Kevin Boyle – No One to Vote For June 6, 2010
There is a debate today on a BBC comments page
entitled "How Should Schools Teach Religion?" The majority of the posted responses are predictable and rather depressing.
A society's religion is the accepted collective narrative upon which that society's culture, spiritual, moral and political, is based. It is a mistake to imagine we are simply losing our religion. We are, mostly unknown to ourselves, by stealth, having one religion (Christianity) replaced by a different, politically correct, secular, humanistic, atheist religion that is being installed in its place.
The ‘comparative religion’ being taught in schools is a fraud against religion. Comparing different religions is not a worthless exercise but forensic comparison invites (and is intended to invite) a sense of 'grand illusion'. There is no ontological element in this approach. Everything is at a distance. There is nobody proclaiming the tremendous importance that one should adhere strictly to certain universal moral code. Thus real religion is destroyed and I believe that those who have made the decision to move religious curricula in this direction know it.
Bertrand Russell wrote a great deal about beliefs being generated in "The Impact of Science on Society". Here is a single quote:
The Intended Result of Education
“The completeness of the resulting control over opinion depends in various ways upon scientific technique. Where all children go to school, and all schools are controlled by the government, the authorities can close the minds of the young to everything contrary to official orthodoxy.
Here's another, an extract from Protocol IV of 'The Protocols of Zion'(written by a genius, 'The Protocols' describe in detail the crises that are being generated in the world today):
WE SHALL DESTROY GOD
3. But even freedom might be harmless and have its place in the State economy without injury to the well-being of the peoples if it rested upon the foundation of faith in God, upon the brotherhood of humanity, unconnected with the conception of equality, which is negatived by the very laws of creation, for they have established subordination. With such a faith as this a people might be governed by a wardship of parishes, and would walk contentedly and humbly under the guiding hand of its spiritual pastor submitting to the dispositions of God upon earth. This is the reason why IT IS INDISPENSABLE FOR US TO UNDERMINE ALL FAITH, TO TEAR OUT OF THE MIND OF THE "GOYIM" THE VERY PRINCIPLE OF GOD-HEAD AND THE SPIRIT, AND TO PUT IN ITS PLACE ARITHMETICAL CALCULATIONS AND MATERIAL NEEDS.
Real religious education says, loud and clear, not only "these are the standards by which we must live" but also that there is a greater reality than man and that we cannot trust the powerful to lead us to the truth of this reality (as we are now allowing their 'think-tanks' to do) when, as everybody knows and as Christ has taught, the powerful are almost invariably the enemies of truth.
The financial powers that own most of the world and rule us wish to secure their power. The surest way for them to do this is to destroy the very idea of God so that people will look to other people for guidance (and we know who the powerful have in mind to do the guiding). Like Lucifer, the dominant group have decided they can replace God.
To understand what is happening in our schools regarding religious education we must think, not about religion but about power and its objective. The truly powerful have got where they are by wiping out other competing centres of power. This is obvious and well known. It is this process to which people should relate the ideological paradigms that are put before us. Who has an agenda and what is that agenda?
The family, our sense of nation and racial coherence are all under attack. Religion too, for the same reasons......and most people who pick up arguments promoted in the media do not understand (no more, most often, than those who write them) whose work they are doing.
If faith is blind, reason is more so.
Last updated 09/06/2010