
The petition, which now has 140 signatures, said the investigations are unwarranted and invasive.
Mr. Allen and many others who signed the petition are members of CAUT, which has 65,000 members. Academics at the schools that were investigated are not members.
Read the rest here. The National Post also has an editorial this morning entitled: "Stop the anti-Christian witchhunt on campus." Its description of the process by which a small group of radicals on the Association's staff are abusing their positions in order to perpetuate their own biases against all things Christian is withering:
The Canadian Association of University Teachers (CAUT) - which describes itself as Canada's "national voice for academic staff" - says it has investigated four small Christian colleges and universities in the past 18 months because it wants parents to know what kind of institutions their sons and daughters might attend. In other words, we are told, there is nothing nefarious in the 65,000-member union's action. It is merely performing a valuable public service.
This is disingenuous nonsense. The CAUT is on a thinly disguised anti-Christian witch hunt. There is no other way to describe it.
The investigations were instigated entirely by CAUT executive and staff. The staff at the four universities aren't even members of the association, so do not come under its mandate. No authorization was sought from the association's members. There was no resolution passed at any annual meeting encouraging senior staff to scrutinize the schools' hiring practices. No complaints were received from members - or anyone else - about the faith-based hiring and teaching at the schools: Trinity Western University in British Columbia, Crandall University in New Brunswick, Winnipeg's Canadian Mennonite University and Redeemer University College in Ancaster, Ont.
Association leaders seem simply to have gotten it in their heads that where Christian values are part of a school's hiring standards and curriculum, good, independent scholarship is impossible.
So they launched probes all on their own.
Dr. Allen's petition can be found here. It reads:
We object in principle to CAUT's arbitrary restriction of academic freedom to individuals and its failure to consider the corporate dimensions of that freedom. We note that the very concept of academic freedom arose historically in religiously founded institutions. In a time when colleges and universities are under great pressure to serve the interests of commercial and political initiatives, religious institutions can play a special role in preserving academic freedom.
We also observe that the missional specificity of religious institutions is not without analogue in public institutions, which may contain within them institutes or research centres with their own acknowledged pre-commitments. Both remain free associations of scholars.
We call on CAUT to cease its harassment of these institutions, for which there is no mandate from the membership at large. That harassment is inconsistent with the ethos of religious freedom affirmed by the Supreme Court of Canada and human rights law.
This is a moderate, historically-informed, liberal, sensible statement which reflects the kinds of attitudes found in institutions where true academic freedom flourishes. Increasingly, true academic freedom is found to flourish less and less in the most secularized environments and more so in traditionally religious institutions. The university was founded in the bosom of the Church and will likely survive there even when the major, publicly-funded universities of the Western world degenerate into ideologically-driven bastions of cultural Marxist-inspired political correctness.
Tags: venerable sergius the abbot writing on the wall hutton desert iguana green iguana hieromartyrs basil ephraim eugene otherkin a constant state
I have been doing a bit of thinking about the concept of planetary hours and planetary correspondences lately. I do so love renovating my old Victorian house - it gives me lots of time to let my mind wander along such delightful fascinations.
I have come to appreciate the planets and the planetary hours in a sort of academia - a collegiate sort of way. So, I drift back to my college days and I consider the gods of the planets as the faculty staff of Cosmos University.
The Moon can be found most likely in her office/studio when she is not running a class on the fine arts or divination. From her, one can learn poetry, painting, and song, and how to delve into the depths of the soul in her studio by the riverside.
The Sun is out teaching in the noontime, running Yoga classes outside. rt When he's not doing that, he's got his regular classes in leadership and health, all in his open-air theatre office space.
Mars is usually found in the field, teaching the ROTC classes and the physical education classes. On his off-time, he's out coaching the sports teams.
Mercury has no office. He's usually running about this way and that, and usually it's best to wait at the crossroads, where he'll be sure to pass soon. But when he's not there, he's helping out at the college radio station, or teaching investigative journalism.
Venus is teaching the dance classes, the theatre arts classes, and the design arts classes, sharing her love of beauty and passion with the school.
Jupiter is the head of the business department, of course.
And Old Saturn teaches the laws and the history, in the dark old expansive hall, where his voice echoes.
So this idea of the Universe as a University goes nicely in line with the oft-heard notion, "The Universe is your teacher. The Universe is your University."
Now, as a student in this University, we are expected to work hard to better ourselves, to study our chosen major, but to always explore the other classes offered. We are expected to do most of our work on our own, but with the guidance of the staff - the Planets. We learn from all of them, and as we take the time to take their classes repeatedly, we graduate into their higher level courses, where there are fewer students and more attention from the professor.
As a student works more and more with a professor, they start to develop a rapport. When it comes to an important and prestigious research opportunity, the professor is going to look to the students he knows and likes the best first. And likewise, if you, as a student, need help with your own projects, then it would not be much of a stretch to drop that professor a line and ask for a bit of assistance.
Now, our professors do have other things to attend to and other things to do. Venus has to make sure that beauty is appreciated in the world, and the Moon does have some Witches to visit tonight, this full moon. The Sun has to be there when all the Yogis go out first thing in the morning for the Sun Salutation.
So, the professors each have chosen a day when they will be on call at the University, teaching classes, helping out with the students. They have designated a few specific time slots in which they will be available, in their office, ready to grant you an audience with their full undivided attention. When you approach the professor on her office hours, you are going to get the best out of the professor. Now, do call them anytime during the day, though, if you can't make it to the office hours. The Moon will be available to help you all day Monday. She'll also be in her office occasionally throughout the week - three times a day - though she might be slower to respond on those days.
In other words, if you are an artist who needs some inspiration with your latest work, then it is best to call on the Moon on Monday, during one of the planetary hours. Calling on a planetary hour of another day will still get some results, but there may be delays. Calling during the prof's off time might get results, but only if you already have a good established relationship with the professor. To any other student, approaching out of the blue, they'll likely only get told to call back on the professor's office hours.
This Planetary Hours Calculator may prove to be helpful, if you choose to explore this concept further.
{gallery}planets{/gallery}
Reference: http://paganism-new-age.blogspot.com
There'll be debate in the House today over Louisiana's "academic freedom" bill, which was approved by the state House Education Committee last month. The bill would allow science teachers to use supplemental material "that promotes critical thinking skills, logical analysis and open and objective discussion of scientific theories being studied including, but not limited to, evolution, the origins of life, global warming and human cloning.
" Critics say the bill is really an attempt to sneak religious theories like creationism and "intelligent design" into the science classroom-and that's "not science," the Rev. James Carter, a physics professor at Loyola University told a local news station. "Students are encouraged to think something that's bad science is good science in order to get an idea that belongs in the philosophy or religion classroom, but not the science classroom.
" Both proponents and opponents, however, seem to think the bill, supported by Governor Bobby Jindal (who some are now speculating could be John McCain's running mate), will pass. -Heather Wax
Origin: http://i-love-witchcraft.blogspot.com
A close friend of mine was raised in a Christian, fundamentalist, non-denominational church located in the Midwest. The Church owned and operated schools that went from kindergarten through college, and the education the schools provided was strictly tailored to be in line with the Church's theology. For instance, she was taught nothing of evolution, but - as as woman - was taught how to be a pastor's good helpmeet and wife.
The church members were also encouraged to live within the confines of a church compound - that is, on private land that belonged to the church rather than to them. If someone got rebellious, they could be kicked off the land, even though the home they were in was built by them, because they themselves didn't own the land under the home.
She tells me that, although she was often pointed out to other young girls as a role model (i.e. "Why can't you be like Becky?") she was not really devout, but merely going through the motions of being devout. It finally came to a head, when at seventeen, she slipped out of her father's house at 2 or 3 in the morning and ran off down the road to find her own way in life.
She regards that as her escape from that cult or religion.
So, have you yourself ever had to escape a cult or religion? If so, what was the cult or religion like? And how did you escape it?
Source: http://candle-magic.blogspot.com
On the same day as the Washington state senate votes on a bill to legalize gay marriage, the Florida senate was preparing to vote on a bill that would legalize prayer in public school classrooms, further illustrating the widening rift between the religious right and the secular left in the United States. Ideally no such rift would exist in the first place, but the argument supporting public school prayer has several problems which deserve to be addressed: it is unrealistic to think that all religions will be accommodated, public school prayer could create unnecessary tensions and divisions in the classroom, and there is a perfectly legitimate alternative.
On the surface, the bill would seem to skirt any potential violation of the First and Fourteenth Amendments to the United States Constitution by ensuring that all religions are represented fairly and neutrally, as in a comparative religion class. Only students would be allowed to give the prayers, which would be required to include a message of inspiration. The definition of what is inspirational would be determined by the state, and school districts would not have the authority to change this definition. Additionally, in order to prevent public officials from endorsing a biased view of religion, public school employees would be barred from vetting or in any other way revising or changing the students' prayers. Ostensibly, under the proposed law, any religious message could and would be accommodated.
It isn't certain that this is the case, though, and there are some serious logistical problems with any attempt to accommodate religious prayers and messages in public schools. To be fair, the religions of all students must be accommodated, without a single exception. But how do we accomplish this? With some sort of special list or roster? Only so many students can be accommodated, and most students are Christian, so by the time a non-Christian student has the chance to get their name on the school's special "prayer list", it might be too late because every space is filled in with the name of a Christian student. Florida schools might have to start turning away non-Christians if and when Christians gain the upper-hand. Also, it's hard to believe the average Florida school administrator would accommodate a Satanist or voodoo practitioner, so all religions probably wouldn't be represented. The consequence is that the vast majority of prayers would represent a Judeo-Christian perspective, while some would most likely be flatly rejected or, at the very least, discouraged. And that isn't exactly fair. So even if the stated intent is to represent a fair and neutral perspective on religion, it won't necessarily turn out that way.
Besides, even if we were able somehow to bring together all religious viewpoints in the public school classroom, there is no guarantee that these viewpoints will meld together harmoniously and peacefully in an environment of mutual respect. People are passionate about their religious beliefs because, by habit, religion tends to be less concerned with calm philosophical reasoning. This is perhaps even truer for the male-dominated Abrahamic religions, which have been the source of much violence and terrorism in the world. Imagine if a Christian student said a prayer, and a fundamentalist Muslim student was offended by the Christian's message, or, equally, if a Muslim said a prayer and a fundamentalist Christian decided he deserved to be harassed or beaten on the playground to punish his spiritual infidelity. Given their minority status, Muslim, pagan, atheist, and other students will be especially vulnerable to harassment and bullying in school if stormy, emotional debates about religion are opened up in public schools. This is particularly worrying due to the fact that schools are supposed to be places where students have access to education in a safe, peaceful environment. Creating opportunities for religious tension and, potentially, bullying, doesn't seem like a good idea, then, especially given the growing cultural diversity of the United States.
The problems with Florida's school prayer bill do not end with the difficulties of trying to accommodate every religion, or the tensions created by opening up the classroom to religious instruction; they include the assumption that all good moral and inspirational messages are necessarily rooted in religious instruction. One supporter of the Florida bill, Sen. Ronda Storms, R-Valrico, suggested that opponents of the bill didn't want children to be inspired at all, as CBS Miami reports: Storms expressed her bewilderment over the mounting opposition to the bill, asking, "[d]o you suppose that opponents want, instead of to inspire little first graders, maybe they want to demoralize them?" But this is a fallacy. What Storms does here is create a false dichotomy, which states that only one of two options are possible when in fact there is a third (and, probably, many more), perfectly good option. Storms assumes that only religious inspirational messages or demoralizing messages are possible when in fact secular inspirational messages are possible, too. Nobody is arguing that children shouldn't be inspired, but the inspiration of our nation's children needn't be rooted in religion; it is this secular inspirational message which is appropriate for public school situations. It almost seems as though Storms knows this but deliberately creates the impression that it isn't the case. So, no, the people of Florida - as well as the rest of America - doesn't have to settle with a bill that permits religious prayer in public schools.
All of this public school prayer legislation is a bit tiring, especially in a country which is supposed to be a secular democracy, but separation of state and church is a principle worth fighting for. Florida's proposed school prayer measure is simply a bad idea: it's unlikely that all religious viewpoints will be accommodated, it opens the door to religious tension and conflict, and secular messages offer a perfectly legitimate and neutral alternative for inspiring and electrifying students in a spirit of solidarity and harmony. When we reflect on these observations, legislation like the Florida bill begins to look more like an incrementalist attempt to insinuate religion into public policy, an ominous prospect indeed. This is something the Universal Life Church Monastery treats with extreme caution, because it is a fine line between letting students express their religious beliefs, and endorsing those beliefs through preferential treatment.
Source: http://cbs miami
In Brannon House's this week's Worldview Weekend Hour TV Program Topic he covered 20 Characteristics of False Teachers. The teaching was one hour. I wrote down the points and their attendant verses which support the point he was making. Here is THE LINK TO THE VIDEO but the WVW videos are only live for a few days and then they go behind a paywall. He put up half the teaching to the public, and that's why if you count them, there are only 13 and not 20.
The bible says, "I appeal to you, brothers, to watch out for those who cause divisions and create obstacles contrary to the doctrine that you have been taught; avoid them." (Romans 16:17). The KJV says to "mark them." To those who claim we are unloving to point out false teachers, or that a true Christian is not supposed to do that, I refer you to the Romans verse. Also we read another instruction from the Apostle John, found in 2 John 1:10-11, "If anyone comes to you and does not bring this teaching, do not receive him into your house or give him any greeting, for whoever greets him takes part in his wicked works." And again, Paul instructs in Ephesians 5:11, "Take no part in the unfruitful works of darkness, but instead expose them."
20 CHARACTERISTICS OF FALSE TEACHERS, Here are Mr Howse's points:
-False teachers are insincere and use the Word for personal gain. 2 Corinthians 2:17 says, "For we are not, like so many, peddlers of God's word, but as men of sincerity, as commissioned by God, in the sight of God we speak in Christ."
-False teachers appeal to the flesh and the sin-nature of people in order to build their following. 2 Peter 2:18 says, "For, speaking loud boasts of folly, they entice by sensual passions of the flesh those who are barely escaping from those who live in error." Acts 20:30 says "and from among your own selves will arise men speaking twisted things, to draw away the disciples after them."
-False teachers deliberately take verses out of context to attract a following.
-False teachers have a form of Godliness but deny God. 2 Timothy 3:5 says, "having the appearance of godliness, but denying its power. Avoid such people."
-False teachers openly reject truth. 2 Timothy 4:4 says, "and will turn away from listening to the truth and wander off into myths."
-False teachers willingly embrace unbiblical philosophies. 2 Timothy 4:4 says, "and will turn away from listening to the truth and wander off into myths (philosophies)." Colossians 2:8 says "See to it that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ."
-False teachers are arrogant and self-righteous. 2 Timothy 3:2-5, "For people will be lovers of self, lovers of money, proud, arrogant, abusive, disobedient to their parents, ungrateful, unholy, heartless, unappeasable, slanderous, without self-control, brutal, not loving good, treacherous, reckless, swollen with conceit, lovers of pleasure rather than lovers of God, having the appearance of godliness, but denying its power. Avoid such people.
-False teachers embrace mysticism. (Mysticism is the pursuit of communion with, identity with, or conscious awareness of an ultimate reality, divinity, spiritual truth, or God through direct experience, intuition, instinct or insight. Mysticism usually centers on practices intended to nurture those experiences. The seek after experiences by Contemplative Prayer, soaking prayer, visions, dreams, labyrinth, yoga etc...) Colossians 2:18, "Let no one disqualify you, insisting on asceticism and worship of angels, going on in detail about visions, puffed up without reason by his sensuous mind."
Note that the people promoting mysticism often speak of their regular angel visits (Todd Bentley's 'Angel Emma', Rick Joyner "
I hope that this list will be a starting point for you to delve further into the Word. Compare what is said here through Mr Howse and see if these things are so. False teaching can be powerful, plausible, smooth, and easily ensnaring. Please be wise and always cling to Him who has prevailed against every lie (Colossians 2:15), in whom deceit was not found in His mouth! (1 Peter 2:22).
Credit: http://asatru-religion.blogspot.com
An interesting article from www.verticalthought.org about school. This follows this post about a man who saved millions of lives. For more interesting stories like this click here to follow this blog.
Boring Teachers or Lazy Students?
by Zach Smith
Why do we have to sit in these boring classes, listen to boring old people tell boring stories and learn about things that aren't going to affect us on a daily basis once we're finally out of this place?
The attitude of many seems to be that education is a burden. But why does school have to be so bad? Is it the teacher? The school? The material?
Every day in my college classes I sit next to students who often complain about how boring a class is or how horrible the teacher is to listen to. Yet these people chose these classes, these teachers and this school! Is school that bad or are students just lazy?
School = hard work
A simple Google search on "lazy students" brings up links like "how to be a lazy college student" and www.lazywaytobettergrades.com. Seriously?
Although I get the sarcasm in the text of these sites, I know there is a natural desire to take it easy. This may be tough to hear, but the truth is that education is supposed to be challenging!
Really learning well requires a willing ear and a hardworking spirit. We can make up excuses about why we don't like a class or why we don't want to read a textbook, but the bottom line is we can't be lazy!
What kind of student are you?
Like nearly all recent U.S. presidents before him, President Obama spoke to an audience of students saying, "Whatever you resolve to do, I want you to commit to it. I want you to really work at it."
Because of the advice of the president of the United States, a few students just might pursue success. But vertical thinkers may be familiar with similar inspired words from a greater leader, the wisest man of his time, King Solomon: "Whatever your hand finds to do, do it with your might" (Ecclesiastes 9:10).
This principle of hard work is a critical value for all vertical thinkers!
Why take the easy way out by not turning in assignments on time, racing mindlessly through homework without really gaining anything from it or sitting in class like a lifeless blob staring at the clock? Why not follow the wise advice of doing everything with all of your might, effort and ability?
Tips for more powerful learning
Here are a few suggestions for the studious and mighty:
Prepare yourself. Read the textbook and know the topic you're learning about.
Get involved. Active engagement in the class activities goes a long way to help information stick. Chances are the class might be a bit more interesting too...much more so than staring down the clock!
Plan ahead. Monumental tasks don't seem so impossible when you plan your time and break things down into easy steps. Make a list of assignments you need to complete and allow yourself plenty of time to finish them. This will relieve some stress and enable you to put more effort into each activity. (For more practical tips check out this list on ehow.com.)
Education is challenging, but with genuine hard work, your report card might read "top grades" this year.
But what about assessment on a higher level-a spiritual evaluation of personal effort? How can you strengthen your spiritual education? Read "Christian Through College" to learn more. VT
About the Author Zach Smith is in his last year of study at Cleveland State University, where he is pursuing a bachelor's of science in education.
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Daoshadru is a spiritual path of "Quantum Magick", not a religion. It is a way of integrating diverse ways of spirituality for those who simply can not follow a singular, exclusive or fundamentalist path. Within this method there are three "Schools": Internal, External and Eternal. Each school provides a range of techniques for healing, self-empowerment, divination, magick and the attainment of spiritual enlightenment.
INTERNAL SCHOOL
The "Internal School" is self relient with the practitioner's own mind, body and spirit as the source of power. It draws upon various forms of self-discipline such as Qi Gong, Tai Ji Chuan, Yoga and various forms of Meditation. Much of this school's practices and beliefs are from Daoism/Taoism, hence the first three leters in the name DAOshadru.
EXTERNAL SCHOOL
The "External School" is nature relient with the earth, sky, elements and animals as the source of power. It draws upon various forms of the Tribal Medicine Man (Mostly Cherokee native American) such as Ancestrialism, Totemism, Herbalism, Soul Retrieval, Vision Questing and various forms of Animism. Much of this school's practices and beliefs are from Shamanism, hence the second set of three leters in the name DaoSHAdru.
ETERNAL SCHOOL
The "Eternal School" is faith relient with the belief in divine gods, goddesses and spirits and coreponding other-worldly realms as the source of power. It draws upon various forms of ritualism such as invocation, evocation, channeling and various magickal rites. Much of this school's practices and beliefs are from Celtic Druidism, hence the last three leters in the name DaoshaDRU. Everyone in this "Grove" (Temple) can share a belief in honoring "The Seven", which are actualy a set of generic dieties evolved eclecticly from global spirituality; Great Spirit, Earth Mother, Sky Father and The Spirits of the Four Winds.
Although it has components from three languages, Daoshadru can be roughly translated to mean "Way of Spiritual Passage".
Each individual member seeks out and chooses from the infinite diversity of earth's religious and cultural mythologies to find dieties to worship, serve and adore. In the end each grove member maintains personal autonomy yet still enjoys the benefits of belonging to a group within the unity of a temple
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