Indivisible Education

The other day I was talking with my sister about my school – First Foundations Academy LLC.  She was giving me feedback on what I had put together and suggested that maybe I not put such a heavy emphasis on teaching values and religious viewpoint and instead focus more on the academic aspect.  Saying that many parents may feel uncomfortable allowing their children to be taught those things away from home, and they probably felt that was more of their responsibility than the schools.

At first, I tried to explain that academics is the major aspect of the school however the form she was looking at (an explanation of FFAL philosophy) was outlining the worldview the academics would be coming from and the desired outcome of the students.  You know, like all good beginnings - The WHY or ‘start with the end in mind’ objective of the child’s education.  The purpose of their academic study was not only to give them cultural literacy and the ability to compete in the world but to help the student establish those first foundations of faith and the character necessary to experience genuine happiness while become a positive contributing member of society. 

She was still trying to compartmentalize them as separate objectives, when it finally dawned on me – She thinks they CAN be separated. 

And even worse, she thinks they had been separated in her and her children’s education experience.  I guess the discovery of their union had happened so gradually and over a span of time, I’d forgotten when I was operating under the same pretense. 

There was, however, a time I recall when I actively chose to use resources that were explicitly “valueless” or free from a religious point of view, thinking I didn’t want my children to be unfairly influenced by someone else’s agenda – so I wanted the information to be strictly and only… knowledge. 

I believe it wasn’t until I learned how the founding fathers viewed the importance of education [in the Northwest Ordinance of 1787 - Article 3] as necessary for good government and mankind’s happiness, that I began seeing it differently.  They said that schools and education are comprised of three components.

1) Religion

2) Morals

3) Knowledge

At first I thought that was their planning strategy – to include all three of those components – but as I began observing one area, I noticed that it actually internally possessed the other two.  Maybe not as visibly as one might think, but it was there. 

Learning a religion - it always had moral training along with knowledge.  Moral training - included a religious viewpoint and is taught through knowledge.  And the same thing came with secular knowledge.  If a subject appears to be devoid of a religion – it would fall into an atheistic or humanistic viewpoint (even the courts ruled this as a religion).  If it appears to be without any moral message – you got it.  That was the moral training taking place. 

And because knowledge appears to be absent of religion and morals, like it is simply barebone information – it’s easy to assume they can be separated.  The campaign to learn academics at school and religion and morals in the home is really a way of promoting a dual training (which leads to confusion, I might add) to be trained in atheism and/or humanism for six to eight hours a day and a small token of time on the family’s preferred moral/religion at dinnertime and the weekends.  And we all know how with homework, friends, media, and other outside influences, it is probably even less time than that. 

It’s no wonder so many are struggling with “cognitive dissonance” and feeling they have to abandon their faith in order to come to any peace of mind.  If so much of what they see and experience is understood as being “without God” and very little learning involves “with God” it is not a holistic or consistent worldview. 

So yes, First Foundations Academy LLC, focuses on the first foundations of (1) Religion (2) Morals & (3) Knowledge.  It strives to identify “What is Truth?” within those components in a unified mindset rather than a cynical or contradictory approach. The difference between this school and say public school, is the philosophy is right out front and center – so parents can see exactly what religion and morals are attached to the knowledge. 

Internal Decay - Ewww

I just had a dream.  And like most of my dreams the details are quickly fleeing from my mind as I wake up enough to function.  I’ll try to put the details back together as I write.

I was at the dentist office having some dental work done.  For some reason my face was swelling because of the procedures that had been performed.  I can’t recall what the problem was but it was the typical result for having the problem repaired. 

Man, this is frustrating because I’m not being able to recall the dream much at all now – but I do recall as I was entering the tinkerbell stage (half awake, half asleep) that I was curious what could be the purpose for having such a dream.  The thought came to me that it is comparable to the journey that I’ve been taking lately.  An internal journey of discovery. 

Most of my life, I have been a good girl.  Making correct choices without really struggling much with temptation.  Staying true to the faith and having a natural inclination to be obedient to correct principles.  A duty-bound girl, by choice.  I am grateful for these tendencies because it has prevented a great deal of heartache and trouble. 

But lately, I have been exploring deeper beyond the outward motions and decisions.  Such things as my beliefs, my intents, my emotions, my thoughts, my triggers, my true self, etc.  It has been an eye-opening journey to say the least.  I’m finding a great deal of inconsistency – alright I’ll say it– hypocrisy.  I’ve been surprised by the things I’ve been learning about myself.  As well as amazed by the power these internal elements have been having on my life. 

It’s kinda like my teeth in the dream.  They perform their function of chewing and speech.  Even get some daily care and cleaning without giving it much thought as to what might be going on beneath the hard enamel surface.  Some stuck food (stuffed emotions) or internal weakness (false limiting beliefs) or bad habit of dental care (poor self-talk) or poor nutrition choices (listening to or believing shame messages) etc, has slowly been eating away and decaying the inside of my teeth.  On the outside surface, my teeth are still functioning to normal capacity, but inside these little things are going to affect not only my teeth, but my smile, my diet, my finances, even my relationships in a big way. 

And now I’m feeling the results of having the dental work being done – so to speak.  As I identify my emotions and experience them, really feel them rather than stuffing them (as if that’s really an option), I’m s.l.o.w.l.y. learning how to identify the message or purpose for those emotions in a healthy manner.  Process them then let them go.  [The drill work has begun]  As I recognize a belief that was made as a young child (and not based on any type of truth, I might add) that has been affecting me and limiting my capacity my entire life, and then stating affirmations of the correct truth to reprogram that belief. [scraping out the decay]  As I recognize my speech is limiting in in nature and how my verbage is creating that manifestation in my life – like saying “I can’t” is a prayer that is quickly and consistently answered, and choose instead to use gentler terms. [Packing the tooth with filler]   As I look in the mirror into my eyes and search for who I am apart from what I look like or what experiences have defined me.  [putting the sealant on]  As I do these internal repairs, yes, my jaw is swelling from the manipulation, but I can feel healing taking place.  I can feel increased functionality.  I can feel greater results are going to happen.  I can feel one-in-purpose or not hypocritical to myself. 

Okay, that’s probably enough with the tooth analogy.  I’m not really that big into dental care and so I find it interesting that this particular dream was the symbol that I’m using for this internal journey. 

But it’s one more step in the quest to BECOME.  Not simply gaining an education and making good choices.  Not simply engaging in the best philosophy behind the type of education to receive.  Not simply planting a good seed to yield a good harvest.  But to clean out the heart and the mind from past refuse or abuse and start again fresh with a good consistent first foundation.  

It's Always Been Greek to Me . . .

When I first heard the concept of the Greek education versus Hebrew education, I found it extremely fascinating.  There was something almost exhilarating as well as liberating to see outlined how I had been a walking contradiction.  The methodology and results between the two clearly put them as opposing forces and I had been trying in vain to make them compatible.  Some of the points that impressed me are as follows:

 

The Greek is focused on the mastery of knowledge and skills.  The Hebrew is focused on purpose and relationships (where knowledge and skills are a by-product or acquired along the way while building relationships and fulfilling purpose). The Greek philosophy sees the mind as a container that needs to be filled.  The Hebrew sees the mind as clay which needs to be molded into its masterpiece. 

The Greek teacher manipulates its student through behaviorism.  The Hebrew teacher inspires the student to desire to change their behavior.  The Greek approach is to shape the mind.  The Hebrew approach is to shape the heart.  The Greek method is to put knowledge in so they can regurgitate it and know what to think.  The Hebrew method is to draw knowledge out so as they search inwardly and learn how to think. 

The differences continue.  The Greek method is very organized and systematic – compartmentalized subjects and packaged curriculum.  The Hebrew method is messy, where all subjects and concepts are intermingled in a unity or wholeness. 

Greek education is dependent on teacher’s training and tools (curriculum), whereas Hebrew education is dependent upon the teacher’s love for the student and the content.  Greek students attempt to learn what the teacher knows.  Hebrew students attempt to become what the teacher is. The Greek focuses on Content.  The Hebrew focuses on Context.

If the opposing views were looked at with anamosity it might be said that the goal of the Greek education is to create individuals who are “useful idiots” to serve the state.  Whereas the Hebrew strive to create individuals who are “blindly obedient” to serve their creator. 

The Hellenistic objective is ‘knowing’.  The Hebrew objective is ‘BECOMING’ or the practical application.  The Greek is concerned with right thinking.  The Hebrew is concerned with right conduct. The Greek learn in order to comprehend.  The Hebrew learn in order to worship God or serve mankind.

The Greek thinker views success as acquiring or owning beauty, brawn, intelligence, money, or popularity.  They ask the question “How will this benefit me”.  The Hebrew mindset views success as demonstrating service to others, worship to God, and obedience to his commandments.  They ask the question “How will this benefit others”.

That long list probably would have been better organized as bullet points in two separate columns (Greek style) but the poetic factor (Hebrew style) of the contrast would have been lost.  Yet another demonstration of the two divisions of thought. 

So now a couple questions.  1) Is it true? and 2) Does it matter?  Of course there are proponents and opponents for both sides of those questions.  In my humble opinion, it is more a matter of principle than a matter of facts. 

I agree that the factual application of this idea is in gross error.  Not all Greeks were consistent in this way of thinking and neither were all Hebrews so saintly in their application. 

Chicken or the Egg?

The world loves to view things in the extremes.  And people love to sensationalize their perspective is superior than another – stuck in an either/or mode of thinking.  But that doesn’t necessarily indicate that reality exists in that mode. 

One of the philosophies may have possibly been foundational or a preparation to the other.  Such as we find in the comparison of the lower (mosaic) law versus the higher (Christian) law.  Both are valuable for the purpose they were meant to perform, but one is more complete.  That applies in this context as well.  The Greek focus of content or knowledge is a valuable objective to pursue, but it is lacking in completeness of the whole person. 

The Greek way of thinking may be different and lacking, but still had influence on the Hebrew.  The Hebrew ideal originated from Adam and so must have had influence on the Greek perspective.  It all sounds like the childhood dilemma - Which came first, the chicken or the egg?  The Greek or the Hebrew?  

Again, chronology of influence may be missing the boat.  Identifying the distinguishing characteristics of each mode of thinking is valuable to clarify where one may be or where one would like to go, but it doesn’t establish which one is consistent with truth.  

The Greek education has been all I've ever known in my own schooling experience.  It's always been Greek to me.  But should it continue to be.  The Hebrew philosophy pulls on my heart as what I want to obtain for myself, my children, and ultimately, for all society at large.  Focusing more on the BECOMING rather than simply the KNOWING.  

BECOMING

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In order to accomplish this Colossal Quest, it’s going to require a certain type of person.  I don’t mean an introvert/extrovert or even the most talented/qualified to carry it out.  But instead a certain caliber of person with all their unique gifts and contributions for their specific missions.  A highly educated person but not in the traditional sense.  One that is educated in character.

When thinking about the purposes of education, it’s generally associated with getting a good job, or having the skills to be competitive in society, or just simply acquiring things like money, a social reputation or cultural literacy.  Basically, the purpose is to DO or to HAVE.  But like most things that society has to offer, there is a higher, a more noble purpose behind the mechanics . . . and that is to BE.

 

BEING a great person, is truly undervalued in a world where GETTING is the popular trend.  BEING of high quality is hardly even mentioned in the arguments for education.  Sure, there is the twist on the word such as being informed and literate or being confident and competitive, even being a contributing member of society.  But those are just another way of saying the same objective of GETTING. 

BEING or BECOMING is in a class of its own.  It’s happening all the time, whether it is identified as an objective or not.  DOING or GETTING require specific actions to get a result but BECOMING is an either/or based on what choices are made.  It’s attached to the DOING or GETTING but shapes the character rather than the brain or pocketbook.  For instance –

Studying math 

     *Provides career opportunities  (& salary advantages) to solve society’s Ills  

     *Increases the likelihood of improving the current trends of technology growth

     *Gives the student the skills needed to understand the principles of mathematics

     *Gives the student competence to interact in a world where those principles are utilized

     *Causes the brain to create new connections and pathways for increased functionality and reasoning power

     *It may create a hate of math because of the challenges associated with learning it.

Those are the DOING and GETTING.  But it also is teaching the BECOMING skills such as:

    *Developing the fortitude and confidence to do hard things

    *Developing the discipline of daily practice and persistence (a good work ethic)

    *Developing a greater appreciation for the mathematical principles behind all of creation and nature

    *Developing a social competence and intelligence that is attractive to others

    *Developing courage to face complicated problems or intimidating circumstances

    *If resisting the learning challenges, it is developing ignorance, inconsistency, emotional instability, distractableness, discouragement, cantankerous, lazy, even a quitter.

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So how does one BECOME? 

Well, God has already put together a pretty amazing system based on choice and experiences.  Truth is available for all and whether one applies said truth, BECOMES said results.  If the opposite of truth is applied, one BECOMES a different result.  A simple cause and effect system.  Doctrine and Covenants 130:20-21 describe it best:

            “There is a law irrevocably decreed in heaven before the foundations of this world, upon which all blessings (in this case BECOMINGS) are predicated –

            “And when we obtain any blessing from God, it is by obedience to that law upon which it is

predicated.”

We simply identify what it is we want to BECOME and then make those choices that will give us those results.  Simple?  Not really.  It’s quite a complex scenario but well worth the investment of focus and intent. 

Whereas DOING can receive a checkmark and GETTING can be tangibly identified, BECOMING is challenging to measure.  Usually it is incredibly gradual and continually progressive in nature.  Over time or hindsight is its best indicators that progress is being made. 

If BECOMING is our educational objective and we are in the process of BECOMING (because the journey never ends), we can DO what is required to accomplish the Colossal Quest and HAVE an impactful life.

The Quest Begins

During the summer of 2014, I had the privilege of spending a week away from my chaotic circumstances and go play with, laugh alongside, learn from, and be inspired by my amazing sisters at a sister’s retreat.   We did everything from attend the theater, walk through beautiful gardens, play silly games, and watch chic-flics, to long intimate discussions, attend seminars, and dine at the finest restaurants.  It was an amazing retreat. 

One performance stuck out in my mind as particularly inspiring – life changing even.  It was a local production of the play “The Man of LaMancha”.  I believe I watched this movie as a young teen but wasn’t particularly impressed with a lunatic that wore a washbasin for a hat and charged at windmills.  Needless to say, I hadn’t gotten much out of it.  But this time – Maybe it was the closeness of the action, or the inability to wander off disinterested, or the fact that I’ve matured enough over the years to appreciate so many of the truths found therein – but this time, It was mesmerizing.  I have never been so moved by a man’s integrity (even though he wasn’t in his right mind at the time) and nobility of purpose.  His ability to pursue something of such import, even though he knew it could never be achieved, to pursue it anyway because it was right, and because he wanted his life to matter.  Simply look at the caliber of his quest.

To dream ... the impossible dream ...
To fight ... the unbeatable foe ...
To bear ... with unbearable sorrow ...
To run ... where the brave dare not go ...
To right ... the unrightable wrong ...
To love ... pure and chaste from afar ...
To try ... when your arms are too weary ...
To reach ... the unreachable star ... 

This is my quest, to follow that star ... 
No matter how hopeless, no matter how far ... 
To fight for the right, without question or pause ... 
To be willing to march into Hell, for a Heavenly cause ... 

And I know if I'll only be true, to this glorious quest, 
That my heart will lie peaceful and calm, 
when I'm laid to my rest ... 
And the world will be better for this: 
That one man, scorned and covered with scars, 
Still strove, with his last ounce of courage, 
To reach ... the unreachable star ...

Could there be a more noble pursuit. 

As I pondered these ideas, I felt a strong desire to align my purpose with such nobility, to make a difference in this world, to seek something so far out there that only Christ could make it happen.  And so I sat down and identified what I call the Colossal Quest. It is so ginormous it will take a lifetime’s pursuit, and so (almost) unattainable (because I can do all things through Christ), and so noble a cause that in today’s world it causes one to stand firm and maybe alone. 

Colossal Quest

To Live a Principled and Virtuous Life

To Aspire to Greatness

To Engage in Freedom’s Cause

To fulfill my Life’s Service

To Be a Force for Good

To Prove faithful to the Right

And so the quest begins.