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a “little” ? late

education Joan Winifred

to the party (“fun” gathering of minds) Honey, but hey! You showed UP;)

HELLO! What is going on in places/institutions of so-called Higher Education is NOT (much) “new” and NO “new” surprise(s) to some of us! (Latest trends? NAH! old patterns.)

past “JW”  insightful and Bible-based warnings:

Effect of College

◆ Some 25,000 students attending 217 U.S. colleges were sent questionnaires. Their answers revealed the effects of higher education on their thinking. College changed their behavior and self-concept. Most obvious were the changes in connection with increased drinking, smoking, irregular sleeping habits, political activity and a very notable drop in their commitment to religion. [excerpted: AWAKE! 1973 Watching The World 4/22] (my highlights)

JW’s warn..back in 1956!! excerpted:

Careful Living Helps Avoid Life’s Pitfalls”

It is not the acquiring of true scientific knowledge or that on many other subjects, which is in full accord with the Word of God, that is detrimental, but rather the vehicle in which it is conveyed is often saturated with the ideas of men conflicting with God’s thoughts, such as the evolution theory as to the origin of man and other theories and hypotheses that are not compatible with the Bible. Taking in knowledge of pure mathematical science, physics, chemistry, engineering, history, etc., is very commendable and necessary for advancing and improving standards for people to enjoy in this the twentieth century, [..]when done in harmony with God’s right standards. However, as transmitted to the students through modern unprincipled political ideologies, and therefore questionable, through the unscrupulous commercial methods, and through the allied doctrines of modern Christendom, it may have an adverse effect on the student’s mind.

1992:

Higher education too has been placed on a pedestal in this competitive world. As soon as a child is born, parents are urged to start putting aside large sums for education. By the time he is two or three years old, they worry about getting him into the right nursery school or kindergarten as a first step on the long journey to a university degree. Some people seem to think that a prestigious diploma carries with it the right to favor and respect from others.

Yes, skin color, education, money, ethnic background​—these have become the standards by which many people judge or, rather, prejudge another person. These are the factors that determine to whom they show favor and from whom they withhold it. What about you? Whom do you favor?

Are These Sound Standards?

The book Hindu World observes: “Any one of the lower castes killing a brāhmin could be tortured to death and his property confiscated, and his soul was eternally damned. A brāhmin who killed anyone could only be fined and never punished with death.” Though the book is speaking of ancient times, what about today? Racial prejudice and communal tension have caused rivers of blood to flow even in the 20th century. And this has not been confined to India. The hatred and violence perpetuated by apartheid in South Africa, racial prejudice in the United States, nationalist prejudice in the Baltics​—the list goes on and on—​are all caused by feelings of innate superiority. Certainly, such favoring of one person over another because of race or nationality has not produced good, peaceful fruits.

How about wealth? Undoubtedly, many become rich through honest, hard work. However, enormous wealth has been amassed by underworld criminals, black marketers, drug traffickers, illegal-arms dealers, and others. True, some of these donate to charities or support schemes to help the poor. Nevertheless, their criminal acts have brought untold suffering and misery to their victims. Even comparatively small-time operators, such as those who take a bribe or share in shady business practices, have caused frustration, injury, and death when their products or services fail and malfunction. Indeed, possession of wealth in itself is no basis for favorable judgment.

What, then, about education? Does a long list of degrees and titles after a person’s name guarantee that he is honest and upright? Does it mean that he should be looked upon with favor? Granted, education can broaden one’s horizons, and many who have made use of their education to benefit others are deserving of honor and respect. But history is replete with examples of exploitation and oppression of the masses by the educated class. And consider what is happening on the college or university scene today. Campuses are plagued with problems of drug abuse and sexually transmitted diseases, and many students enroll solely in the pursuit of money, power, and fame. A person’s education alone is hardly a reliable indicator of his true character.

[excerpted: What Kind of People Do You Favor? w/92 12/1]

Scathing…1954: Educating Ourselves for Peace and Life” excerpted:

EDUCATION is proclaimed to be the backbone of this civilized world. Without it this world could not continue for long. It would soon sink back into the primitive past, like uncultivated and uncared-for land reclaimed by nature. Therefore, for continued enlightenment and progress, accent is on higher education.

[…]Therefore we ask: How intelligent is this world? What has it gained from its intellectual achievements? How far has it progressed toward a better world? Is it capable of governing itself? Is its education harmful or helpful?

The extent of human carnage in this world committed with instruments of knowledge condemns this world as void of wisdom and understanding. It has grown up like a freakish monster, strong and fearsome with might and power, but void of all moral and spiritual responsibility. Consequently, we live in a world of miraculous gadgets, television, telephones and antibiotics, while at the same time being plagued with corruption, immorality, crime, fear, anxiety and trepidation. This lack of moral fiber was made clear by Bernard M. Baruch, who, when speaking to a group of college students at City College, New York, declared:

“This same half century or more which has brought such astonishing material advances has been marked by two terrible world wars and by a revival of ancient tyrannies, made all the more barbaric through being technologically refined.”

Continuing, Baruch briefly reflected on the course of this atomic age, giving reasons for its failure. Some sixty years ago, he said, all nations were thought to be evolving steadily toward a better life and increased freedom for the individual. But, he added, “that simple faith in the certainty of progress is gone. In this twentieth century we have sniffed the horrible stench of gas chambers; we have seen the return of slavery as a human institution, both in Germany under Hitler and behind the Iron Curtain. Why is it that we perform miracles almost daily in our laboratories but fumble like children when governing ourselves? Is it not largely because we are so poorly educated?”

Illustrating his point Baruch chose the framers of the United States Constitution as an example, saying: “The men who framed the Constitution would not today be called a highly educated group, by academic standards. There was not a professor of government among them. . . . I daresay that most of the men who drafted the Constitution could not have met the entrance requirements for this college. Still, despite their lack of formal education, the men who met in Philadelphia in 1787 were well-educated in the true meaning of the term. First, and most important, they knew how to think. . . . The fathers of our country were well-educated in still another sense—they were deeply imbued with moral values. Their minds drew a clear distinction between good and evil, between principle and expediency. They were not uncertain of the values they believed in and were determined to uphold. . . .

“Today, in contrast, thinking has become a generally neglected art. Although we read prodigiously we seem to have lost the faculty of learning from the past. We lack any sure sense of values. Never in history has mankind boasted superior means of communication, high speed printing presses, profusely illustrated magazines, the radio, movies, television. Yet all these miraculous forms of communication seem less conducive to thought than a log in the woods. Almost, in fact, these jet-propelled, streamlined means of communication appear the enemies of thinking. They bombard us daily with fresh distractions and new alarms. The net result is that our energies—not only our intellectual energies but our economic and military resources—are dissipated on side issues, while the fundamentals of the critical problems before us remain untouched and ignored. Not too long ago, it was fondly thought that ours was ‘The Age of Enlightenment.’ More and more it is becoming ‘The Age of Distraction.’ . . .

“Over the last half century or more our hopes for a better world have revolved mainly around material advances. We have pressed this technological quest to the point where nothing seems beyond man’s capacity—nothing physical or material, that is. We can level mountains, irrigate deserts, fly faster than speed of sound. Reflecting this rage for technological advance, our colleges and universities have tended more and more to emphasize technical skill rather than thinking ability. And where has it all brought us? It has brought us to where we live in fear that this incredible energy at man’s command will become the means of destroying civilization as we know it. Clearly something is missing. That something can hardly be still more power, still newer technological advances. The something we lack is discipline, the capacity to govern ourselves and to control the power that is already ours.”—Vital Speeches of the Day, June, 1953.

the greatest educator of all time, Jesus of Nazareth, proclaimed this principle of truth up and down Palestine. But the truth he proclaimed was not the wisdom of this world. Therefore Pilate retorted to Jesus: “What is truth?” To him Caesar’s political ambitions, institutions, traditions, etc., were justifiable truths to be preached throughout the Roman Empire. But to Jesus truth was something entirely different, something foreign to this world, something this world knew nothing about. Jesus announced God’s Word to be truth. “Your word is truth,” said he. On a previous occasion he told his disciples: “If you remain in my word, you are really my disciples, and you will know the truth, and the truth will set you free.”—John 18:38; 17:17; 8:31, 32NW.

(Warnings, warnings, warnings…back in 80’s & 00’s also.)

1/8/19 @ 10:31 p.m.

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