I. THE CHRISTIAN PARENT IN THE MODERN WORLD:
In Jeremiah 29, God told the Israelites regarding their exile in Babylon, to obey the laws of the land while holding true to their faith. Jesus supported this with two statements found in the Gospels:
1. "Be in the world but not of the world."
2. "Render unto God what is God's, and unto Caesar what is Caesar's."
While researching our materials from OCEANetwork on the homeschooling movement, we recently learned that it originally took root in the United States through Catholic influence that migrated from Quebec, Canada to Oregon, in the late 1800's to early 1900's. It has been documented that a parent teaching a child at home was not an option, even when a child was ill, at which point a tutor was hired. And, according to Bible times, boys were taught the alphabet and numbers by a Rabbi. So, where in the course of events, did God's children come away from Deuteronomy 6:6-9?
Friday, May 31, 2013
Perspectives on Parenting - II
II. GOD'S FORMULA FOR SUCCESSFUL PARENTING:
Deuteronomy 6 is where God's law through Moses, tells the people - specifically fathers:
- to teach their children at home
- as soon as they get up
- at meal times
- while running errands
- at bedtime
Deuteronomy 6 is where God's law through Moses, tells the people - specifically fathers:
- to teach their children at home
- as soon as they get up
- at meal times
- while running errands
- at bedtime
Perspectives on Parenting - III
III. WHEN GOD'S CHILDREN STEP OUTSIDE OF HIS WILL:
The closest example resembling this method of teaching laid out for us in Deuteronomy 6, was known as the apprenticeship. And the founders of this country carried forth this tradition. According to Wikipedia, "The system of apprenticeship first developed in the later Middle Ages and came to be supervised by craft guilds and town governments. A master craftsman was entitled to employ young people as an inexpensive form of labour in exchange for providing food, lodging and formal training in the craft. Most apprentices were males, but female apprentices were found in crafts such as seamstress, tailor, cordwainer, baker and stationer. Apprentices usually began at ten to fifteen years of age, and would live in the master craftsman's household. Most apprentices aspired to becoming master craftsmen themselves on completion of their contract (usually a term of seven years), but some would spend time as a journeyman and a significant proportion would never acquire their own workshop.." But notice, that even in this, the child is sent away to live with a mentor, so the child is still not learning from the parent. Consequently, this often resulted in friction between parent and child, even among siblings, because the situation was either perceived as favoritism or punishment.
The closest example resembling this method of teaching laid out for us in Deuteronomy 6, was known as the apprenticeship. And the founders of this country carried forth this tradition. According to Wikipedia, "The system of apprenticeship first developed in the later Middle Ages and came to be supervised by craft guilds and town governments. A master craftsman was entitled to employ young people as an inexpensive form of labour in exchange for providing food, lodging and formal training in the craft. Most apprentices were males, but female apprentices were found in crafts such as seamstress, tailor, cordwainer, baker and stationer. Apprentices usually began at ten to fifteen years of age, and would live in the master craftsman's household. Most apprentices aspired to becoming master craftsmen themselves on completion of their contract (usually a term of seven years), but some would spend time as a journeyman and a significant proportion would never acquire their own workshop.." But notice, that even in this, the child is sent away to live with a mentor, so the child is still not learning from the parent. Consequently, this often resulted in friction between parent and child, even among siblings, because the situation was either perceived as favoritism or punishment.
Perspectives on Parenting - IV
IV. THE POINT OF NO RETURN:
The problem with sending our children away to be taught by anyone other than their parents just cultivates the carnal competitive nature, drawing out and endorsing bullying by casting negative attention on character weakness and rewarding character strength. If left unchecked, this can lead to discord - where family members can no longer tolerate each other. They begin to isolate themselves, and eventually live only for themselves.
Not unlike an animal in the wild, their only thought is survival - though in human terms it is called success. Instead of serving others with the talents and skills they've cultivated, they hoard these to themselves, using them to put themselves higher and higher on the food chain, until they are so successful that no one can touch them - not even their families. It's not hard to find examples of this - just pick up a tabloid in the check stands, and it is obvious what the world is addicted to: the lust of the eyes, the lust of the flesh and the pride of life, as described by Jesus' disciple John, in 1 John 1.
The problem with sending our children away to be taught by anyone other than their parents just cultivates the carnal competitive nature, drawing out and endorsing bullying by casting negative attention on character weakness and rewarding character strength. If left unchecked, this can lead to discord - where family members can no longer tolerate each other. They begin to isolate themselves, and eventually live only for themselves.
Not unlike an animal in the wild, their only thought is survival - though in human terms it is called success. Instead of serving others with the talents and skills they've cultivated, they hoard these to themselves, using them to put themselves higher and higher on the food chain, until they are so successful that no one can touch them - not even their families. It's not hard to find examples of this - just pick up a tabloid in the check stands, and it is obvious what the world is addicted to: the lust of the eyes, the lust of the flesh and the pride of life, as described by Jesus' disciple John, in 1 John 1.
Perspectives on Parenting - V
V. CANDY-COATED POISON:
In the modern world, the seduction of our children begins with a lure that is baited with temptation aimed at the parent. This distracts the parent to focus on their own independence and success, with the promise of free daycare for their children in the meantime.
This process begins with Public Education - also referred to in the profession as Brick and Mortar, where the child is removed from the home, in some cases as early as age 2 - sometimes even sooner if the mother misses her independence too much. Once the parents give in to the temptation to have their independence back, they begin sacrificing their children to the heathen god of brainwashing. No longer is the child under the nurturing or admonition of the parent, but instead under the authority of the government.
This brings the entire family network under scrutiny, which gives the enemy a foothold to begin driving a wedge between children and their parents, through seemingly genuine acts of mercy and compassion, by way of community service and/or resources such as Head Start, for example. According to Wikipedia, "Head Start began as part of President Lyndon Johnson's Great Society campaign. Its justification came from the President’s Council of Economic Advisors, whose staff advanced the concept of investment in education during the Kennedy and Johnson administrations.[5] The Office of Economic Opportunity's Community Action Program launched Project Head Start as an eight-week summer program in 1965. The program was led by Dr. Robert Cooke, a pediatrician at John Hopkins University, and Dr. Edward Zigler, a professor of psychology and director of the Child Study Center at Yale University. Together, they created a comprehensive child development program to help communities meet the needs of disadvantaged preschool children . The following year it was authorized by Congress as a year–round program. In 1968, Head Start began funding a program that would eventually be called Sesame Street, operated by the Carnegie Corporation Preschool Television project. Congress enacted the Head Start Act in 1981.
Governing law establishes the age deemed appropriate for *normal children to be capable of certain developments and activities - as this family has experienced first hand by being ranked in the low-income poverty class which places us in programs such as WIC (Women, Infants & Children), OHP (Oregon Health Plan), SNAP (Supplimental and Nutritional Assistance Program) and TANF (Temporary Assistance to Needy Families) all of which fall under the Department of Human Services. According to Wikipedia "The United States Department of Education, also referred to as ED or the ED for (the) Education Department, is a Cabinet-level department of the United States government. Recreated by the Department of Education Organization Act (Public Law 96-88) and signed into law by President Jimmy Carter on October 17, 1979, it began operating on May 4, 1980. The Department of Education Organization Act divided the Department of Health, Education, and Welfare into the Department of Education and the Department of Health and Human Services. The Department of Education is administered by the United States Secretary of Education." :
In the modern world, the seduction of our children begins with a lure that is baited with temptation aimed at the parent. This distracts the parent to focus on their own independence and success, with the promise of free daycare for their children in the meantime.
This process begins with Public Education - also referred to in the profession as Brick and Mortar, where the child is removed from the home, in some cases as early as age 2 - sometimes even sooner if the mother misses her independence too much. Once the parents give in to the temptation to have their independence back, they begin sacrificing their children to the heathen god of brainwashing. No longer is the child under the nurturing or admonition of the parent, but instead under the authority of the government.
This brings the entire family network under scrutiny, which gives the enemy a foothold to begin driving a wedge between children and their parents, through seemingly genuine acts of mercy and compassion, by way of community service and/or resources such as Head Start, for example. According to Wikipedia, "Head Start began as part of President Lyndon Johnson's Great Society campaign. Its justification came from the President’s Council of Economic Advisors, whose staff advanced the concept of investment in education during the Kennedy and Johnson administrations.[5] The Office of Economic Opportunity's Community Action Program launched Project Head Start as an eight-week summer program in 1965. The program was led by Dr. Robert Cooke, a pediatrician at John Hopkins University, and Dr. Edward Zigler, a professor of psychology and director of the Child Study Center at Yale University. Together, they created a comprehensive child development program to help communities meet the needs of disadvantaged preschool children . The following year it was authorized by Congress as a year–round program. In 1968, Head Start began funding a program that would eventually be called Sesame Street, operated by the Carnegie Corporation Preschool Television project. Congress enacted the Head Start Act in 1981.
In 1969 Head Start was transferred to the Office of Child Development in the Department of Health, Education and Welfare (later the Department of Health and Human Services (HHS)) by the Nixon Administration. Today it is a program within the Administration for Children and Families (ACF) in the HHS. In FY 1994, the Early Head Start program was established to serve children from birth to three years of age reflecting evidence that these years are critical to children's development. Programs are administered locally by nonprofit organizations and local education agencies such as school systems. Head Start also has a policy council. Members of this council are people from the local community and parents of the children enrolled in the program (citation needed). The program director works with this council as members provide advice regarding program goals."
Governing law establishes the age deemed appropriate for *normal children to be capable of certain developments and activities - as this family has experienced first hand by being ranked in the low-income poverty class which places us in programs such as WIC (Women, Infants & Children), OHP (Oregon Health Plan), SNAP (Supplimental and Nutritional Assistance Program) and TANF (Temporary Assistance to Needy Families) all of which fall under the Department of Human Services. According to Wikipedia "The United States Department of Education, also referred to as ED or the ED for (the) Education Department, is a Cabinet-level department of the United States government. Recreated by the Department of Education Organization Act (Public Law 96-88) and signed into law by President Jimmy Carter on October 17, 1979, it began operating on May 4, 1980. The Department of Education Organization Act divided the Department of Health, Education, and Welfare into the Department of Education and the Department of Health and Human Services. The Department of Education is administered by the United States Secretary of Education." :
Perspectives on Parenting - VI
VI. GOVERNMENT GUIDELINES FOR CHILDHOOD DEVELOPMENT:
AGE 1
AGE 2
AGE 3
AGE 4
AGE 5
AGE 6
AGE 7
AGE 8
AGE 9
AGE 10
AGE 11
AGE 12
AGE 13
AGE 1
- should be weaned completely off breastmilk and/or formula from a bottle.
- eating solids.
- crawling.
- sitting.
- standing.
- differentiating between family and strangers.
- have an established daily routine and sleeping pattern.
AGE 2
- should be completely weaned off a pacifier/thumb sucking.
- feeding themselves.
- walking.
- potty training.
- identifying shapes, colors, letters, numbers and animals.
- communicating coherently.
- able to cope with separation anxiety.
- able to respond to teaching television programs.
AGE 3
- should be able to use the bathroom independently.
- able brush their own teeth.
- able to draw on a blank sheet of paper.
- able to associate words with objects.
- able to entertain self with imagination play.
- able to communicate when hungry or thirsty, tired or sick, bored or lonely.
- able to play with other children of the same age.
- able to share toys.
- able to manipulate building blocks.
- should be aware of gender differences, but not be obsessed with them.
AGE 4
- should be able to dress themselves independently.
- speak in full sentences.
- spell words.
- count objects.
- able to make own bed.
- able to throw a ball.
- able to work with clay.
- able to communicate on the telephone coherently.
- able to develop a hobby.
AGE 5
- should be able to kick a ball.
- able to pour from a pitcher into a cup.
- able to add and subtract single digit math equations.
- able to write their first name.
- know their last name.
- know the names of their family members.
- know the name of their doctor and know how to call 9-1-1 in an emergency.
AGE 6
- should be able to identify simple weights and measures.
- able to add and subtract double-digit math equations.
- able to use a computer with a keyboard and mouse.
- able to navigate a webpage.
- able to read an age-appropriate book from cover to cover.
- able to name the seasons.
- able to do additional chores.
- able to catch a ball.
- able to show interest in a hobby.
AGE 7
- should be able to identify ethnic cultures.
- able to tell time, able to read a calendar.
- know how to navigate a map from point A to point B.
- able to add and subtract triple-digit math equations.
- able to read and follow instructions.
- able to prepare simple foods.
- able to retell a story.
- know pedestrian and transportation rules.
AGE 8
- should be able to multiply single digit math equations.
- know the names of nations.
- able to write in complete sentences.
- able to name the species of the animal kingdom.
- able to jump rope.
- able to navigate through a dictionary or encyclopedia.
- should be prepared for the onset of puberty.
AGE 9
- should be able to multiply double digit math equations.
- know the names of capital cities.
- able to write short paragraphs.
- able to make wise food choices.
- be able to care for a pet.
- prove responsible with a computer.
AGE 10
- should be able to name the various labor industries.
- able to name weather patterns.
- be thinking about a career direction.
- able to write letters to friends and family.
- able to grasp the concept of money transactions.
- able to shop from a shopping list.
- able to control impulses and cravings.
AGE 11
- should be able to keep to a schedule.
- able to practice good hygiene.
- able to think safety first.
- able to discuss major issues with an adult.
- able to prepare a full course meal for setting of four people or more.
- able to develop multiple hobbies.
AGE 12
- should be able to show compassion for others.
- able to do chores without supervision.
- able to study independently.
- able to follow rules without coaching.
- able to comprehend complex instructions.
- able to complete homework assignments in a timely fashion.
AGE 13
- should be aware of sexual education, but not be obsessed with it.
- able to earn an allowance doing odd jobs for others.
- able to self-medicate safely.
- able to handle money responsibly.
AGE 14
- able to meet deadlines.
- able to research a matter thoroughly.
- able to begin exploring vocational opportunities.
- able to participate in a student exchange program.
AGE 15
- able to obtain a driver's permit.
- able to obtain a worker's permit.
- able to work a part-time job.
AGE 16
- able to obtain a bank account in own name.
- able to obtain driver's license.
- able to begin taking extra-curricular courses at a community college.
AGE 17
- able to apply to the military.
- able to apply for scholarships to universities.
AGE 18
- able to apply for a credit card.
- able to apply for a bank loan.
- able to obtain a marriage license.
Perspectives on Parenting - VII
VII. SYSTEMATIC PRODUCTION OF CORPORATE CHILD DEVELOPMENT:
The pattern that emerges in this system reveals that the parent becomes less and less involved in their child's life, to the point that when they reach 21 years of age, they should be ready to move into their own apartment, make their own decisions about alcohol, tobacco and ammunition.
If a child has special needs, and the parent does not remain involved in their life regardless of the government's mandates, the child just get's pushed around, neglected and eventually left for the community to deal with in the form of a drug addict, gang member or criminal.
Dr. James Dobson, Jr., records in his book, Bringing Up Boys, that a 20-year study beginning in the 70's revealed that children whose father was absent from the home were more likely to have dropped out of school, become involved with gangs and gone to prison than children whose fathers remained involved with their upbringing. Dr. Dobson also provided the statistics that the average criminals are men who were pampered by their mothers, with no boundaries, rules or structure to keep them in line. However, the single mothers who provided their sons with a masculine mentor, be it grandfather or uncle, were more inclined to make something of themselves, than to participate in frivolous activities. Furthermore, Dr. Dobson reported that suicide is the highest among people whose childhood involved a broken home as the result of generational gaps between siblings, a parental affair or divorce, prison or death of a loved one.
The pattern that emerges in this system reveals that the parent becomes less and less involved in their child's life, to the point that when they reach 21 years of age, they should be ready to move into their own apartment, make their own decisions about alcohol, tobacco and ammunition.
If a child has special needs, and the parent does not remain involved in their life regardless of the government's mandates, the child just get's pushed around, neglected and eventually left for the community to deal with in the form of a drug addict, gang member or criminal.
Dr. James Dobson, Jr., records in his book, Bringing Up Boys, that a 20-year study beginning in the 70's revealed that children whose father was absent from the home were more likely to have dropped out of school, become involved with gangs and gone to prison than children whose fathers remained involved with their upbringing. Dr. Dobson also provided the statistics that the average criminals are men who were pampered by their mothers, with no boundaries, rules or structure to keep them in line. However, the single mothers who provided their sons with a masculine mentor, be it grandfather or uncle, were more inclined to make something of themselves, than to participate in frivolous activities. Furthermore, Dr. Dobson reported that suicide is the highest among people whose childhood involved a broken home as the result of generational gaps between siblings, a parental affair or divorce, prison or death of a loved one.
Perspectives on Parenting - VIII
VIII. BREAKING THE MOLD:
So, what exactly did God mean in Jeremiah 29? He tells the Israelites to pray for their leaders, because when their captors prosper, the exiles will also prosper.
It seems contrary to what we would instinctively do. And that is just the point. rather than grumbling and complaining, God wanted the Israelites to have power in their circumstances by praying about the things they saw and heard around them in their daily lives.
The result: Compassionate leaders who contributed in one way or another to the rebuilding of a great nation that continues to this day despite oppression.
What does this say about us as Christians? Paul sums it up very well in Romans 8, where he says "If God is for us, who can be against us?"
Back to Jeremiah 29, God tells Jeremiah to tell the Israelites that He knows their future. He's got it all figured out. All they need to do, is trust Him. Then, He tells them how to do that:
He tells them that when they listen to Him, He'll listen to them. When they seek to know Him better, He will reveal His mysteries. When they ask anything of Him, He will answer in some way.
Jesus supported this process in Matthew 6, which was immortalized through the following praise song:
Bringing all this into focus is the simple, yet profound Sunday School motto that applies to all people of all ages, race and culture:
J = Jesus first
O = Others second
Y = Yourself last
JOY TO THE WORLD!!!
So, what exactly did God mean in Jeremiah 29? He tells the Israelites to pray for their leaders, because when their captors prosper, the exiles will also prosper.
It seems contrary to what we would instinctively do. And that is just the point. rather than grumbling and complaining, God wanted the Israelites to have power in their circumstances by praying about the things they saw and heard around them in their daily lives.
The result: Compassionate leaders who contributed in one way or another to the rebuilding of a great nation that continues to this day despite oppression.
What does this say about us as Christians? Paul sums it up very well in Romans 8, where he says "If God is for us, who can be against us?"
Back to Jeremiah 29, God tells Jeremiah to tell the Israelites that He knows their future. He's got it all figured out. All they need to do, is trust Him. Then, He tells them how to do that:
He tells them that when they listen to Him, He'll listen to them. When they seek to know Him better, He will reveal His mysteries. When they ask anything of Him, He will answer in some way.
Jesus supported this process in Matthew 6, which was immortalized through the following praise song:
"Seek ye first the kingdom of God,
And His righteousness.
And all these things shall be added unto you...
Allelujah.
Man shall not live by bread alone,
But by every Word,
That proceeds from the mouth of God...
Allelujah
Knock and the door shall be opened unto you,
Seek and ye shall find,
Ask and it shall be given unto you...
Allelujah"
Bringing all this into focus is the simple, yet profound Sunday School motto that applies to all people of all ages, race and culture:
J = Jesus first
O = Others second
Y = Yourself last
JOY TO THE WORLD!!!
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