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Foreword
Christian Action Network (UCA) is opposed to the Religion and Education
Policy Document. In several submissions to the Department of Education
(DoE), we have pointed out that there is no need for this policy. So-called
incidents of religious discrimination have been few and far between. Furthermore,
there is already sufficient legislation in place to ensure that discrimination
does not take place and if it does, the legislation is sufficient to address
the situation.
UCA
has consistently argued for a decentralised model, leaving the choice
of religious instruction, religion education, religious ethos and religious
observance up to the school governing body. This would ensure a diversity
of institutions across the country, which have the flexibility to take
into account the conditions and religion of the local community. Sadly,
despite many submissions calling for this approach to uphold religious
freedom, the DoE has failed to heed these submissions.
UCA
has questioned the legality of this policy (RE: Submission on Religion
and Education Policy Document, 17 July 2003):
a)
Nowhere in the South African Schools Act or the Constitution is the Minister
of Education empowered to set-up or establish policy that may dictate,
promote or restrict religious beliefs, instruction and practices at schools.
We therefore assert that this very policy is unconstitutional.
b) Furthermore the Constitution allows for the "Freedom of religion,
belief and opinion", including the practice of religious observances
at state or state-aided institutions (Section 15(2)), provided that the
observances follow rules made by the appropriate "public authorities"
(15(2a)). It is a ridiculous notion that the Department of Education (DoE)
is claiming to be the relevant "public authority", considering
that this very aspect of the Constitution has been clarified through Section
7 of the South African Schools Act of 1996: "Subject to the Constitution
and any applicable provincial law, religious observances may be conducted
at a public school under rules issued by the governing body if such observances
are conducted on an equitable basis and attendance at them by learners
and members of staff is free and voluntary." We therefore assert
that the relevant "public authorities" are in fact the school
governing bodies, and in their absence the provincial education departments,
which for example, in the case of the Western Cape, empower the parents
to choose the type of religion they wish their own children to be educated
in at school level.
c) Furthermore, it must also be pointed out that the Constitutional Court
has already interpreted clause 15(2) of the Bill of Rights to mean that
schools do not have to accommodate prayers to every religion at that school,
but just to decide in a "fair" way the type of prayers appropriate
for that school (S v Lawrence; S v Negal; S v Solberg, 1997). The policy
is trying to restrict this freedom.
As
this policy stands, UCA disagrees with it and would recommend that it
not be implemented - as it severely restricts religious freedoms. However,
given the fact that it has been approved, we need to look at it from a
different perspective, namely from the position of 'those on the ground'.
This analysis has been drafted in the light of the following criteria:
1. It looks at the possible dangers and threats of this policy;
2. It considers the possible opportunities of this policy; and
3. It considers this policy from a Christian perspective.
Finally,
it must be noted that while there are opportunities for Christians to
proclaim the Word of God within this policy, these opportunities are limited.
This policy creates no new possibilities for the Gospel that did not exist
prior to its approval. In fact, it limits and restricts the amount of
freedom for the Gospel. However, it is also true to say that the opportunities
it does create are as true for Christians as for any other major religion
(with the exception of the state endorsed religion of Secular Humanism
which has an unfair advantage). It is therefore fair to say that Christians,
more than any other people, need to exploit these to the maximum, or else,
by default or failure to act, religions foreign to the Gospel, will exercise
more influence over the lives of the next generation.
May
God find it in His good pleasure to use this analysis to advance His glorious
Kingdom of the risen Lord Jesus Christ.
In
Him,
Rob Mc Cafferty
Analysis of Policy: Religion and Education
TABLE OF CONTENTS
1.
Introduction
2.
How is Religious Freedom Denigrated?
3.
Contradictions Within the Policy
4.
The authority of the Church and Parents is Usurped by the State
5.
Teachers to be Retrained
6.
Implications for Christian Teachers
7.
Implications for Christian Workers
8.
Opportunity for the School Governing Body
9.
Implications for Parents
10.
Implications for Christian Children
11.
Implications for Christian Schools and Homeschoolers
12.
Conclusion
Resources
Christian Action Network
PO
Box 23632 - Claremont 7735 - Cape Town - South Africa
Tel: (021) 689-4481 - Fax: (021) 685-5884 - E-mail: info@christianaction.org.za Website:
http://www.christianaction.org.za
1. Introduction
"Why
have the standards declined (in African Education)? The first reason is
political interference in educational matters. In many African countries
government has taken complete control of the educational system, including
nationalisation of church schools and colleges. Professional educators
have little say in educational policy or in the running of educational
institutions in many African countries . . . If Africa is to have leaders
of integrity, ability and a genuine concern for others, the Church must
once again become a leader in the educational field. First, Christians
need to play a leading role in the formulation of national educational
policy."
Prof. George Kinoti, University of Nairobi, Kenya. Hope for Africa, p.
52-54
1.1
A Post-Modern Approach to Religion Education
The Religion and Education policy document is under-pinned by a post-modernist
worldview and as such it is both contradictory and at times irrational.
For example, post-modernism assumes that there is no such thing as Truth
(therefore denies Christ) or illogically assumes that there are many truths
(the post-modernist answer to a multiple choice test is always "e"
- "all of the above"). But it is not possible to practice and
live consistently within this "many truths philosophy", therefore
a religious position is taken. This position is however denied - "a
multi-tradition approach to the study of Religion Education does not promote
any particular religion" (Para 23, p11). This is a lie and is intellectually
dishonest. It is not possible to assume a "neutral" or "impartial"
position, because such a position is in fact a secular or humanistic position.
The Religion and Education Policy Document privileges the religion of
secular humanism or religious pluralism. As such, it is bound to clash
with Biblical Christianity.
As
the Religion and Education Policy stands it is a major loss of religious
freedom in schools (despite claims to the contrary).
1.2
The Conditions of Tolerance
"…this policy on Religion and Education does not suggest that
all religions are the same. Nor does it try to select from different religious
traditions to try and build a new unified religion. The policy is not
a project in social or religious engineering designed to establish a uniformity
of religious beliefs and practices. The policy does not promote religious
relativism, religious syncretism, or any other religious position in relation
to the many religions in South Africa and the world. By creating a free,
open space for exploration, the policy demonstrates respect for the distinctive
character of different ways of life" (Para 68, p24). The basic vision
of this Religion and Education policy can be compared to that of the Ancient
Roman Empire. Christianity was tolerated, so was every other religion
for that matter. The secular state of Rome, tolerated every religion to
the point that it could have been called "multi-faith" and "multi-cultural".
The condition of course was that all religions were to be contained as
private practices and that the ultimate allegiance was to the state and
its prescribed practices, values and observances. The point came in however,
where Christians had to choose between allegiance to God or to Caesar,
especially on issues like abortion, emperor worship and other pagan practices.
This brought the Church into conflict with the state and thus, through
the state's intolerance of true religious freedom, Christians began to
be persecuted in great number. This policy carries the same assumptions
and intolerance towards Biblical Christians.
1.3
The Privileged Position of Secular Humanism
"… our schools are not in the business of privileging, prescribing,
or promoting any religion" (Para 70, p24). The only exception of
course is that of the state endorsed religion and religious position of
secular humanism and its related values. These will be and are privileged,
not only in Religion Education, but in EVERY learning area / subject within
the Curriculum 2005, Revised National Curriculum Statement curriculum.
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2.
How is Religious Freedom Denigrated?
2.1
The All Embracing Arms of this Policy
"The policy covers the different aspects of Religion Education, Religious
Instruction and Religious Observances, and is applicable in all public
schools" (Para 15, p8). This policy is far reaching and is aimed
at empowering the state to control and regulate every aspect of religion
in public schools (and to a lesser extent in homeschools, Christian schools,
Church schools and independent schools).
2.2
Religion Education Promotes "Progressive Values"
The Religion and Education Policy Document presupposes that there are
many "truths" (which by definition is impossible and irrational).
Although the document proclaims to advance religious freedom, it in fact
regulates and therefore controls the nature of religion education in schools.
In fact it advances a particular religious position. Furthermore this
religion education is not neutral. It is to serve the state by promoting
"…cultural rebirth (the African Renaissance), moral regeneration,
and the promotion of values in our schools. Religion can play a significant
role in preserving our heritage, respecting our diversity, and building
a future based on progressive values." (Para 7, p 5). The question
becomes what are these "progressive values" as opposed to the
absolutes of God's Word, such as the Ten Commandments?
Later
on, these "progressive values" are described as: "common
values that all religions promote" (Para 18, p 9) which shows the
marked New Age underpinnings of this policy. Surely one can not be intellectually
honest in teaching the different religions by showing that they ALL have
the same VALUES?
2.3
Central Power Usurps Local Concerns
"As institutions with a mandate to serve the entire society, public
schools must avoid adopting a particular religion, or a limited set of
religions, that advances sectarian or particular interests" (Para
22, p 10). It is simply not possible and very unreasonable to ask a local
school to serve the "entire society". It may be possible to
serve their local community. Christian Action Network (UCA) has consistently
pointed this out in every submission made to the Religion Education Portfolio
Committees - to ask a school to serve the entire society is to deny and
disrespect the local culture, ethos and identity of the local community
in which the school is situated. What is effectively happening is a "one-size
fits all" approach to religion, justified by "serving the entire
society". This refers to the Decentralisation versus Centralisation
forms of governance.
2.4
Removal of Religious Freedoms Justified in the 'Name of the People'
The removal of religious freedom is done in the name of: "We owe
this to our pupils, as well as to parents, citizens, and taxpayers"
(Para 22 p 10). This is simply a confusion of the issues. Most of the
submissions received by the DoE on this policy called for the government
to respect and serve the will of the people - which includes "pupils,
parents, citizens and taxpayers" to be allowed to CHOOSE the religious
education, ethos, etc. of their schools through the existing structures
of the school governing bodies. Taxation without representation is tyranny.
2.5
Secular Post-Christian Countries Model "Religion Education"
"An open, plural, historically informed, intercultural and interdisciplinary
study of religion in public schools is consistent with international developments"
(Para 24, p 11) - it is true that many countries in the secular post-Christian
West have adopted this pagan model of religion education. This same agenda
is actively pushed by groups like the United Nations as documented in
the book by Berit Kjos entitled "Brave New Schools."
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3.
Contradictions Within the Policy
3.1
"Civic Understanding" of Religion Education Does Not Stretch
to "Religious and Philosophical" Truth
"Religion Education allows for a free exploration of religious diversity
in South Africa and the world, and is therefore consistent with and indeed
promotes the freedom of religion. It does not seek to impose a unified,
syncretistic or state religion, and does not proceed from or advance any
of these positions. It is about a civic understanding of religion, which
is compatible with all major religious traditions. The policy is about
the equality of all religions before the law; whether all religions are
equal and true in a religious or philosophical sense falls outside of
the scope of this policy" (Para 28, p 12).
"Freedom of religion" is simply there to deceive the gullible.
This Religion Education is being FORCED on all children regardless of
parental or other objectives and extends to independent, church and homeschools.
"Civic understanding of religion" implies in the image of the
State, or under the authority of the civil government.
Does the above quotation mean that the "religious or philosophical"
truth or equality of religions cannot be investigated within the classroom?
How much "freedom of religion" is envisioned? Although the policy
states that one should not denigrate a particular religion, the Christian
teacher can (and should) relate Jesus' claims of saying, "I am the
way and the truth and the life. No one comes to the Father except through
me" (John 14:6). It is easy then to derive the "religious or
philosophical" implications of this statement without resorting to
the denigration of other religions.
While
the policy claims to promote "religious freedom" it in fact
dictates a religious position, that all religions are equal and as such
denies the claims unique claims of Christ.
3.2
Does Religion Education Involve "Religious Coercion and Discrimination"?
"Our Constitution has worked out a careful balance between freedom
for religious belief and expression and freedom from religious coercion
and discrimination" (Para 12, p 6). It is clear that there is a potential
case to prove that being forced to learn about other religions in an OBE
format (which includes the training of attitudes, values, skills and knowledge
- "Religion Education is therefore an educational programme with
clearly defined and transferable skills, values and attitudes as the outcomes"
(Para 19, p 9) could constitute "religious coercion and discrimination",
especially in light that the designated outcomes for each grade and the
fact that Religion Education is a compulsory and examinable subject. This
is all the more true for the Christian child who would in fact be sinning
against God and disobeying his/her conscience by partaking in any religious
act of another religion (See, First Three of the Ten Commandments).
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4.
The Authority of the Church and Parents is Usurped by the State
In each one of UCA's submissions on the Religion and Education Policy
Document, we pointed out that religion education is the responsibility
of the home and church and NOT the state (which is carried out through
the school). There is a triangular reltionship between the home, the church
and the school - the parents give the mandate to the school to carry out
THEIR educational aims for THEIR child. Hence the values taught in the
home, should be echoed and re-enforced in the school. However, the state
thinks otherwise:
"Religion Education, with educational outcomes, is the responsibility
of the school" (Para 19, p 9).
The idea of "educational outcomes" is again deceptive, elsewhere
in the document they point out that the Religion Education will aim at
teaching and clarifying VALUES (which is religious). However, even knowledge
and education is a religious phenomenon, underpinned and informed from
a particular (religious) perspective or worldview.
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5.
Teachers to be retrained
"Teaching about religion, religions, and religious diversity needs
to be facilitated by trained professionals, and programmes in Religion
Education must be supported by appropriate and credible teaching and learning
materials, and objective assessment criteria" (Para8, p 6). "Everyone
has the right to freedom of conscience, religion, thought, belief, and
opinion", the Constitution guarantees freedom of and for religion,
and citizens are free to exercise their basic right to religious conviction,
expression, and association. On the other hand, by ensuring equality in
the enjoyment of all the rights, privileges, and benefits of citizenship,
the Constitution explicitly prohibits unfair discrimination on grounds
that include religion, belief, and conscience. Protected from any discriminatory
practices based on religion, citizens are thereby also free from any religious
coercion that might be implied by the state" (Para 12, p6-7). It
is clear that although the state is wishing to silence the consciences
and freedom of speech of teachers (the majority of whom are Christians),
there could be legal grounds to challenge this. UCA fully encourages ALL
Christian teachers, in EVERY subject, to speak up freely for their faith.
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6.
Implications for Christian Teachers
6.1
Opportunity for Christian Teachers to Promote Christianity Through "Critical
Analysis"
"It (Religion Education) can facilitate the development of both empathetic
appreciation and critical analysis" (Para 25, p 11). "Critical
analysis" can be used as an opportunity by the Christian teacher.
It implies comparing Christianity and the Word of God up against other
religions and religious texts. There is of course no contest, as even
top lawyers have proven that there is sufficient evidence to prove that
Christ was raised from the dead. However, Christian teachers need to do
their homework. Good books on Christian apologetics, such as "The
New Evidence That Demands A Verdict Fully Updated To Answer The Questions
Challenging Christians Today"; "Evidence That Demands a Verdict:
Historical Evidences for the Christian Faith" by Josh McDowell; "Skeptics
Answered" by D. James Kennedy, are recommended in this regard.
6.2
Opportunity for Christian Teachers to Promote Christianity by Bringing
in Biblical Texts and Christian Workers
"…a well-informed manner, which gives rise to a genuine respect
for the adherents and practices of all of these, without diminishing in
any way the preferred choice of the pupil" (Para 29, p 13). Teachers
should bring in guest pastors and Christian workers to testify of their
faith in a "well-informed manner" ("They overcame him by
the blood of the Lamb and by the word of their testimony; they did not
love their lives so much as to shrink from death" - Revelation 12:11)
plus draw on other texts (besides the state sanctified texts) to "well
inform" their classes of the various religions and accurately explain
the Truth claims of Christianity.
6.3
Some Aspects of the Constitution are Inconsistent With Christianity (and
Other Religions)
"Schools should also show an awareness and acceptance of the fact
that values do not necessarily stem from religion, and that not all religious
values are consistent with our Constitution" (Para 30 p 13). This
could be used by the teacher to expound on certain Constitutionally protected
"values" such as sodomy and the murder of pre-born babies (abortion).
"By
teaching about religious and secular values in an open educational environment,
schools must ensure that all pupils, irrespective of race, creed, sexual
orientation, disability, language, gender, or class, feel welcome, emotionally
secure, and appreciated" (Para 30 p 13). This quotation highlights
some of the potential problems and inherent contradictions of having a
state sanctioned Religion Education. Protection of "sexual orientation"
potentially compromises not only Christianity, but ALL major religions
(except for the state sanctioned religion of Secular Humanism). It would
be good for the Christian teacher to point out the Biblical position on
homosexuality (it is sin - but that there is hope and a way out for the
person trapped in homosexuality, see 1 Corinthians 6:9-10). For a more
complete discussion on homosexuality and how the homosexual agenda is
pushed and promoted in the new curriculum, see "The Pink Agenda"
by Christine Mc Cafferty with Dr Peter Hammond.
Furthermore. It would be good to point out the hypocrisy of government
- while they claim to support the "disabled", they actively
promote and encourage the murder/abortion of ALL disabled persons in the
womb. This is an ethical dilemma and debate.
"We
are all concerned about the general decline in moral standards in our
country, and the high rates of crime, and the apparent lack of respect
for human life, are worrying factors in this regard" (Para 31, p
13). The Christian teacher can point out that the government itself disrespects
human life by promoting murder/abortion of pre-born babies (more than
300,000 since 1997 - consider how many schools of children that could
fill?!)
6.4
Conditions for Christian Workers as "Guest Facilitators"
"The teaching of Religion Education in schools is to be done by appropriately
trained professional educators registered with the South African Council
of Educators (SACE)" (Para 34 p 14). This will outlaw the current
practice of teachers facilitating and outsourcing Religion Education to
community based youth pastors and Christian workers. However there is
the opportunity for committed youth pastors to register with SACE, be
"retrained" and qualify to teach Religion Education. Furthermore,
the Christian teacher is at liberty to invite youth pastors and other
Christian workers as "Occasional guest facilitators" (Para 34,
p 14) - these persons "need not be registered with SACE, since they
and the class remain under the authority of the teacher" (Para 34,
p 14). This is a great opportunity, as the "religious worker"
would fall under the authority of the Christian teacher and therefore
be encouraged to have the religious freedom to declare the full counsel
of God.
6.5
Does the State Want to Silence Christian Teachers?
"Curriculum 2005 and the Revised National Curriculum Statement for
Schools (Grades R -9) assumes that any educator, regardless of his or
her personal religious orientation, is called upon to teach in a pluralistic
public school in which pupils can be expected to belong to different religions.
If called upon to do so, professional educators must accommodate this
reality, in an impartial manner, regardless of their personal views. However,
the utilisation of teachers in a school is managed by the school, and
as with any other learning area, should take account of the interests,
capabilities and sensitivities of each teacher" (Para 35, p 14-15).
Although the state would wish to silence the witness of Christian teachers,
we encourage them to make full use of the opportunities that the Lord
presents to them.
6.6
Opportunity to show Christianity as a "Worldview"
"Reflecting on ethical issues in religion, politics, human rights,
and the environment" (Para 36, p 15). The Christian teacher must
ensure that a Christian perspective is taught on each of these topics,
i.e. "Knowing about ethical debates in religion, politics, economics,
human rights, and the environment" (Para 36, p 15). Christianity
lends itself powerfully to these discussions, as there is no other religion,
worldview or movement in history that has contributed more to these developments,
from the eradications of slavery to the fight against abortion, to the
development of the strongest and healthiest economies in the world (to
be found in Christian countries or those historically influenced by Christianity)
to the development of Constitutional Republics. Instead of suffering under
nature, with the Dominion Mandate Christians have made full use of Creation
to improve mankind with the balance of Biblical stewardship which prevents
unsustainable development. See "Biblical Principles for Africa"
by Dr Peter Hammond and "What If Jesus Had Never Been Born"
by D James Kennedy for a more in depth discussion on Christianity's positive
contribution to development.
"…religion
has been recognised for the teaching of themes in history, world history,
language and literature, including the teaching of sacred texts as literature,
art and art history, music,
health education, and even science education" (Para 38 p 16). This
really plays into the hands of Christianity and should be exploited to
the maximum by EVERY Christian teacher in EVERY subject. Christianity
has done more for development than any other worldview, religion, philosophy,
movement, etc. in all of history. An excellent resource is "What
If Jesus Had Never Been Born?" by D. James Kennedy. The Church must
also help in this regard in developing materials for all of life. There
are also excellent resources available from Christian education providers
like the Association of Christian Schools International (ACSI) and Christian
Liberty Books that can assist the Christian teacher in every subject.
6.7
Does Tolerance Mean Respect?
"Showing an appreciation of, and respect for, people of different
values, beliefs, practices, and cultures" (Para 36, p 15). While
this sounds "nice" it simply lacks conviction and is fraught
with all the absurdities of Secular Humanism's situational ethics and
relativism. Christians have a standard for truth and justice and are expected
to speak up on issues. It is for this reason that Biblical Christians
opposed slavery (common to every culture and still practiced in many today),
abortion, suttee (the Hindu practice of burning alive widows on a funeral
pier of their deceased husbands), etc. Christianity must maintain its
relevance for today by remaining a moral conscience and prophetic voice
of a nation.
6.8
Different Approaches to the Teaching of Religion Education
"…encourage teachers to adopt as a basic principle the distinction
between teaching and preaching" (Para 39 p 16). The word "encourage"
is not binding on a teacher's conscience. However, the same paragraph
emphasizes the need for a thorough lesson preparation plan. This is very
important.
"Some
teachers will adopt a cognitive approach to the subject… Other teachers
may emphasise the more affective dimensions of the subject" (Para
40 p 16), this flexibility can be used by the Christian teacher. Christianity
involves the whole man, mind, emotions, body and spirit. "…the
kindness of God leads you to repentance" (Romans 2:4).
"…adopt
an interactive approach to teaching that attempts to involve pupils in
an exploration of the meaning and significance of religion" (Para
40 p 16-17). No other religion offers the "meaning" and "significance"
that Christ offers, this can be used to explore Christian concepts of
destiny, calling and election.
6.9
Religion Education to "Formulate" and "Clarify" Values
"…it understands critical reflection to include comparison,
cultural analysis, ethical debate, and the formulation and clarification
of values" (Para 44 18). This once again offers an opportunity for
the Christian teacher. But given the multi-faith anti-Christian bias of
the DoE, God help the Christian child when anti-Christian or well-meaning
Christian teachers blindly indoctrinate children into the state prescribed
"formulation and clarification of values" using state endorsed
text books and materials (we must remember that the state is pro-homosexual
and pro-abortion as two obvious examples of the values clarification they
actively push even now!).
6.10
The New Age Specified Outcomes
The Outcomes are specified as:
"In the Foundation Phase, pupils may learn about the differences
and similarities in symbols, diet, clothing, sacred space and ways of
worship of a range of belief systems, while in the Intermediate Phase
this is taken further through learning about values, festivals, rituals,
customs and sacred spaces of different belief systems. In the Senior Phase
they learn about how spiritual philosophies are linked to community and
social values and practices. Opportunities and possibilities for further
development of the principles and practices related to religion education
are also found in other learning areas" (Para 45 p 18). Once again
this can be used as an opportunity by the Christian teacher to teach all
these outcomes from a Christian perspective. UCA encourages all teachers,
parents of homeschoolers and Christian schools to actively RE-INTERPRET
all these outcomes from a Christian perspective. The dangers, New Age
emphasis, anti-Christian bias is self-evident. UCA has long since argued
that to introduce learning about other religions from such an early age
will only confuse the child. These submissions have been deliberately
rejected, perhaps because that is their aim - to de-Christianise and "clarify
the values" of children who come from Christian homes. Christians
do not oppose learning about other religions, but this should be done
in reference to Christianity and from an age appropriate time (roughly
when the child is able to understand abstractions and make the distinctions
in the metaphysical realm - from about grade 7 onwards).
By
further way of highlighting the inherent anti-Christian, pagan and New
Age biases within the curriculum, the outcomes are laid out below. OBE
means that the child must demonstrate, their mastery of the knowledge,
skills, attitudes and values. OBE makes these outcomes even more frightening.
"The
Assessment Standards for this part of the Learning Area are as follows:
Grade We know this when the learner:
Grade R Identifies and names symbols linked to own religion.
Grade 1 Matches symbols associated with a range of religions in South
Africa.
Grade 2 Describes important days from diverse religions.
Grade 3 Discusses diet, clothing and decorations in a variety of religions.
Grade 4 Discusses significant places and buildings in a variety of religions.
Grade 5 Discusses festivals and customs from a variety of religions.
Grade 6 Discusses the dignity of the person in a variety of religions.
Grade 7 Explains the role of oral traditions and scriptures in a range
of the world's religions.
Grade 8 Discusses the contributions of organisations from various religions
to social development.
Grade 9 Reflects on and discusses the contributions of various religions
in promoting peace." (Appendix p 28)
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7.
Implications for Christian Workers
7.1
Opportunities in Poorly Resourced and Remote Areas
"Religious organisations are therefore encouraged to explore ways
in which schools, especially poorly resourced schools and those in remote
areas, could also have access to such guest facilitators" (Para 34,
p 14). Christian workers are to make use of this opportunity, especially
in the light of the Scriptures and the Great Commission which commands
us "…ye shall be witnesses …unto the uttermost part of
the earth" (Acts 1:8).
7.2
"Invitation" to Help Formulate Teaching Materials
"…in-service training, …Guidelines and resources will be
made available to assist teachers in dealing with issues of religion in
the classroom," (Para 37 p16). This needs to be watched closely.
I for one would not fully trust in the 'altruism' of the DoE to promote
Christian friendly materials. The policy document goes on to say, "religious
organisations will be requested to assist in the training of teachers."
This is an opportunity. But again evangelical bodies, churches and persons
must volunteer otherwise the training could be left up to less Biblical
"Christian" groups. However, this is only short-term; the long-term
influence of the Church in the lives of teachers is limited by this policy:
"In view of the serious backlog of trained religion educators, this
aspect is also to be addressed in training serving teachers for the implementation
of the Revised National Curriculum Statement." The University and
College academics will carry out the training of new teachers without
the required input of the Church.
"Teaching
materials for Religion Education in the General and Further Education
and Training bands shall be developed as a matter of urgency through the
collective effort of provincial authorities, learning area committees,
tertiary institutions, publishers, materials developers, religious bodies
and researchers in religion education" (Para 46 p 18). This is an
opportunity for the Bible believing Christian organizations and churches.
However, we should not be gullible or naïve, the emphasis on "collective"
will mask the true power and driving force behind these materials. The
emphasis should be on the absolute Word of God, not on men's "collective"
opinions. To emphasise the control and authoritarianism exercised by the
state over religious freedoms, "The Standing Advisory Committee for
Religion in Education will advise on the procurement of Learning and Teaching
Support materials, to ensure that only credible texts with correct information
are used." This could of course limit what the Christian teacher
brings to the classroom. Nevertheless, it is doubtful at this stage whether
the government will resort to putting the Bible on the 'list of forbidden
books' and therefore the Christian teacher MUST make full use of it. It
is interesting to note the post-modern underpinnings of this policy, by
the implication that the Bible is not "Truth" but rather a "sacred
text as literature" (Para 37, p 16) - i.e. it is demoted to a piece
of literature just like any other, with no special status.
7.3
Religion Education is No More Than a Few Lessons a Year
"A learning programme in Religion Education, if offered as a discrete
module, would constitute no more than a few lessons in each year."
Given the fact religious workers can only come to the classroom as guest
lecturers on an "equitable" basis (i.e. tit for tat, which means
the few lessons a year must be divided up between the pastor, the priest,
the imam, the rabbi, the sangoma, etc.) would probably result in one lesson
a year granted to the Bible believing Christian to influence the children.
This is of course part of the design of this anti-Christian document,
which would result in an ever-increasing secularization and paganism in
schools and the next generation.
7.4
Grounds for Christian Workers to Access the Schools
"Religious instruction is understood to include instruction in a
particular faith or belief, with a view to the inculcation of adherence
to that faith or belief" (Para 54 p 20).
"…schools are encouraged to allow the use of their facilities
for such programmes, in a manner that does not interrupt or detract from
the core educational purposes of the school. This could include voluntary
gatherings and meetings of religious associations during break times"
(Para 55 p 20). Christian workers can therefore access schools during
breaks and thereby grow their influence in the life of the school. Christian
workers must make use of this opportunity.
"This
policy encourages the provision of religious instruction by religious
bodies and other accredited groups outside the formal school curriculum
on school premises, …and that attendance at such instruction be voluntary.
Persons offering Religious Instruction would do so under the authority
of the religious body, and would not be required to be registered with
the South African Council for Educators" (Para 57 p 21). This remains
a great opportunity for Christian workers, who must make full use of it,
before a 'New Revised Religion and Education Policy Document' might come
out removing these freedoms.
TOP
8.
Opportunity for the School Governing Body
8.1
The DoE Limiting the Powers of the School Governing Bodies
It is no secret that the DoE has been passing several pieces of legislation,
most notably the Education Laws Amendment Bill, to limit and remove the
powers, influence and freedom granted to parents in the running of the
local school, through the school governing body. This can be seen as part
of the ANC's general trend of ever increasing centralized control. However,
this policy document is surprisingly silent on the issue of "religious
ethos" which has been a function of the school governing body.
8.2
Opportunities for Christians Through the School Governing Body
UCA encourages ALL Christian parents, teachers and pupils to get involved
with the School Governing Body of their school to bring Christian influence
in the life and running of the school.
"…any
learning programme must allow space for dealing with local and regional
concerns, and be in accordance with the ethos of the school" (Para
49 p 19). This paragraph implies that the school governing body still
reserves the right to define their own school ethos. Furthermore, it can
be argued by teachers, parents, principals and the school governing body,
that they need to emphasise Christianity (of which this same policy document
claims that more than 60% of South Africa's population claim to be Christian)
because Christianity constitutes the "local and regional concerns"
and is in keeping with the "ethos of the school." In fact Christian
school governing bodies have additional grounds to bring influence upon
the life of the school in that the DoE are forever claiming the inherent
value of OBE lies in its flexibility, which allows the teacher to bring
"local" knowledge to the classroom. This would allow the Christian
parent, teacher, pupil and principal on the school governing body (and
classroom) to push for pro-Christian textbooks which could be extended
to ALL subjects including sex education.
"Schools
currently make provision for important holy days, in regard to the setting
of examinations and tests, to ensure that pupils are not prejudiced by
their attendance at religious observances. Similarly, the possibility
of a "release time" for pupils to attend Religious Observances
or Instruction off the school property may be considered by schools, but
in each case provision must be made to catch up any loss of teaching and
learning time" (Para 56 p 21). It is clear that Christians can no
longer rely on the state to uphold Christian religious holidays. It was
in fact members of Kader Asmals' DoE that were promoting the scrapping
of Christmas and Good Friday as public holidays as they constitute religious
discrimination. UCA, therefore advocates that Christians everywhere, including
teachers, take their Christian holidays seriously, observe them, take
the day off - such as Ascension Day.
8.3
Religious Observances and Assemblies
"In accordance with the Constitution, the South African Schools Act,
and rules made by the appropriate authorities, the Governing Bodies of
public schools may make their facilities available for religious observances,
in the context of free and voluntary association, and provided that facilities
are made available on an equitable basis" (Para 58 p 21). This is
an opportunity. Yet the state has put in several limits. "School
Governing Bodies are required to determine the nature and content of religious
observances for teachers and pupils…Where religious observances are
held, these may be at any time determined by the school, and may be part
of a school assembly. … Where a religious observance is organised,
as an official part of the school day, it must accommodate and reflect
the multireligious nature of the country in an appropriate manner"
(Para 61 p 22). The term "country" is deliberately broad. Rather
than a decentralized model serving the needs of the local community, the
state has favoured a centralized model. Of course this is absurd, must
a school in Kroonstad have a religious observance in honour of the Khoisan
when their school has no Khoisan children?
The
state spells out five options for how religious observances can be done
(particularly referring to school assemblies), the bulk of which sadly
are more appropriate to a New Age pluralistic observance than Christianity.
§ "The separation of learners according to religion, where the
observance takes place outside of the context of a school assembly, and
with equitably supported opportunities for observance by all faiths, and
appropriate use of the time for those holding secular or humanist beliefs;
§ Rotation of opportunities for observance, in proportion to the
representation of different religions in the school;
§ Selected readings from various texts emanating from different religions;
§ The use of a universal prayer; or
§ A period of silence" (Para 62, p 22).
I personally would go with option one, which would allow sufficient freedom
to "observe" one's faith. Note that the term "observe"
implies more than "learn about", it implies to practice or partake-in
or worship. Therefore I would be reluctant to go for the multi-faith options,
even though it can be used for an opportunity to share the Gospel with
children of other faith, on the simple grounds that Christian children
may be forced to "observe" other religious festivals, occasions,
practices, etc. which is detestable to God (see Exodus 20. The first Three
of the Ten Commandments prohibit idolatry). Note also that option one
is deliberately cumbersome so as to inhibit this approach, i.e. the school
must organize several religious observances to accommodate children of
all religions. The sheer amount of work may discourage that. It is however
possible to organise an imam (or whoever) through the school governing
body to come in to a designated classroom so as to accommodate all the
Muslim children. Likewise it could be possible to organise pastors to
take the Christian children. By outsourcing these religious observances
/ assemblies through the school governing body, the school can spread
the load and thereby ensure authenticity of religious doctrine, etc.
TOP
9.
Implications for Parents
9.1
Keeping the School Accountable
"Openness: Schools, together with the broader society, play a role
in cultural formation and transmission, and educational institutions must
promote a spirit of openness in which there shall be no overt or covert
attempt to indoctrinate pupils into any particular belief or religion"
(Para 14, p 7). Christian Action Network encourages parents and churches
to be actively involved in the running of the school and do everything
in their power to ensure that their local school has a Christian ethos,
through serving their school in various manners. REMEMBER: you the parent
pays taxes and above that school fees, you have every right to demand
accountability to the standards found in your home. This can be done through
the school governing body. Other create examples include running remedial
reading classes where mother's have used the opportunity to read the Bible
and pray for the children - testimonies include that the children improved
dramatically to their parents satisfaction.
"The
teaching of Religion Education must be sensitive to religious interests
by ensuring that individuals and groups are protected from ignorance,
stereotypes, caricatures, and denigration" (Para 35, p 14). Teachers
and parents are to ensure that, especially in schools that are anti-Christian,
that Christianity does not get denigrated.
TOP
10.
Implications for Christian Children
10.1
Religious Studies replaces Biblical Studies
"A new subject called Religious Studies shall also be introduced
in the FET band for matriculation (or FETC) purposes, as an optional,
specialised, and examinable subject" (Para 33, p 14). This must be
seen as an anti-Christian bias. This will replace the recently scrapped
optional subject of Biblical Studies. It therefore follows that the Christian
child will no longer have the option to study Biblical Studies.
10.2
Religion Education is Examinable, Compulsory and OBE
"With Religion Education as part of a formal, examinable learning
area of the curriculum" (Para 42 p 17). The examinability of this
multi-faith religion subject will severely restrict religious freedoms.
In the past, children could be excused from Religion Education classes
on the basis of religious freedom and freedom of conscience which were
upheld. Sadly, it can be argued that in this regard, the ANC has gone
further than the Apartheid Government to remove religious freedoms. Religion
Education was NEVER an examinable subject in the past. Now, and especially
with the post-modern (many truths, therefore denies Christ) and the anti-Christian
bias, the examinability will weigh heavily against the Christian child.
Furthermore, since OBE examines knowledge (right and a wrong answer -
but their knowledge will not be based on the authority of Scripture) and
skills, attitudes and values and that these must be demonstrated to show
competence, there are great and troubling implications for the freedom
of conscience for the Christian child. These are made all the more troubling
when one examines the specified outcomes for each grade! How can the Christian
child be excused (the option is NOT even given) from lessons offensive
to them? Furthermore, even if they exercised their freedom of conscience
to excuse themselves from classes offensive to Christians, the Christian
child's academic performance will suffer. However, this may be a small
price to pay for freedom of religion and a pure conscience before the
Lord. And the more that do it, could result in the praiseworthy result
of Religion Education, as it currently stands, being scrapped.
10.3
Religion Education to Begin as Young as Possible
"Research has concluded that Religion Education can be introduced
at an early age, in ways that are appropriate to the development of pupils.
With an age-appropriate emphasis placed on living together, and without
any overt or covert pressures, religion education can start at a very
early stage" (Para 50 p 19). This research is not specified. Furthermore,
it is possible to find other research that will say the opposite. But
ultimately, the Word of God commands parents and shepherds (pastors, etc.)
to raise their/our children in the ways of God ("rear them [tenderly]
in the training and discipline and the counsel and admonition of the Lord"
(Ephesians 6:4 - Amplified Version). Christian parents are forbidden to
raise their children in false religions, like Baal - which is a deity
in the image of the state - or any other pagan deity ("Learn not
the way of the heathen" (Jeremiah 10:2).
"Pupils
in the Foundation Phase could begin a study of religious diversity by
exploring the more tangible forms of religion, the observable aspects
of religious diversity found in churches, mosques, synagogues, temples,
and other places of gathering for religious life" (Para 50 p 19).
"In the Intermediate Phase, pupils should begin studying the basic
component phenomena of religion, such as stories, songs, sacred places,
founders, rituals, and festivals" (Para 51 p 19)
10.4
Freedom of Conscience for Religious Observances; But Not for Religion
Education
"Where a religious observance is included in a school assembly, pupils
may be excused on grounds of conscience from attending a religious observance
component, and equitable arrangements must be made for these pupils"
(Para 63 p 23). While freedom of conscience is granted for religious observances,
it must be noted that we should push for the same provisions to be allowed
for Religion Education classes, especially when it comes to the "songs,
sacred places, founders, rituals, and festivals" of pagan religions.
TOP
11.
Implications for Christian Schools and Homeschoolers
11.1
Christian, Independent and Homeschools Forced to do State Religion Education
"…both independent schools and public schools on private property
with a recognised religious character are required to achieve the minimum
outcomes for Religion Education." (Para 16, p 8). Although homeschoolers
and Christian schools will be allowed to exercise freedom of religious
instruction (teaching a particular faith) and religious observance (partaking
in religious observances, such as prayer or singing at assemblies), they
will be forced to teach the state prescribed religion education. Christian Action Network encourages all such schooling institutions to re-interpret
all state materials and outcomes form a Biblical perspective - i.e. teach
all other religions in the light of the Scriptures and with reference
and comparison to God's Word and Biblical Christianity. Furthermore the
emphasis on "minimum outcomes" should be taken literally. Which
means that as long as you can show that you achieve the minimum outcomes,
you are under no obligation to meet anything further than that, nor are
you obliged to use the state sanctified teaching and learning materials
to demonstrate that you are meeting these minimal outcomes.
11.2
Homeschoolers Are the Most Tolerant
"As systems for the transmission of values, religions are key resources
for clarifying morals, ethics, and building regard for others" (Para
31, p 13). It is clear that this is part of the DoE's and the State's
aim - a vision of a "tolerant", "pluralistic" and
"anti-Christian" society. However, research confirms that homeschoolers
(and those in Christian schools) have a far higher regard and respect
for other people of different religions, race and culture than their public
school counterparts. This is of course because of the loving input of
parents and secondly because of the Christian belief that ALL people are
worthy of respect and dignity because they are made in the image of God.
Yet, despite the failures of public schools around the world to be sites
for the social engineering policies of this nature, they will continue
to persecute and be intolerant of Christians and homeschoolers.
TOP
12.
Conclusion
12.1
Religion Education Part of a Larger Agenda
"…a unified, multi-tradition programme in the study of religion
can be an important part of a well-balanced and complete education"
(Para 25, p 11). For sure the framers of this policy see Religion Education
as part of a larger whole. I.e. it forms part of a particular worldview.
This worldview underpins EVERY aspect of the curriculum and refers to
their "well-balanced and complete education". This anti-Christian
bias is not only to be found in Religion Education and Life Orientation,
as may be obvious to some Christians, but in fact stretches to all subjects
including science, history, languages, etc.
12.2
Homeschool Your Child
My advice to Christian parents is two-fold. First prize - homeschool or
send your child to a Bible believing Christian school where they expound
on the Biblical Worldview. This is NOT escapism. This is a long-term vision.
You are raising solid Christians, who know what they believe and why and
what they do not believe and why, to be the LEADERS of tomorrow. A Christian
school will offer them the most love and Biblical input, with minimal
humanistic anti-Christian rubbish. Consider your child as a building.
You are laying foundations - the more solid the better. Is it wise to
build a structure with one layer solid rock, the next mud and dung bricks?
It will battle to stand up to the pressures of life (and peers) and will
doubtfully reach great heights.
12.2
Supplement Your Child's Public Education With Christian Textbooks
If you are not in an opportunity to do so, then BUY Christian textbooks
to supplement your child's education; go through EVERY night at supper
what your child learnt at school and help them RE-INTERPRET from a Biblical
perspective; pray with them; get involved with the running of the school
- influence the school governing body.
12.3
The Difference Between a Mission Field and Discipleship
As for the Church and Christian teacher, we can not neglect the public
schools. But they are NOT institutions of Christian learning. They are
MISSION FIELDS to be infiltrated, not by impressionable, vulnerable and
undiscipled children, but by trained, mature and discipled Christians.
The Christian school or homeschool by comparison, must be viewed as INSTITUTIONS
of DISCIPLESHIP. If we are going to see Christian leaders arising in this
nation, they will most likely come from these institutions. Therefore,
the Church MUST support (and establish) these!
"I
am much afraid that schools will prove to be wide gates to hell unless
they diligently labour in explaining the Holy Scriptures, engraving them
in the hearts of the youth. I advise no one to place his child where the
Scriptures do not reign paramount. Every institution in which men are
not constantly occupied with the Word of God must become corrupt."
Martin Luther
12.4
Obeying the Higher Law
Although we Christians are to called upon to be good citizens and obey
those in authority (Romans 13:1 and Titus 3:1) and pray for them (1 Timothy
2:1-3); Christians are also called upon to first and foremost love the
Lord before all else (Deuteronomy 6:4,5; Matthew 22:37; Mark 12:30; Luke
10:27). To love God is to obey His Commandments (John 14:15,21,23; 1 John
5:3). It therefore follows that although we are called upon to obey civil
authorities, we are called first and foremost to obey God. Ideally the
two would be in harmony and Christians could obey both God and the civil
authorities with a clear conscience. However, if there is a clash of laws,
we are always to obey our First Love - "We must obey God rather than
men!" Acts 5:29. Put differently, if forced into a position to choose
allegiances, we must obey the eternal law, the Law of God rather than
the temporal law of men.
Therefore,
even though this policy document may restrict the Gospel and wish to silence
the faithful witness of Christian teachers, parents, Christian workers,
pupils, etc., Christians should not be bound by these ungodly restrictions,
but rather obey the higher eternal Law of God out of love for Him and
the second Commandment out of the love for their fellow mankind by sharing
the Good News of Christ and discipling the next generation.
May
God have mercy on us by not having a repeat of the book of Judges -
"After that whole generation had been gathered to their fathers,
another generation grew up, who knew neither the LORD nor what he had
done for Israel (Judges 2:10). This resulted in - "everyone did what
was right in his own eyes" (Judges 21:25) (situational ethics, relativism
and post-modernism). But rather may He awaken His sleeping Giant, the
Church, to raise their sons and daughters in the fear and admonition of
the Lord and not send them off to Babylon to be educated.
Resources
We
have a limited number of "Mind Siege" books, by Tim LaHaye and
David Noebel, to give away to Christian Life Orientation and Religion
Education teachers. These will be given away on a first come first serve
basis. Please email Rob Mc Cafferty
at info@christianaction.org.za to secure a copy. Please motivate who it is for.
Christian
Liberty Books
Visit Christian Liberty Books for homeschool and Christian Education resources.
Christian Liberty Books also stock ALL the Christian resources and books
referred within this document.
http://www.christianlibertybooks.co.za
Telephone/Fax: (021) 689-7478
Postal address: PO Box 358, Howard Place, 7450, South Africa
Email address: or General Information & Ordering:
admin@christianlibertybooks.co.za
Books
referred to in this Document available from Christian Liberty Books
Battle
for the Truth,
by Dr David Noebel
www.christianlibertybooks.co.za
Biblical
Principles for Africa,
by Dr Peter Hammond
www.christianlibertybooks.co.za
How
Then Should We Live?
By Francis Schaeffer
www.christianlibertybooks.co.za
Mind
Siege,
by Tim La Haye and David Noebel
www.christianlibertybooks.co.za
Sceptics
Answered,
by D James Kennedy
www.christianlibertybooks.co.za
The
Pink Agenda,
by Christine Mc Cafferty with Dr Peter Hammond
www.christianlibertybooks.co.za
Understanding
the Times,
by Dr David Noebel
www.christianlibertybooks.co.za
What
If Jesus Had Never Been Born?
By D James Kennedy
www.christianlibertybooks.co.za
Association
of Christian Schools International (ACSI)
ACSI also stock homeschool and Christian Educational materials
http://www.acsi.org
Pestalozzi
Trust - homeschooling defence league
http://www.pestalozzi.org
Summit Ministries Camp
Summit Ministries Camp - 9-16 January 2004; Cape Town. This is a training
camp for senior high and university students. It is FANTASTIC. The Summit
equips youth to understand and defend the Biblical Worldview by comparing
it to other dominant marketplace ideologies like Secular Humanism, Marxism,
Islam and New Age philosophies. This camp MUST NOT be missed!
Reformation
Conference
The Reformation Conference - 31 October 2003, St Andrews Church, Pinelands.
This is an excellent seminar, which has improved in phenomenal quality
with each passing year. Lectures are available on audio cassette and a
new Reformation Manual is now available.
http://www.christianaction.org.za/trainingcourses/reformationconference.htm
or (021) 689 4481
Biblical
Worldview Seminar
Biblical Worldview Seminar with New Biblical Worldview Manual. The best
series of lectures are available on audio cassette.
For
more information and resources contact:
Christian Action Network
PO Box 23632, Claremont 7735
Tel: (+27 21) 689-4480 Fax: (+27 21) 685-5884
E-mail: info@christianaction.org.za
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