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The Black Hole of Relative-PoMo Truth

Nancy Pearcey
See also - What God has Joined Together...

[COMMENT:   If you think government education is innocuous, read this...   This is from Nancy Pearcey, a scholar and author [www.totaltruthbook.com ].  She outlines the so-called Post-Modern (PoMo) anti-philosophy of today very succinctly.  And describes the tragic failure of PoMo inspired education. 

It will always be totalitarian in nature, despite its self-advertised "inclusiveness", because, as there is no possible way to adjudicate between conflicting views, other than coercion or deceit.  And that is exactly what we find in spades all over Post-Western (i.e., post-Judeo-Christian) culture.   

This terribly destructive foolishness is the ultimate in "non-directive" education.  And it greases the slippery slope to solipsism, the belief that I am the only person existing.  It is astonishing that people will believe this stuff.  That could happen only because of government control of education, where the freemarket of ideas has been all but destroyed, and we allow self-appointed government experts to run our lives -- into their control.  

The best way to stop the relative truth folks is to challenge them:  If you think truth is relative, why do you keep asserting things as though they were true?  (Such as "truth is relative", or "your view is wrong".)   Every declarative sentence they utter is a pronouncement of alleged truth.  No one can go through a single minute without asserting or relying on objective truths.  So the claim is specious.    

POMO asserters are either very ignorant or self-deceived (believe their own press), or they are deliberately manipulative -- trying to get you to relativize your truth (so you will not defend it) so they can insert theirs unopposed.    E. Fox]
 

 Consider these passages from Total Truth:

 . . . .

The same teaching method is being applied to other subject areas as well. One of the trendiest fads today is called constructivist education. If knowledge is a social construction, as Dewey said, then the goal of education should be to teach students how to construct their own knowledge. Read this description by a proponent of the ­method:

Constructivism does not assume the presence of an outside objective reality that is revealed to the learner, but rather that learners actively construct their own ­reality.

That’s a pretty tall order: Before kids are big enough to cross the street, they’re supposed to learn how to “construct their own reality.” Teachers are not to tell students that their ideas are right or wrong, either, but merely to encourage them “to clarify and articulate their own understandings.” Just as in values clarification, the teacher is left with no mechanism to adjudicate between the answers students come up with. Thirty different students may well offer thirty different answers, but each must be considered viable. After all, there are many different possible ways to construct the world, and constructivism cannot rule out any viable theory that encapsulates personal ­experience.

 

This explains why schools now have classes where children construct their own spelling systems (“invented spelling”), their own punctuation and grammar rules, their own math procedures, and so on. In one state, the history standards say that by high school, students “should have a strong sense of how to reconstruct history.” Isn’t that an Orwellian ­phrase?

 

And on Math

 

Even American schoolchildren are now taught this postmodern view of math. A popular middle school curriculum says students should learn that “mathematics is man-made, that it is arbitrary, and good solutions are arrived at by consensus among those who are considered expert.” Man-made? Arbitrary? Clearly, our public schools have waded deeply into the murky waters of ­postmodernism.

 

Moreover, if math is arbitrary, then there are no wrong answers, just different perspectives. In Minnesota, teachers are instructed to be tolerant of “multiple mathematical worldviews.” In New Mexico, I met a young man who had recently graduated from high school, where a mathematics teacher had labeled him a “bigot” for thinking it was important to get the right answer. As long as students worked together in a group and achieved consensus, the teacher insisted, the outcome was acceptable. (Knowledge is a social construction.)

 

Nancy

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