Fundamentalist Christian Schools
Fundamentalist Christian Schools
Is the Sexual Revolution Over? An Interview with Sol Gordon and Rob Tielman Sidney Hook Debates Rabbi Homnick on Jewish Fundamentalism Also: Dr. Benjamin Spock, Konstantin Kolenda, Matthew les Spetter, Michael Ruse, Betty McCollister, Edd Doerr on Fetal "Personhood," and Peter Popoff's Broken Window! FALL 1987, VOL. 7, NO. 4 Contents ISSN 0272-0701 3 LETTERS TO THE EDITOR 19 EDITORIALS 20 ON THE BARRICADES 61 CLASSIFIED 62 IN THE NAME OF GOD
22 VIEWPOINTS Papal Stakes, Tom Flynn / The Judge and Adam's Navel, Betty McCollister / Fetal "Personhood" and Abortion Rights, Edd Doerr / Judge Hand Erred in Holding that Secular Humanism Is a Religion, Ronald Lindsay FUNDAMENTALIST CHRISTIAN SCHOOLS: A NATIONAL SCANDAL 4 A Call for Public Scrutiny The Editors 5 The Truth and Consequences of Fundamentalist Christian Schooling Alan Peshkin 11 Children Are Not Chattel Kathy L. Collins 12 Reading, Writing, and Religion Mary Beth Gehrman 15 Selections from Fundamentalist School Textbooks 17 The World According to the Reverend Barney Lee AN EXCHANGE 28 Hook Is Mired in Secular Confusion Yaakov Homnick 29 A Common Moral Universe? Sidney Hook
32 The Challenge of Literalism Harry White A FREE INQUIRY INTERVIEW 34 Is the Sexual Revolution Over? An Interview with Sol Gordon and Rob Tielman ARTICLES 41 The Imagination: A Double-Edged Sword Linda Emery 47 Peter Popoffs Broken Window David Alexander 49 James Randi and The Faith-Healers Robert Basil PERSONAL PATHS TO HUMANISM 50 Human and World Care Benjamin Spock 52 Hope for Living Matthew les Spetter 53 The Testament of a Humanist Konstantin Kolenda BOOKS 54 Argument Without End? Michael Ruse 57 Community Was the Curriculum Robert Basil
Benjamin Spock't article was adapted with permission from The Courage of Conviction, edited by Philip Berman, published in hardcover by Dodd, Mead. and Company and in paperback by Ballantine Books.
Editor: Paul Kurtz Senior Editors: Vern Bullough, Gerald Larue Associate Editors: Doris Doyle, Steven L. Mitchell, Lee Nisbet, Gordon Stein Managing Editor: Andrea Szalanski Executive Editor: Robert Basil Contributing Editors: Lionel Abel, author, critic; Robert S. Alley, professor of humanities, University of Richmond; Paul Beattie, president, Fellowship of Religious Humanists; Jo-Ann Boydston, director, Dewey Center; Paul Edwards, professor of philosophy, Brooklyn College; Albert Ellis, director, Institute for Rational-Emotive Therapy; Roy P. Fairfield, social scientist, Union Graduate School; Joseph Fletcher, theologian, University of Virginia Medical School; Antony Flew, philosopher, Reading University, England; R. Joseph Hoffmann, chairman, Department of Philosophy and Religion, Hartwick College, Oneonta, N.Y.; Sidney Hook, professor emeritus of philosophy, NYU; Marvin Kohl, philosopher, State University of New York College at Fredonia; Jean Kotkin, executive director, American Ethical Union; Ronald A. Lindsay, attorney, Washington, D.C.; Delos B. McKown, professor of philosophy, Auburn University; Howard Radest, director, Ethical Culture Schools; Robert Rimmer, author; Svetozar Stojanovic, professor of philosophy, University of Belgrade; Thomas Szasz, psychiatrist, Upstate Medical Center, Syracuse; V. M. Tarkunde, Supreme Court Judge, India; Richard Taylor, professor of philosophy, Union College; Sherwin Wine, founder, Society for Humanistic Judaism Editorial Associates: Thomas Flynn, Thomas Franczyk, James Martin-Diaz Executive Director of CODESH, Inc.: Jean Millholland Public Relations: Tim Madigan Systems Manager: Richard Seymour Typesetting: Paul E. Loynes Art Director: Alain Kugel Audio Technician: Vance Vigrass Staff. Darrell Crawford, Steven Karr, Jacqueline Livingston, Valerie Marvin, Anthony Nigro, Alfreda Pidgeon
FREE INQUIRY (ISSN 0272-0701) is published quarterly by the Council for Democratic and Secular Humanism (CODESH, Inc.), a nonprofit corporation, 3159 Bailey Avenue, Buffalo, NY 14215. Phone (716) 834-2921. Copyright 01987 by CODESH, Inc. Second-class postage paid at Buffalo, New York, and at additional mailing offices. National distribution by International Periodicals Distributors, San Diego, California. Subscription rates: $20.00 for one year, $35.00 for two years, $48.00 for three years, $3.75 for single copies. Address subscription order, changes of address, and advertising to: FREE INQUIRY, Box 5, Buffalo, NY 14215-0005. Manuscripts, letters, and editorial inquiries should be addressed to: The Editor, FREE INQUIRY, Box 5, Buffalo, NY 14215-0005. All manuscripts should be accompanied by two additional copies and a stamped, self-addressed envelope. Opinions expressed do not necessarily reflect the views of the editors or publisher. of words and images. That being the case, I choose to believe in a theistic cosmos, a universe completely pervaded by conscious- LETTERS TO THE EDITOR ness, in which my human self is a vehicle by which the Anentropic—i.e., the one thing that would not have been accidental—can "play" at games of order and chaos. That A Positive Defmition Bang theory is certainly clear, concise, and choice is an act of faith, not blind belief, of Humanism fascinating to read. However, his attempt to but an active choice in an unprovable matter. conclude that the observed physical proper- I choose that one because it enables me to Robert Detzell makes a good point (FI, ties of black holes "prove" anything with behave as a humanist without suppression Summer 1987), regarding my definition of respect to the existence of supra-physical and of my spirituality, and because I find it humanism, and I offer one that starts with pretemporal conscious will confirms my esthetically much more beautiful as drama, a more positive emphasis: opinion that neither the smallest possible more fulfilling as adventure, and ever so "Naturalistic humanism is a life-affirming time-space continuum (the Planck-time much more loving and joyful ontologically. philosophy with supreme commitment to the sphere?) nor the largest extant continuum It also enables me to easily detect and avoid welfare and happiness of all humanity, with (our present universe?) can be of itself the mind-traps of the various oil-of-pilgrim no belief in supernatural entities and with "proof' or "disproof" of the existence of sellers who go about their business in the reliance on the methods of reason and sci- "God." world in the name of religion. ence, democracy and compassion." It appears to me that, while the "scientific Like Stenger, I doubt very much that Since humanism supports many high method demands excessive conservatism," it proof of God or a Grand Design will ever ethical and social values, its "main thrust" is need not necessarily mandate atheism. Sci- be found; unlike him, I doubt that empirical certainly not "to put down" God and im- entific fundamentalism can be as narrow a knowledge of pre-universe or extra-universe mortality. Nonetheless, humanism remains mind-space as the biblical turf, and attempts conditions can be found by any means of incomplete unless it rejects these two reli- to force science to prove any theological examining the inside of the bubble. If there gious concepts as inconsistent with a scien- notion, including atheism, will most often were no photons until after Planck time, tific view of man and the universe. While leave one up against the limitations of one's then "Let there be light!" is as far back as we gladly accept some of the ethical ideas own definitions. we can see. Clearly, whether as Stenger's of Christianity, we must make clear that we For example, Stenger's conclusion, atheistic "accident," or as the theistic-deci- disagree with its theology. Otherwise, "There could not have been any Grand sion process I have suggested, this new pic- humanism loses a basic part of its philo- Design at the Planck time" could be valid ture of the creation will never agree with sophic structure. only if qualified this way: "if such Design the primitive mythological image of Judeo- were stipulated as formulated of the sub- Christian tradition. But as for insisting that, Corliss Lamont stance of the extant universe." If our uni- because science confounds Abraham, there New York, N.Y. verse is an expanding bubble within which is no God... I would far prefer to believe all of our experience is contained, and from that Abraham was a self-deluded, guilt-cult Secular Humanism's Moral which all of our evidential information must huckster whom time has inflated to idol- Creativity be taken, we have no particular reason to hood, and that God is a physicist. assume that all of the "exterior" Void was Congratulations on your editorial "The Af- or still is in a state of total entropy. James Nathan Post firmations of Humanism: A Statement of My conclusion is not intended to lend Las Cruces, N.M. Principles and Values" (FI, Spring 1987). I weight to the notion of Grand Design, nor was also moved by Robert Basil's "Friend- in any way to support the clearly-deluded Explaining Reincarnation ship Center Report" and the articles by Genesis junkies' absurd Melodrama-in-the- Robert Meyer and James Christopher on Garden scenario. To begin with, the notion Paul Edwards's case against reincarnation Secular Sobriety Groups, which appeared that all post-Planck-time events in the ex- can hardly be called a "free inquiry." His in the same issue. Secular humanists, it panding black hole we call Home have come articles are pervaded by the same tone fun- seems to me, in the past have run the risk of about as the random selections made by damentalists have when they witness to the appearing to be a group of wreckers—tearing particles behaving in accordance with a few converted. As your magazine makes clear in down ancient and widely respected edifices primal rules I would regard as wholly possi- its repeated appeals for readers to "remem- only to abandon the vacant lot they've cre- ble, and logically admissible. I could not ber" FREE INQUIRY in their wills, "humanists ated to the weeds. I hope you will continue refute anyone who wishes to believe so, least do not believe in immortality." Apparently, to emphasize the potential of secular of all by attempting to use these notions as they delight in watching a professor of humanism for the sort of moral creativity "proof" of my own views. philosophy decapitate intellectual light- that can raise a more beautiful, new edifice In practice I behave as a humanist, and weights like Annie Besant and Madame to replace the old one. I delight in the success of the humanist Blavatsky. cause. I recognize that the world, from You might consider looking at someone George D. Snell mesons to megatrends, cannot be utilized as more serious, like Rudolf Steiner, whose case Bar Harbor, Me. definitive proof of the existence of any con- for reincarnation (elaborated in some 350 scious entity or agent apart from the matter, volumes) does not get blown away so easily. Stenger's Big Bang energy, space, and time that comprise it. I And, if you really want your inquiry to be also recognize that no such proof can be free from bias, you'll find an author who Victor Stenger's elucidation of current Big obtained from the cleverest manipulations (Continued on page 58)
Fall 1987 3 oO E co
cr A Call for Public Scrutiny
he number of independent Christian students rather than to educate them. This Tschools sponsored by evangelical and indoctrination pervades the entire curricu- hile parents undoubtedly should have fundamentalist churches has risen rapidly in lum: Texts and teaching techniques are Wthe right to send their children to recent years. More and more, Christian grounded in the institution's religious, cul- schools outside the public school system, we parents who have examined the textbooks tural, and political convictions, which stu- believe that children, adolescents, and young and the curricula of public schools and have dents, parents, and teachers are required to adults should have a concomitant right to found them incompatible with their beliefs accept. Dissent is not tolerated. learn elementary logic, critical thinking, and are enrolling their children in these alterna- • No attempt is made to develop an other problem-solving skills and to test ideas tive schools. It is estimated that there are appreciation of this nation's most cherished before accepting them. The schools included now more than one million students in democratic principles, such as the freedom in our research deny their students these twelve thousand such schools across the of speech, the freedom of inquiry, and the basic elements of education and employ a country—but little is known about the qual- ideal of pluralism. Toleration of different subtle form of mind control. ity of education offered by these institutions. beliefs is undermined. The education of our youth is a public Although the public schools have come • Their textbooks present an extremely trust. If we are to meet the challenge of under scrutiny by their critics, an even- one-sided, and often verifiably false, view of other nations and cultures with imagination handed examination of the Christian school the natural and social sciences, philosophy, and determination, and if our children and movement, which is often held up as an literature, and the arts. Indeed, as the sam- our children's children are to find solutions alternative model, has not been undertaken. ples of course material reprinted on the fol- to the complex technological and moral In an attempt to fill this void, FREE lowing pages show, these textbooks exhibit dilemmas of our day, we must teach them INQUIRY recently embarked on a rigorous little appreciation for the achievements of well. To do so requires that we expose them examination of several newly formed funda- modern science and demonstrate an abysmal to the scientific method, to social, cultural, mentalist Christian schools. Our review of ignorance of America's political and cultural and historical studies. But just as key is their curricula, textbooks, and educational history. teaching the arts of negotiation, empathy, philosophy reveal that they are flawed in • These schools do not develop in their compromise, and self-criticism. This educa- numerous and serious ways: students the skills of critical thinking. True tional ideal will encourage the kind of crea- • Independent Christian schools do not education can only begin when a questioning tive thought in our children that will chal- expose students to the wide range of ideas outlook is cultivated, yet any questioning in lenge and overturn the simplified formulae found in the many disciplines of human these schools is repressed, and rote memor- of the past and enable our youth to cope knowledge. ization remains the principal educational critically and intelligently with the emerging • Their admitted aim is to indoctrinate tool. problems of the future. — The Editors •
4 FREE INQUIRY The Truth and Consequences of Fundamentalist Christian Schooling
Alan Peshkin
n recent years many American parents have been removing 6. lead children to enter full-time Christian service by be- their children from the public schools and enrolling them coming preachers, teachers, and evangelists; and, I in fundamentalist Christian schools, where they can be 7. failing this, to have children become full-time Christians, sequestered from all secular influences. The number of these living their lives, whatever they do, wherever they are, schools has been increasing rapidly in the wake of what some always for the glory of God. scholars consider another American "Great Awakening." I spent eighteen months closely studying one such school, affiliated These purposes that shape Christian schools are derived with the conservative, Baptist-dominated American Association from scriptural doctrine as seen by the fundamentalist: not as of Christian Schools, which has more than one thousand mem- metaphor, allegory, or the wisdom of sages, but as the direct bers. I will attempt to show that schools based on absolutist Word of God. The Christian school is based on Truth with a doctrine—as these are—logically develop into "total institu- capital T, a Truth that is absolutely known, universally applic- tions" and will explore the possible consequences such schools able, and beyond the claims of empirical evidence; a Truth that have for their students and for the rest of us. needs to be inculcated; a Truth subject to questioning only to clarify, not to modify or interpret. Since the mood of Bethany's Truth and Its Organizational Means doctrinal Truth is imperative, the only proper response of believers is obedience. he high school I observed, the "Bethany Baptist Academy," In ordinary discourse we frequently use the word true and Twas located in Illinois and had an enrollment of 115 its derivatives without qualification, as if we had no doubt students. Together with its fellow members of the nationwide about the fact of the matter: "Was she being truthful when she American Association of Christian Schools, it was established said she'd return home tomorrow?" "The truth is that most to: murderers will be jailed." "Is it true that house plants die if exposed to freezing temperatures?" And so on. Indeed, it is 1. bring children to salvation; misleading to assert that only Christians deal with Truth with a 2. inform children about the Word of God; capital T and thereby imply that non-Christians live in a world 3. keep children immersed in the Word of God; of clearly acknowledged relativism. In the case of the Christian 4. keep children separate from the world; and the non-Christian domains we neither contrast the con- 5. encourage children to proselytize the unsaved; fidence of absolute Truth with the confusion of relative truth nor pit a one right source of solutions against a babel of com- peting, conflicting ones. This dichotomous view exaggerates the distinctions between the fundamentalist and the nonfunda- Alan Peshkin, a professor of education at the University of mentalist views and the use of truth. Illinois at Urbana-Champaign, conducts ethnographic studies The essential distinction between the two groups is that of the school-community relationship in rural, fundamentalist, Christians claim to know the Truth unequivocally; their abso- and multiethnic settings. He is the author of God's Choice: lute certainty derives from belief in a doctrinally inerrant Bible. The Total World of Fundamentalist Christian Schools. They organize their institutions—family, church, and school—
Fall 1987 5 to be fully congruent with their biblical Truth, certain that they can ignore variant notions about issues of consequence to "Nothing teachers said in their classrooms and humanity—notions based, for example, on new evidence or on changing times. And they hope, knowing such hope is futile no response they gave to my questionnaire or until Christ's promised return, that the institutions now beyond interview items indicated that they had any prior- their control also will incorporate their biblical Truth. Non- ity other than teaching their students to be fundamentalists, more an aggregate than a group, are therefore Christ-like in their behavior and to serve the glory difficult to generalize about. If they behave as though some claims are known to be absolutely true, they seldom can or do of God. Congruent, harmonious attachment to make truth claims, as fundamentalists do. And they rarely these goals is facilitated by the academy's rejection have a single, consistent, uniform doctrine to direct every major of controversy and critical thinking as essential aspect of their lives. aspects of the educational experience. Bethanyites To be sure, Bethany's Truth does not contain answers to unresolved questions of physics and chemistry, or to thorny eschew these as confusing to the youthful mind problems of international trade or Third World indebtedness. and inappropriate to their perception of Truth." To the extent that their Scripture speaks to such matters, it informs rather than dictates policy. Bethany educators do not been cut off and swept away. Indeed, the right to address any view the Bible as an answer book that responds directly to Bethany gathering was awarded only to those of established every conceivable school-related question. However, since the orthodoxy, to those whose lives evidenced their devotion to Bible does cover all matters of consequence that the school Christian fundamentalism. The academy strives to ensure this wishes to control, its educators speak with the true believer's outcome by its policy of hiring only committed born-again full measure of certainty. Christians who will willingly join the Bethany Baptist Church. Bethany seeks to shape the entire life of each of its students, in and out of school. This charge requires the academy to operate as a "total institution," very much like the total institu- The Goal of Changing Behavior tions sociologist Erving Goffman describes as places "where a offman described total institutions as "the forcing houses large number of like-situated individuals, cut off from the wider for changing persons" (1961, p. 12). Of course, all schools society for an appreciable period of time, together lead an G hope to change their students' behavior. But the extreme to enclosed, formally administered round of life" (1961, p. xiii). It which Christian schools go to achieve their ends, and, moreover, could not be otherwise at Bethany, for how else could the the unlimited compass of their ends, distinguishes them as forc- church not only assure the inculcation of its doctrinal standards ing houses. As undeviatingly single-minded places, they define but also enforce their implementation? Absolute Truth requires and redefine all the ordinary elements found in any school in educational means no less absolute. order to attain their one right way. Consensus About Work Goals and Practices For example, Bethany's teachers view the vocation of the Christian-school teacher as "full-time Christian service." This is the fundamentalist's highest ranked occupational category be- o establish an efficient organizational structure it helps to cause one can enter it only if called by God. It includes have clear and uncontested organizational goals. And T preachers, evangelists, missionaries, and others whose jobs are certainly no one at the Bethany contests the school's goals. wholly devoted to a Christian institution. Given every teacher's Nothing teachers said in their classrooms and no response they perception of this role as a servant of the Lord, it is not surpris- gave to my questionnaire or interview items indicated that they ing that one history teacher characterized his instructional role had any- priority other than teaching their students to be this way: Christ-like in their behavior and to serve the glory of God. Congruent, harmonious attachment to these goals is facilitated In a sense, we're trying to close off students from the world by the academy's rejection of controversy and critical thinking and to put as their goal holiness and godliness. The Bible tells as essential aspects of the educational experience. Bethanyites us to bring every thought to the captivity of Christ. . .. If eschew these as confusing to the youthful mind and inappropri- students are left to their own discernment . . . then they're ate to their perception of Truth. going to go humanly and we don't want that. See, we're in a Those of us whose home, church, and school are not battle: spiritual wisdom versus human wisdom. ... We are encompassed by one overarching absolute doctrine may find it trying to shape minds to one pattern. See, the Bible says that. difficult to imagine that a school can be organized to be fully consistent with any single set of beliefs. Nonetheless, complete "One pattern," however, does not signify full uniformity consistency is Bethany's ideal; all the evidence of my fieldwork among Bethany Christians; they are not alike in every detail. confirms its commitment to realizing this ideal. From my first Within the framework of the Bible's allowance for diversity— day there to my last, I never heard a contradictory message. including any interest or preference that does not violate scrip- Whoever stood before any assembled group of students, teach- tural injunction—some diversity prevails. We see, accordingly, ers, or parents spoke with one mind, as though they had been that students can be attracted to professional football, spicy pressed through the same template and all their differences had food, practical jokes, poetry, and backpacking to widely varying
6 FREE INQUIRY degrees. But, where it is understood that the authority of the ate, slept, played, and worked. Their basic thrust: to erect a Bible speaks, diversity never prevails. As the headmaster ob- "barrier to social intercourse with the the outside" (1961, pp. served, diversity regarding values is "student-centered education 4-6). The academy—which is not a boarding school—certainly at its worst. We feel in the doctrinal area you have to have functions this way. Its student pledge shapes student behavior unity." by an explicit set of "thou shalts" and "thou shalt nots." Its Bethany's Truth—the "Word of God"—pervades the stu- teacher pledge commits teachers to join Bethany Baptist dents' lives. While acknowledging parental prerogatives, the Church, to tithe, and to exemplify model Christian comport- academy's educators mean to have their school standards pre- ment on the same full-time basis as the students. Its parent vail everywhere, unqualified by conditional or situational fac- pledge constrains parents from undermining the school's doc- tors. They "sacralize" all life, so that their Christian Way is as trinal orientation and attempts to enlist their support in main- applicable at the beach, on a date, or in a pizza parlor as it is taining it. Its student leadership pledge requires the school's in Bethany's corridors. That students differentially apply their "student elite"—all cheerleaders and class officers—to faithfully doctrinal standards, reporting themselves to be more obedient attend all church and school activities. And its employment at school, for example, than on a date, does not dispute either policy requires all its nonacademic workers to be born-again the ubiquity of the school's intentions or the students' under- Christians, members of Bethany Baptist Church, and worthy standing of this fact. Though Bethany's pastors and educators Christian models. know they do not attain the full compliance of their students, Bethany's web of control also extends to its library. Before they nonetheless continually affirm that their Truth provides a books may circulate, the librarian scrutinizes each one, elimi- yardstick for judging music, art, literature, and dance; that it nating those found unacceptable and expurgating others that defines subordinate-superordinate and male-female relation- can be made acceptable by drawing clothing on naked bodies, ships and who is acceptable as close friend, mate, or business blacking out offensive sentences, or pasting together disreput- partner; that it establishes the acceptability or unacceptability able pages. One day the librarian told her colleagues that she of welfare, homosexuality, abortion, private property, gambling, had been given books so terrible that she had to burn them drinking, dancing, and sex; and that it explains the origin of rather than risk an embarrassing discovery by the trash collec- the world, the purpose of life, and the nature of man's fate. tor. Moreover, they persistently discuss the particular application The academy routinely involves students and teachers in a of Scripture to this multitude of circumstances on every formal set of religious and institutional activities. Each day begins and informal occasion the school affords. While doing this, with a teachers' meeting at which the headmaster reads a Bible they also endeavor to restrict student contact with other beliefs. verse and elaborates its bearing on the life of the school. This meeting is followed by the students' ten-minute homeroom Barriers to Social Intercourse with the Outside devotion in which teachers read a verse and apply its message to the student's lives. Throughout the day, each class opens ethany's restrictions match those of Goffman's prototyp- with a student-led prayer, a free-form expression that, typically, ical total institution, which determined where their clients seeks strength for the teacher, sharp minds for the students,
Fall 1987 7 school, and home activities. When they departed from funda- "I am concerned by a group whose beliefs permit mentalist prescriptions, and all did to some extent, they did so no uncertainty, whose members frequent, accord- by relatively innocuous errors of commission and omission. For example, they might listen to rock music, go to the movies, ingly, a polarized world where things are either not make an effort to set backsliding friends straight, or fail to this or that, not this and that. Scriptural Truth, go out to proselytize. No student, however, was consistently as Bethany holds it, rejects negotiation; compro- deviant or unorthodox in behavior or belief; my data establish mise is unthinkable; purity of doctrine is the overwhelmingly that educators and students are primarily orthodox. Though the lives of the students at Bethany are scriptural standard. To me, such Truth is awe- girded by the organized, formal round of church and school some, its implications intimidating." activities, their participation, however strongly encouraged, remains voluntary, and their total institution does not strike and fulfillment of the needs of specifically named persons in them or their parents as sinister. poor health, with job problems, and so on. And each student Clearly, the further we move away from institutions whose attends a daily Bible classes taught by an ordained minister subordinates are not involuntarily located in places where they and thrice-weekly chapel sessions conducted by the headmaster are properly called "inmates," and where degradation does not or a pastor. characterize either the intent of the institution's overseers or This network of at-school religious functions is buttressed the perceptions of most of its participants, the less the designa- by church-sponsored Friday- and Saturday-night youth activi- tion "total institution" seems menacing. What remains of Goff- ties and by the school's expectation of student participation in man's original notion in Bethany's organizational structure, the church's Wednesday-night pre-service salvation-oriented and it is no small remnant, is the determined attempt by church "visitations" and its twice-yearly, week-long revival meetings. and school to socialize or resocialize its students, as the case Indeed, the headmaster holds to a way-of-life approach to may be, in beliefs and behavior that fit the institution's fixed control, which means that, for as long as a student is enrolled and precisely stipulated norms. Unlike total institutions that at the academy, he or she is subject to its rules any time and resocialize their participants so they will conform with society's any place. Consequently, students, if caught, will be punished norms, Bethany socializes its participants so they will deviate for misbehavior committed on weekends and vacations. from society's norms. It feels best about its students when they are most assuredly deviant and therefore ready to disseminate Mortification Practices their institutional message to the hell-bound world. The institu- tion's scriptural measure of value is the only one that prevails ore subtle than the structural elements that Bethany within its domain. The challenge to its instructional effort is to Mestablishes in order to erect a total institution are its establish its domain as boundless. Only from an outsider's mortification practices, which strip the students of their pre- perspective do such efforts represent `organizational tyranny" institution self. Bethany is keenly mindful of a student's pre- and the "thwarting of human possibilities" (Perry 1968, p. 353). institutional selves. Students who come up through Bethany's And it is an outsider's perspective that will prevail as I turn elementary grades and those who come from fundamentalist now to discuss the consequences of Bethany's church and Christian homes see their school's expectations as natural; but school. to new enrollees who have not been born again or whose lives have not yet been directed by scriptural standards, these same Consequences expectations appear strikingly unnatural. Indeed, some former public-school students who are entering Bethany for the first any of us see fundamentalists through a filter fashioned time often feel humiliated by the academy's disrespect for their Mby the 1920s Scopes trial and erroneously imagine them present religious status, by the way it condemns their normal as ridiculous Dwight Moodys who believe that "an educated behavior as "worldly," and by its demand that they change rascal is the meanest kind of rascal" (Hofstadter, p. 108). This their appearance, their friends, their behavior, and their re- caricature is abetted by people like the censorious Bethany sponse to authority. If what stands out about their experience librarian. But one shouldn't substitute past history and present- at Bethany is the "curtailment of self' and the "role disposses- day book-burning for the whole reality of Bethany's successful sion" that Goffman says is the outcome of the total institution's enterprise. As I see it, the school is a profoundly serious ven- mortification process (1961, p. 14) rather than the rewards of ture, mounted by powerfully dedicated persons who manage to being born again, then these students will probably have a avoid sounding like megalomaniacs when they proclaim the short stay at the academy. But if Bethany's newcomers enjoy Bible to be the inerrant Word of God. the rewards of spiritual rebirth, then they will focus on the Does the school offer more than an opportunity to become positive rather than the negative aspects of the behavior- and live as a born-again Christian? Is it a good school in changing processes. conventional terms? Yes, by some measures. Its students, along The thrust of my data indicates that the vast majority of with Christian school students throughout the country, score at the 115 high-school students in my study were happy to be or above grade level on standardized tests without benefit of enrolled at Bethany. They accepted its core doctrinal standards specific prepping. And, yes, if we accept the attributes Michael and were contented to be encompassed by the cloak of church, Rutter and his colleagues identify in their book 15,000 Hours
8 FREE INQUIRY
as academically productive. The following teacher attitudes characterize the academy (Grant, 1981, p. 5): "I feel anything but indifferent to the Bethany Baptist academies of America because I fear Teachers regularly assign and mark homework ... expected people who believe they know the Truth and are pupils to act responsibly and gave them an opportunity to do so ... conveyed their expectations in the way they behaved convinced that everyone else should adhere to themselves . . . [and demonstrated] consistency and shared this same Truth. Their implacable logic is never norms. moderated by the need to be pragmatic, to find Furthermore, the shared doctrine that equips students with compromise, or to see things in terms of degrees." behavioral norms covering most aspects of their lives also joins them as brethren responsible for and to one another. Daily they learn about the principles of faithfulness and spirituality, feel free when their quest for truth is unfettered. Different which serve as a major basis for popularity and peer-group outcomes follow each perspective: a closed society in the first formation. Students also come to accept the fact that their instance, and an open one in the second. Bound by Truth that daily activities will be encompassed by the Christian commu- divides us into friend and foe, true believers may become cru- nity's plans. In fact, 69 percent of the 115 high-school students saders when conflict arises, warriors bearing Truth's sword. surveyed indicated that Bethany sponsors all or most of their How disconcerting is the image of social conflict involving away-from-home activities. Consequently, the academy func- crusaders! It takes little effort to imagine such societies because tions as a community-maintenance institution, and its students they exist today—in Iran, Ireland, and Lebanon. In such places have the experience of belonging. when true-believers become politically ascendant, their oppo- In the course of my fieldwork, and later when I analyzed nents, seen as heretics, become the victims of this zeal. my data, I was struck by the unity and connectedness of Bethany educators acknowledge that their own survival Bethany's community. I frequently thought, "How nice it is for depends on religious liberty and on legal support for doctrinal those who belong there." After all, an interest in community and ethnic pluralism. At no time, however, in eighteen months and a desire to study the school-community relationship has of listening did I hear this understanding reflected in the class- motivated my research since 1972. I concluded that to belong room or chapel. I never heard a discussion, let alone an elabor- in Bethany is to belong in a deep and special sense. Much as I ation, of the concept of pluralism and its implications for their felt this, however, I never could escape my "and yets"—with all own survival as a group. To the contrary, I did hear Catholics the reservations these words forecast. maligned, Mormons condemned with Hare Krishnas and prac- My "and yet" sentiments derive directly from the very basis of Bethany's sense of community—its idea of Truth. I readily DRESS CODE see the logic that leads from possessing the Truth to establishing a school as a total institution to inculcate this Truth and ensure its perpetuation. However, lacking the faith requisite for ac- cepting Bethany's Truth as more than just one group's percep- tion, I see the evangelizing true-believer as an arrogant doctrinal imperialist who impugns the integrity of nonbelievers. I am concerned by a group whose beliefs permit no uncer- tainty, whose members frequent, accordingly, a polarized world where things are either this or that, not this and that. Scriptural Truth, as Bethany holds it, rejects negotiation; compromise is CULOTT ES FOR unthinkable; purity of doctrine is the scriptural standard. To VOLLEYBALL & ATTENDANCE AT TRACK & FIELD EVENS me, such Truth is awesome, its implications intimidating. ACCEPTABLE Like their orthodox counterparts in many belief systems, fundamentalist Christians create a chasm between themselves and dissenters, a chasm that relativists and pragmatists have tried to bridge with a "live and let live" philosophy—as well as with legal constraints that preclude tests of faith as conditions of participation anywhere in public life. Some non-Christians argue that, given a troubled world, we would do best to band together. Ecumenists seek a core of common beliefs that can unite like-minded persons. However, in the name of doctrinal purity, the academy's national education association requires aspiring members to relinquish association with any ecumenical religious organization. NOT ACCEPTARL E Finally, while born-again Christians feel "free" when the Most Fundamentalist Christian schools have strict dress codes. Truth of their lives is settled beyond question and doubt, others
Fall 1987 9 titioners of Transcendental Meditation, and daily reinforcement 1. Bethany's youth, inoculated by their school's sweeping of their own scriptural Truth. doctrine, may be effectively cut off from society's political, eco- When I questioned academy students and a comparable nomic, and social diversity. group from a local public high school about their commitment 2. Bethany's students lack the opportunity to understand to pluralism, their answers, overall, were not far apart. But on the basis and the need for compromise in a democratic society. each item relating to a point that Bethany's doctrine covers, the They are likely to develop the ideological intransigence of what differences between Christian and public school students were Eric Hoffer termed the "true believer." enormous: Is interracial marriage okay? Yes, say 61 percent of 3. Since the fundamentalist's yardstick of orthodoxy has public school students; yes, say only 30 percent of Bethany unlimited application, all arts are judged strictly by their con- students. Should books written by communists be available in formity to scriptural standards. Their worth begins and ends public libraries? Yes, say 73 percent of public-school students; with their doctrinal fitness. Where orthodoxy prevails, creativity yes, say only 29 percent of Bethany's. Is it good that America is confined. has so many different religious groups? Yes, say 82 percent of 4. These schools effectively encourage their students to limit public-school students; yes, say only 27 percent of Bethany's. their cognitive experiences. Students may come to believe that And, finally, should homosexuals have the same rights as non- such self-censorship is generally a sound practice for non- homosexuals? Yes, say 58 percent of public-school students; Christians as well. So believing, they could endorse limitations yes, say only 26 percent of Bethany's. Given the differences on on what should be known and the right to know for those these specific items, I conclude that the academy and its paren- outside the Christian fold as well as themselves. The textbook- tal and church allies successfully communicate their beliefs and censoring practices of the Gablers in Texas and Judge Brevard values to a responsive audience. This is a notable achievement Hand in Alabama suggest this outcome is real, not extrapola- given, as previously noted, that the academy is not a boarding tive. school and its students' physical movements are not constrained by walls or curfews once they leave school. In regard to its Conclusion sacred core, involving beliefs like Christ's virgin birth and His death and resurrection, student views coincide almost perfectly eorge Steiner has written that "men are accomplices to with the academy's. Gthat which leaves them indifferent" (1967, p. 150). I feel But will their adolescent orthodoxy survive when Bethany's anything but indifferent to the Bethany Baptist academies of youth become adults? The following data suggest an answer. America because I fear people who believe they know the Eighty-three percent believe that when they are adults their Truth and are convinced that everyone else should adhere to friends will be born-again Christians; 85 percent believe the this same Truth. Their implacable logic is never moderated by Bible will be central to their lives; 85 percent plan to send their the need to be pragmatic, to find compromise, or to see things own children to Christian schools; and 91 percent expect to in terms of degrees. marry born-again Christians. As adults, will they modify their Indeed, the existence of independent fundamentalist Chris- beliefs toward social norms? Or will they become like their tian schools is paradoxical. Because ours is a pluralist nation, teachers, who hold generous views concerning the rights of these schools are legal. But, Christian-school practices would non-Christians but overwhelmingly (94 percent) believe that subvert pluralism in an attempt to produce a homogenized, theirs is the only true religion? Whatever their stated beliefs, fundamentalist America. Further paradoxical is this fact: that Bethany's sixteen teachers exemplify their school's singular such schools exist—that they thrive—is one prime measure of thrust. Note these facts: (1) of all their usual away-from-home our pluralism's vitality. Yet, the more such schools we have, activities, 100 percent are sponsored by Bethany church or the greater the threat to the survival of pluralism. school; (2) of the five different persons each of these sixteen I hope the day never comes when our society—feeling teachers identify as most influential in their lives, seventy-nine threatened by its success—concludes that Christian schools must of the total of eighty accept Bethany's doctrinal standards; be suppressed or curtailed in any way. Paradoxes of pluralism (3) of their three closest friends, forty-seven of the total of testify to our ideological health. I trust that my and others' forty-eight are born-again Christians; and (4) of the persons concern about the cost of Christian schools never exceeds the they regularly see outside of school, 100 percent accept need to be eternally vigilant about their effect. Bethany's standards either always or most of the time. Bethany's parents are pleased that their children's school is References doctrinally sound, morally upright, physically safe, free from racial strife, and devoted to the educational "basics" that many Goffman, E. Asylums. Garden City, N.Y.: Anchor, 1961 Grant, G. "The Character of Education and the Education of Character." critics accuse public schools of neglecting. For most academy Paper presented at Daedalus/St. Paul's Conference on Secondary Educa- parents, the only price they pay for these attractive benefits is tion, St. Paul, 1981. financial—rising tuition costs have not affected the the acade- Hofstadter, R. Anti-intellectualism in American Life. New York: Knopf, 1966. McEwen, C. A. "Continuities in a Study of Total and Nontotal Institutions." my's enrollment. A non-Christian outsider, however, can see a Annual Review of Sociology, 6 (1978): 143-185. higher price. Perry, N. "The Two Cultures and the Total Institution." British Journal of What are the possible costs to the students, and to American Sociology, 5 (1968): 37-40. Phillips, W. Speeches, Lectures, and Leiters. society, of such total institutions? Boston: Walker, Wise, 1864. Steiner, G. Language and Silence. New York: Atheneum, 1967. •