Monthly Archives: October 2011

Booker T. Washington on Black Victimhood

by Gary DeMar

Black racists are coming out of the woodwork. It’s hard to imagine how vile and bigoted they are in their attacks on Herman Cain. Such treatment has a long history. Today, it’s an industry.

A number of black “leaders” (e.g., Jesse Jackson and Al Sharpton) have made their living by promoting black victimhood and white guilt. Jesse Jackson has been shaking down corporations with the scam for decades.  Booker T. Washington (1865–1915) warned of such people within the black community in his 1911 book My Larger Education. He described them as “problem profiteers”:

“There is another class of coloured people who make a business of keeping the troubles, the wrongs and the hardships of the Negro race before the public. Having learned that they are able to make a living out of their troubles, they have grown into the settled habit of advertising their wrongs – partly because they want sympathy and partly because it pays. Some of these people do not want the Negro to lose his grievances, because they do not want to lose their jobs.” (p. 118)

Washington could have had in view, although writing nearly a hundred years ago, black people who are railing against Herman Cain and other blacks who have not succumbed to plantation living. Cain doesn’t present himself as a victim, and this disturbs people like Al Sharpton. Cain lived at a time when there were “colored” water fountains, segregated schools and neighborhoods, and racial discrimination that few people today can imagine. If anyone has a right to play the victim card, it’s Cain. He didn’t feel sorry for himself. He stayed out of trouble, worked hard, and made something of himself without the help of a cadre of “poverty pimps.” Cain is the antithesis of the Democrat Party and 90 percent of blacks who support it.

Washington continues with a story that encapsulates what is wrong with so many black “leaders” and their guilt-ridden white supporters. Those victimizing blacks are other blacks:

A story told me by a coloured man in South Carolina will illustrate how people sometimes get into situations where they do not like to part with their grievances. In a certain community there was a coloured doctor of the old school, who knew little about modern ideas of medicine, but who in some way had gained the confidence of the people and had made considerable money by his own peculiar methods of treatment. In this community there was an old lady who happened to be pretty well provided with this world’s goods and who thought that she had a cancer. For twenty years she had enjoyed the luxury of having this old doctor treat her for that cancer. As the old doctor became — thanks to the cancer and to other practice — pretty well-to-do, he decided to send one of his boys to a medical college. After graduating from the medical school, the young man returned home, and his father took a vacation. During this time the old lady who was afflicted with the “cancer” called in the young man, who treated her; within a few weeks the cancer (or what was supposed to be the cancer) disappeared, and the old lady declared herself well.

When the father of the boy returned and found the patient on her feet and perfectly well, he was outraged. He called the young man before him and said: “My son, I find that you have cured that cancer case of mine. Now, son, let me tell you something. I educated you on that cancer. I put you through high school, through college, and finally through the medical school on that cancer. And now you, with your new ideas of practicing medicine, have come here and cured that cancer. Let me tell you, son, you have started all wrong. How do you expect to make a living practicing medicine in that way?”

I am afraid that there is a certain class of race problem solvers who don’t want the patient to get well, because as long as the disease holds out they have not only an easy means of making a living, but also an easy medium through which to make themselves prominent before the public.

If the patient gets well, an entire industry of victimhood will get cancer and die. This would be the best thing for the black community. Until blacks throw off the shroud of victimhood, they will be at the mercy of “doctors” who treat a cancer that does not exist but that they are paying for.

Article by Gary DeMar

Gary DeMar        Gary is a graduate of Western Michigan University (1973) and earned his M.Div. at Reformed Theological Seminary in 1979. Author of countless essays, news articles, and more than 27 book titles, he also hosts The Gary DeMar Show, and History Unwrapped—both broadcasted and podcasted. Gary has lived in the Atlanta area since 1979 with his wife, Carol. They have two married sons and are enjoying being grandparents to their grandsons, Calvin and Paul. Gary and Carol are members of Midway Presbyterian Church (PCA).


Two Kinds of Promiscuity

By Star Parker

Last week the House passed with bipartisan support the Protect Life Act, which amends the Patient Protection and Affordable Care Act (Obamacare) to assure that no taxpayer dollars will be used to fund abortion. It also assures that health-care providers that do not wish to provide abortions are not forced to by government.

The bill’s Republican sponsor, Rep. Joe Pitts, R-Pa., had co-sponsored essentially the same amendment along with then-Rep. Bart Stupak, D-Mich., when Obamacare was in the making in 2009.

Because a similar provision was not in the Senate version of the bill, and had no prospect of making it through the Senate, Stupak stood as a major obstacle to the passage of Obamacare.

In the end, the ways of Washington prevailed, and Stupak caved to pressure from the White House. He agreed to support the health-care bill without his anti-abortion provision, in exchange for President Obama issuing an executive order prohibiting the use of taxpayer dollars for abortions in health care provided in the framework of Obamacare.

An executive order is a flimsy substitute for law; thus Rep. Pitt found another pro-life Democrat, Dan Lipinski, D-Ill., to co-sponsor his amendment, which has now passed the House 251-172.

However, Pitt’s new bill faces the same prospects as the amendment that he cosponsored with Stupak in 2009. Its chances of passage in the Senate are remote.

So why bother?

After the bill passed, I was asked on a PBS talk show, “To the Contrary,” if Republicans were being frivolous in taking up congressional floor time to deal with abortion when what Americans want today is congressional action on the economy.

My response was “no, we can walk and chew gum at the same time, and actually in light of Obamacare, it is critical for lawmakers to protect health-care workers and hospitals with a conscience clause.”

In fact, the attention the bill has gotten in the short time since it passed the House indicates that the level of interest in abortion, and the potential use of taxpayer funds for it, remains high.

Two high-post Democrats – former Speaker Nancy Pelosi, D-Calif., and Debbie Wasserman Schultz, D-Fla., Democratic National Committee chairwoman – issued statements criticizing the bill shortly after it passed.

According to Pelosi, the provision assuring that health-care providers, including hospitals, are not forced to provide abortions, even though they receive Medicare and Medicaid funding, means “that women can die on the floor and health-care providers do not have to intervene.”

Wasserman Schultz said, “This extreme legislation is dangerous for women’s health and does nothing to address the jobs crisis facing American families.”

Liberals love to frame the killing of developing humans as being about women’s lives, health and rights.

But, according to the Center for Disease Control, about 3 percent of abortions are performed for reasons of a woman’s health. Abortions that are performed because a woman’s life is in danger amount to a fraction of 1 percent. That leaves more that 96 percent for convenience with some 50 percent repeat customers.

Regarding abortion, the liberal agenda is really about two things – 1) an alleged right to sexual promiscuity and, 2) an alleged right to have others bear social and financial responsibility for that promiscuity.

Fortunately, a sizable part of the American population doesn’t see things this way. And, fortunately, a sizable part of our population remains in awe of the miracle of life and our responsibilities toward all aspects of life, both in and outside of the womb.

It doesn’t take that much thought to realize the fallacious thinking that suggests that matters of economy and matters of morality have nothing to do with each other.

The “right to abortion” culture is simply a subset of the entitlement culture, the culture that says your life is about making claims on others rather than personal responsibility.

Disrespect for life and disrespect for property go hand in hand. We can’t divorce our sexual promiscuity from our fiscal promiscuity. Restoring personal responsibility in both areas is what we need today to get our nation back on track.

Star Parker is president of CURE, the Center for Urban Renewal and Education, and author of the recently re-released “Uncle Sam’s Plantation: How Big Government Enslaves America’s Poor and What We Can Do About It.”


Personal Philosophy of Christian Education as it Relates to Blacks

by Tommy Davis

I think now more than ever in America, Christian education is the very schooling that would provide a form of consensus in the Christian community that transcends culture.  In a time when liberalism and contemporary philosophy have taken over our schools and seminaries, there needs to be an evaluation and action taken that would allow our educational conclusions to be shaped by historic Christianity.  Deeply affected by the storm of conflicting ideas are the contemporary predominantly black American churches which have allowed it to be taken over by emotionalism rather than doctrinal orthodoxy and Christian educational thoughts.   This has led to a higher murder rate among black Americans, a massive school drop-out rate, a high incarceration rate, political ignorance, and contemporary segregation in the inner cities and the church.

As a jail chaplain, I am deeply troubled by some of the strategies used by volunteers who are involved in jail ministry which include Bible studies and worship services.  The flaws that exist in their educational philosophy are only making discipleship more difficult to accomplish.  Therefore, I wish to apply my philosophy of Christian education where volunteers of all ages are trained for jail ministry, and during training seminars in churches where tutoring programs are chartered for those at risk of dropping out of school or going to jail.

This educational initiative does not target black Americans as the only group.  It is prepared to emphasize and address the educational deception prevalent in clustered and crime ridden communities.  Generations of ignorance have consequences such as fatherless homes, poor education, and crime.  Therefore, this educational philosophy would have to incorporate and answer correctly the philosophical questions in the area of metaphysics, epistemology, and axiology.

Metaphysics is the study of being or reality.  Metaphysics is the most notional and abstract branch of philosophy.  Since metaphysics basically means “beyond physics” or beyond the natural realm of things, it is a speculative area.  Also, metaphysics is a theoretical construct; it is subject to unreliable presuppositions if not Scripture.  It is safe to build ideas upon what is revealed in the pages of the Bible.  Therefore, a theological groundwork must influence our metaphysical deductions.  According to James Wilhoit,

“Often Christian education has been accused of drifting far from orthodox theological teaching, particularly in regard to the Christian view of human nature and spiritual growth.  This drifting is unfortunate, for Christian education is lost unless grounded in biblically based teaching.  No matter how much zeal a Christian educator may have, it is of little use without an awareness of the essential theological underpinning of the faith.”

God is spirit, but He revealed Himself in the physical, in the Person of Jesus Christ.  Metaphysical questions regarding the existence of God were answered in God becoming flesh.  The Bible says, “And the Word was made flesh, and dwelt among us, (and we beheld his glory, the glory as of the only begotten of the Father,) full of grace and truth” (John 1:14 KJV).  Our definition of a Spiritual God must come from the Scriptures.  If Jesus is the sinless God/man come down from heaven, then who are we?  Since Jesus came from God, the position to adopt is for mankind to understand that God had something to do with our existence as well.

Since epistemology deals with how we arrive at our conclusions, it is important to establish a guiding principle that would help us arrive at intellectual destinations that corroborates all areas of what we already know to be truth.  Epistemology is closely related to teaching and the learning process.  How do we know something?  One way to arrive at judgments is to seek information outside ourselves or from sources that are credible.  The Bible provides a set of eternal truths; and it is from this source that educational pursuits must be subjected.  It is the Bible that reveals God’s paradigm.

The Bible must be the check and balance in the quest for answers.  If Christian education is to be truly Christian, it must derive from the Christian creed.  In the Book of Acts, Luke records that the believers devoted themselves to the apostle’s teachings (see Acts 2:42-47).  It is important to note that the disciples acted upon what they learned from the apostles.  The relationship between apostle and disciple is that of trust and truth.  The disciples believed (trusted) that the apostles were transmitting truth.  The truth came from the Old Testament Scriptures as the apostles taught and interpreted the events that now make up what we call the New Testament.  The apostles’ epistemology derived from revelation rather than a political sect or some worldly philosophical idea.

Black Christians in America seem to overwhelmingly vote Democrat, but display a form of conservative values.  It may be safe to say that the majority of black Christians are against homosexual marriage, abortion, and racism when it comes to black people.  Yet, black Christians vote for the very liberal Democrats they do not agree with.  This may be due to getting a fiscal advantage with all sorts of Democratic programs like housing projects and extended welfare benefits.  Also, blacks are taught that Republicans were responsible for racism and slavery, when in fact, it was the Democratic Party that promoted slavery, segregation, and all sorts of Jim Crow discriminatory laws.

It will not take much investigation to find that Christian education is the antithesis of liberal political philosophy.  Voting values also falls into the area of axiology because if one says they are against homosexual marriage, and yet vote for politicians who promote pro-homosexual legislation, it proves that some are dishonest regarding values, or ignorant of the facts.  An axiological statement is still being made if we place fiscal opportunities over morality.  A holistic Christian education is neither white nor black, rich nor poor, Democrat or Republican.  Therefore, judgments should be arrived at using Scripture as the controlling criterion.

Axiology is concerned with values and aesthetics that specify what is good and right.  The issues of ethics and religion also fall under the grouping of axiology.   Axiology is a very important philosophical position because people are motivated by what is important to them.   Moral values are under attack in the world as people seek to redefine the value system based on faulty presuppositions rather than biblical revelation.  For example, the State of New York recently passed a law legalizing same-sex marriage.  Obviously, homosexual marriage is non-existent in the Bible but people have adopted a value system based on an incorrect epistemology.  Crucial to the development of our axiological judgments are correct metaphysical and epistemological positions.   Christians must believe the right things about God and the right things about people.

In order to transfer the proper ideas, we must have proven positions and valuable relationships.  Transmitting truths is a great task.  The Bible is the foundation for all truth.  To educate people is to imply authority.  Christian education is unique because the primary textbook in which all knowledge must flow is from the Bible.  The Christian educator must take command as an authority figure.  The student must take a subordinate intellectual position.  Even though the student/teacher relationship is based on transferring intellectual capital, there must be some form of trustworthiness in the relationship in order for credibility to increase the effectiveness of communication.

Education implications penetrate the New Testament.  In Philippians 4:9 the apostle Paul reminds the Church at Philippi to practice what they had learned from him.  In 1 Timothy 4:11 the apostle Paul presses young Timothy to command and teach the things written in Paul’s epistle.  In Ephesians 4:11 it is stated that God gave teachers and pastors to the church in order to build her up.  We are built up by the truths found in revealed revelation.  God’s truths are objective truths.  Information is transmitted for a reason.  According to George Knight,  “The aim of the Christian teacher is not to control the minds, but to develop them,  The use of questions can be a major instrument in that development process.”   This is a great observation by Knight because pupils should become more intellectually independent of the teacher as they apprehend truths.  That way the development process can lead to maturity.  Maturity leads to the ability to make informed decisions.

In the book of Hebrews, the author chided the believers for their lack of spiritual development.  After the biblical author explained the eternal priesthood of Christ, the author expressed interest in sharing more with the Hebrew believers but stated that they were slow of learning.  The author also stated:

“For when the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and have become such as have need of milk, and not of strong meat.  For every one that useth milk is unskilled in the word of righteousness: for he is a babe.  But strong meat belongeth to them that are of full age, even those who by reason of use have their senses exercised to discern both good and evil” (Hebrews 5:11-14).

The above passage of Scripture also speaks volumes in regards to pastor and parishioners.  Some believers attend church for twenty or thirty years and never participate in any form of ministry.  They have not grown to the point of serving in or outside the church. The objective of transmitting truth is to produce some form of action later on in the pupil.  Therefore, teaching provides the Christian with the ability to be obedient and serve Christ.

To the wise Christian educator, certain philosophical concepts can be incorporated into the curriculum as long as the Scriptures remain the controlling authority.  I have been influenced by realism, the philosophical model that holds there is a real external world that can be known.  But realism alone is just a reality and must not reject the metaphysical.

I have also been influenced by essentialism, which is a philosophical concept that arose in the 1930’s that found interest in transmitting truth in the classroom.  Essentialism is the idea that reliable basic truths must be transmitted in order for students to engage and contribute to the culture in which they must live.  Essentialism takes into account that life is a building block and certain agreed upon facts must be shared that allows the next generation to continue the advancement of society.  The definition regarding what is fundamental or essential must be acquired from Scripture.

Another feature that impresses me about essentialism is the fact that this educational concept recognizes that learning is hard work and requires effort.  In one of my previous response papers I wrote that the essentialists incorporate the perspective that learning requires discipline and sometimes is accomplished through much effort.  I also wrote that scientists have determined that our brains change as we acquire news skills and information.  This is opposed to being hardwired in which we would function based on a predetermination rather than cognitive development.  In addition, I made the point that musicians are not born musicians; they become instrumentalists’ through practice.  Athletes become good at sport through a willful interest and rehearsal that allows them to utilize the brain’s flexibility to acquire new habits and develop their skills.

By highlighting essentialism, I am not agreeing that other concepts are not important.  The position of essentialism emphasizes the authority of the teacher.  While it may not clearly define truth, essentialism characterizes the relationship between student and teacher that find some biblical support.  For example, in his letter to Timothy, the apostle Paul instructs him to train qualified men who will teach others (see 2 Timothy 2:2).  In the book of Titus the elders were told to hold firmly to what they have been taught (1:10).

While I do emphasize the authority of the teacher, the primary matter should be on what is taught.  In order for me to have a great influence in the area of Christian education, I must teach in a manner that glorifies God.  The right things must be said about political parties in relation to the Bible.  The correct things must be communicated about God, about mankind, and about the world whether seen or unseen.  Thus, the core purpose of Christian education is to produce disciples among those who have given their lives over to Christ, therefore fulfilling the Great Commission given in Matthew 28.