Did You Know That 90% of Publicly Schooled Christian Students Develop a Secular Humanist Worldview? Here’s Why…
We should not be surprised that 90% of publicly schooled Christian students develop a non-Christian secular humanist worldview, when 90% of Christian parents allow a secular humanist government system to educate their children? It only makes sense that such a situation would occur. But the greater question is this. If church leaders know these statistics, why are they not doing something about it? Why are they not specifically encouraging parents to choose non-public school education options while Americans still live in a free enough country to do so? And, why have most Christians and Christian leaders bought into a secular humanist system of education and forsaken God’s methods of educating youth within the church itself?
Voddie Baucham said it best when he notes that, “Whoever is your teacher is also your discipler.”
The reality is that whoever educates – disciples, and whoever disciples carries the power to develop and establish the deep seated worldviews of those they educate.
Why is worldview so important?
A person’s worldview comprises a set of underlying assumptions about the world and our existence in it. Dr. Ron Nash explains it as “a conceptual theme by which we consciously or unconsciously place or fit everything we believe, and by which we interpret or judge reality.” James W. Sire describes worldview as “our ground-floor assumptions – ones so basic that none more basic can be conceived.” And Charles Colson and Nancy Pearcey explain that “a worldview is the sum total of our beliefs about the world; the big picture that directs our daily decisions and actions.”
Because worldview is so foundational to our basic beliefs, thoughts, and actions, Baucham aptly points out that “if you want to find out about someone’s worldview, don’t ask them what they believe, just watch how they live – that’s where you’ll see someone’s worldview.” Bauchman goes on to explain that worldview is not taught directly, as if the public school system sits children down and says, “This is secular humanism, you must believe this way.” Rather, the secular humanist worldview is developed more subtly over time, and is informally communicated through the system of assumptions made, taught, and for all practical purposes indoctrinated into the hearts of children on a variety of topics from math and science to philosophy, history, and literature. “From K-12, children spend 14,000 seat hours in school – 14,000 seat hours! The average Christian family spends less than 30 minutes per week discussing spiritual matters.”
While many parents love their children dearly and want the best for them, a majority of Christian parents are unaware that they themselves do not hold to a Christian worldview (no doubt obtained from the same system they now send their own children to, and this is true whether the parent was Christian or public school educated). Thus, Christian parents fail to see the considerable threat and danger inherent in the public education system in terms of the life of their child: in the very real and eternallife sense of the word. Sadly, the majority of these parents opt for the easy or convenient way out of making the hard financial and personal choices to do the difficult work of discipling (which requires educating) their own children. These parents have become slaves to “Pharaoh” and they do not even recognize it: although they will deny it and make excuses to justify their actions when questioned about their choices.
It is said that everyone has an excuse for their behavior, but this is especially true when Christians seek to justify their un-biblical choices. The Bible does not give us a “free pass” to forgo our responsibility as parents to disciple our own children. But the Bible presupposes parents have a healthy and mature relationship with God themselves first, or are at least in the process of developing one.
Just because we make excuses such as “I’m not smart enough,” or “I need to work,” or “I cannot educate this strong willed child,” etc. does not mean we are excused from our obligation to disciple the children God has blessed us with. Instead, the Lord promises to always provide the believer with a way of escape in order that he or she may not walk in disobedience to His Word (1 Cor 10:13). The Lord will also equip us for every good work that He has prepared beforehand for us to do (Eph 2:10, 2 Tim 3:16-17). For example, God did not make a mistake when he gave you that strong willed child, but God intended that this strong willed child would help God do a work in you while you were discipling him or her. Everything God does has reciprocal properties and lessons, and discipleship at its very core implies being both a learner and a teacher. The parent learns from the Lord while simultaneously instructing the child.
Furthermore, those who we might feel have the greatest excuse to pass on their responsibility of discipling (thus educating) their own children are single parents. Yet today, many single parents overcome difficult obstacles and make incredible personal sacrifice in order to home educate their own children. These single parents are selfless enough and brave enough to step out in faith and make the hard choice to home school while also bearing the weight and responsibility of being the primary bread winner of the family. There are many success stories of those who have and are doing just that. This goes to prove the fact that if parents desire to obey God’s Word and disciple their own children, the Lord is with them and will make their way successful if they do not give up. It may not be easy, and it may at times be frustrating, but every single parent who has taken up their cross and followed the Lord in this regard has been blessed and is so thankful that they pressed on in faith to the end.
The Master taught an important lesson in the form of a parable regarding the education of children in Luke 6:39–40 which states,
And He (i.e. Yeshua/Jesus) also spoke a parable to them: ‘A blind man cannot guide a blind man, can he? Will they not both fall into a pit? 40 A pupil is not above his teacher; but everyone, after he has been fully trained, will be like his teacher.’
First, if we examine this biblical principle that says “the blind cannot lead the blind,” and we apply it to the current statistics that show how 90% of public school educated Christians, when they are fully grown, will have developed a secular humanist worldview, we prove the validity of this biblical principle with statistical evidence. In other words, a secular humanist public school system will produce secular humanist students even if those students have Christian parents and even if they attend church regularly while growing up.
If we continue and look further at verse 40 (above) we note that the principle “the blind cannot lead the blind” is followed by a further principle that a pupil or student is not “above” his or her teacher. If the teacher is “blind,” or in other words a secular humanist, the student will not and cannot be “above” his teacher. Meaning, the student who is himself blind (as in untaught) cannot and will not gain sight (i.e. light or truth) when his discipler is blind (i.e. a hater of truth, thus in reality untaught). The student will remain blind and will be led off into the pit following the ways and beliefs of a blind secular humanist. He will, as the Messiah points out, “become like his teacher.” This is the sad reality the Christian church and Christian parents need to begin to grasp hold of. It is a crisis of epic proportions.
Some may protest that there are some good “Christian” teachers in public schools. That may be true however, it has clearly not proven to have any statistical impact toward bettering the situation, nor can “Christian” teachers instruct the children in the ways of the Lord. Rather, they are forced to only use the secular humanist curriculum, methods, and systems of education to which they are beholden. They are very much equivalent to the task masters of Egypt.
The statistics being released regularly by the Barna Group and the Nehemiah Institute as well as other Christian statisticians today continue to prove that the situation is truly an unrecognized and unaddressed crisis within the church. Each successive generation of self-professed Christians are failing to pass the Gospel to future generations because they are failing to disciple their own children, and it is happening on an ever increasing scale. Nor have we even begun to address or consider the effect this situation has had on the issue of evangelism. If the church and Christian parents cannot disciple their own children inside the church, how much less can they be effective evangelists outside the church?
However, where there is a will to do the Lord’s will, there is always a way.
Today’s home education network has more support than ever before to help those who desire to take up their biblical calling but who also have difficult circumstances they must overcome in order to do so effectively.
One of the first problems that must be overcome by all parents is a slavery mentality. Just like the children of Israel who became enslaved to Pharaoh over time, Americans in particular, but the west in general, has developed a slave mentality when it comes to children. This is reflected in the top three questions most often asked of those who home school their children: (1) “Is that legal?” (2) “Who approves your curriculum?” and (3) “What about socialization?”
The first question, “Is that (i.e. home schooling) legal?” right away reveals a secular humanist worldview. This is reflected in the assumptions and presuppositions hidden behind this question itself. Whose children are they? The states or the parents? Why would it assumed to be “illegal” to disciple (i.e. educate) your own children? Only a slave would ask such a question.
A truly free man knows he is free, and the government has no business in his personal affairs, particularly regarding the discipleship of his or her own children. However, those who have been “discipled” to believe “the state is the educator,” as opposed to God through parents, has acquired a very unbiblical worldview that positions him or herself as slaves of the state.
Remember, what we “do” demonstrates our worldview and may actually be different than what we think we believe. What we “do” declares to both Christians and non-Christians as well as to the church and to the state what our worldview really is.
Those who hold a secular humanistic worldview despise the freedom inherent in a biblical worldview that says parents, not the state, have total authority over their children’s education. Because secular humanists believe the state is the educator, and has both the responsibility and power to control the content of all children’s education, they continually seek to gain greater oversight over home schoolers. Any Christian who falsely believes the secular state is the only legitimate “approved” educator, has proven through their actions (i.e. sending their children to public school) that they do not hold to a Christian, nor biblical, worldview in this area of ideas.
Instead, such a Christian holds to a secular humanist worldview concerning the education of children. Such a worldview has not only penetrated the general education process for children outside the home and church, but its influence has also transformed how Christians disciple their children within the church. This has further complicated the problem through the impact of age segregation that has not simply entered secular society and systems of education, but the church itself.
As a believer who holds to a Christian worldview, the idea that one should have to “ask permission” from the state to disciple (i.e. educate) his or her own children is appalling. It betrays an unbiblical “slave” mentality that 90% of Christians sadly operate under with regard to children today. Churches, pastors, and other leaders and parents need to wake up to this reality and begin to change their behavior toward children and the discipleship of children so that they can stop this incredible loss of future generations into the pit of secular humanism.
There are only 24 hours in a day. The average school day for 90% of Christian young people today looks something like this.
AVERAGE SCHOOL DAY:
Sleep = 8 hours
Eating and bathing = 2 hours
Travel (to and from school/practices and after school activities)= 1 hoour
School = 8 hours
Homework and/or Practices/Activities/Sports = 3 hours
Television and social media = 2 hours (consider this is a very low estimate from reality)
TOTAL HOURS: = 24 hours
Weekends are not much better by way of time spent as a family. Even going to church no longer means “family time” but further family separation with everyone going to their separate age segregated (a secular humanist concept) classes.
Deuteronomy 6:4–9 states,
Hear, O Israel! The LORD is our God, the LORD is one! 5 You shall love the LORD your God with all your heart and with all your soul and with all your might. 6 These words, which I am commanding you today, shall be on your heart. 7 You shall teach themdiligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. 8 You shall bind them as a sign on your hand and they shall be as frontals on your forehead. 9 You shall write them on the doorposts of your house and on your gates.
The reality of this verse in Scripture is that parents are responsible to teach aka disciple aka educate their children through the course of daily life that requires more time than just the five minute breakfast dash in the morning or the quick drive through dinner before bed. It was only after the rise of the industrial revolution in the mid-1800’s that a movement developed in America toward compulsory, government-controlled education. Over the next 100 years, parents slowly began to trade their freedom and responsibility for luxury and slavery to the state. As such, their children and grandchildren are paying the ultimate price.
Ultimately, some argue that we “need” Christian children in the public school system to “witness” to all these non-believing children. While anyone can empathize with such a situation, the fact remains that a child who has not yet been fully “trained and equipped for every good work” cannot succeed in being “above” his or her “teacher.” In other words, the child who has not yet fully formed his or her worldview cannot lead or pass on that worldview to other students, nor overcome the so called “wisdom” (but in reality blindness) of his or her teacher who is teaching from a secular humanist worldview. The student may very well start out with a small amount of “light” from his or her early years at home that was developed before the age of five (unless of course the child attended public pre-schools). But even this light will quickly be snuffed out because the Scriptures declare that the student is not above his teacher. The student’s soil is not yet very deep and the weeds of secular humanism will choke out the Word planted. The statistics today prove this to be the case. Thus, young Christian children placed in a public school situation is equivalent to the seed planted on rocky, shallow soil that shoots up quickly, but the years of indoctrination take their toll and he never matures. The Word in him withers away and is choked out by secular humanism. The student becomes like his teacher: dead and dried up.
Furthermore, Matthew 10:24–25 states,
A disciple is not above [i.e. superior to] his teacher, nor a slave above [superior to] his master. 25 It is enough for the disciple that he become likehis teacher, and the slave like his master. If they have called the head of the house Beelzebul, how much more will they malign the members of his household!
Here we see again not only the principle that a child is no above his godless teacher, but he will also be hated in the process by his godless teacher if he tries to resist his teacher’s instruction. The child will, statistically speaking, not have the capability to overcome the sheer weight of instruction in falsehood that he is given in contrast to the limited biblical instruction he may or may not receive at home and in church.
Not only this, but what sense does it make to send our beloved, ill equipped children into a battle they are not prepared to fight? What sense does it make to say it’s a good thing for our children to be taught by someone who will ultimately hate them if they stand for the truth? How can such a learning situation be beneficial to the child?
Furthermore, the presupposition that children are evangelizing other children in public schools successfully has no statistical merit. It is the false excuse and hope of parents who want to feel better about their unbiblical decision to send their children to public school.
The secular humanist public school system itself in recent years has gone well beyond hatred for the Lord and the Word of God. They malign it and Him at every turn. How can children who have not fully developed their own worldview ever hope to overcome such a situation without being drug into the pit with the rest? The answer is that 90% cannot.
Consider these statistics as further evidence of this unpleasant reality:
- Less than 10% of American Christians have a biblical worldview. (Most Christians today have been raised by “Pharaoh” in the public school system and have developed a slave mentality)
- 2/3rds of American self-professed ‘born again’ Christians say there is no such thing as absolute truth.
- Only 4 of 10 Christians say they are absolutely committed to the Christian faith.
- Only 44% of church youth believe humans can grasp the meaning of truth itself. (Of course, we would ask, how do they know that they can’t know?)
- 85% of churched youth believe truth is relative to the situation (i.e. they believe in relativism or situational ethics).
Not only do these and other statistics show that an overwhelming majority of children growing up in Christian homes, who are educated by someone other than their parents, are not developing a Christian worldview, but the result is having a devastating impact on the church’s ability to propagate the Gospel to the children and future generations within their own congregations. The situation is incredibly desperate, yet the majority of churches and individuals who attend those churches are not taking the proper action to turn things around. In fact, the church and the majority of parents within the church hold to the same theory of education as the secular state. This is demonstrated by the fact that the standard America church system of worship (i.e. faith and practice of most churches today) has not been able to overcome the “secular humanist discipleship” of the public school system. In fact, the church has acquired and implemented within their modern systems of worship the very same unbiblical methods of instruction as the secular humanist state itself. Moral relativity, lawlessness, and age segregation are not simply a part of the system of the world outside the church walls, but have become a part of the standard American Christian experience and mindset.
What does all this mean in the end? It means that until people wake up and begin to take responsible actions to restore, promote, encourage, and support parents in their job as disciplers of their own children, we will continue to see 70-88% of children being raised in these Christian homes and churches today, walk away from God altogether by the age of 18 (or by the end of their first year of college – statistics vary but fall within this statistical range).
Baucham summed up the situation succinctly when he said, “The correlation is clear: If we continue to send our children to Caesar for their education, we need to stop being surprised when they come home as Romans.”
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of
Christianity, (AR: Master Books, 2012), 263-274.
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of
Christianity, (AR: Master Books, 2012), 264.
 Ron Nash, Faith and Reason, (Grand Rapids: Zondervan, 1988), 24.
 James W. Sire, How to Read Slowly, (Colorado Springs: WaterBrook, 1978), “Identifying the Author’s World View.”
 Charles Colson and Nancy Pearcey, How Now Shall We Live? (Wheaton, IL: Tyndale, 2004), 14.
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of
Christianity, (AR: Master Books, 2012), 271.
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of Christianity, (AR: Master Books, 2012), 264.
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of Christianity, (AR: Master Books, 2012), 269-270.
 Gunn, Colin and Joaquin Fernandez, IndoctriNation: Public Schools and the Decline of Christianity, (AR: Master Books, 2012), 263. See also Dr. Jerry Pipes and Victor Lee, Family to Family: Leaving a Lasting Legacy, Reprint 1999, (United States of America: Jerry F. Pipes, 2005), 37.