Tag Archives: education

What Lies Beneath, Part Two: Education, Families, and Our Future

September 13th, 2023 | Dr. Charlie Self

For decades, leaders from all political parties have stressed the importance of strengthening families and addressing the crises of fatherlessness, poverty, and loss of hope. We must continue work in these areas, bringing people of all cultures and social domains together for the good of future generations. We have also seen huge steps forward for minorities and women in all sectors of the economy and society, though there is still much work ahead so all can flourish.

Events in recent years are undermining all the progress we have made and render the aforementioned concerns hollow at best. Gender extremists, representing a miniscule percentage of the population, but fueled by big pharma and social media, are now demanding that young children be indoctrinated and sexualized by educators that reject the biological family, affirm Marxist ideology, and believe that anything goes when it comes to sexual experimentation and identity. The apotheosis of this civilization-destroying ideology is the recent lawsuit filed by the Attorney General in California against the Chino School District.

District officials, in keeping with trends in other states and several European nations, wanted parents informed about their childrens’ decisions to alter their names, gender identity, and personal pronouns. Please note that these leaders were NOT rejecting toleration or kindness, and even exposure to what I think are ideas best left to the family. They just wanted to keep parents in the loop! The reason for the lawsuit is concern for the “welfare of marginalized students” who need “safe spaces” for their “expression.” Right now, parents must approve of any medications for their kids and sign permission slips and waivers for a variety of activities…EXCEPT when it comes to abortion services and gender identity! Of course, any child subject to violence must be protected.

What lies beneath these actions are complete disdain for the biological family, recruitment of vulnerable children into a future of medical dependency, and a public school system more concerned with radical ideology that with the essential education for the complex world of the 21^st century. This is more than protecting a few vulnerable kids in need of psychological help so they become comfortable in their bodies. This is a demonic agenda that makes the exception the rule, and the state the arbiter of truth.

Recently in another state, the government would not allow parents to remove their children from exposure to gender and sexuality indoctrination, declaring that exposure to pornographic materials and alternative lifestyles were important and could be corrected at home. Such inanity must be opposed with compassion and conviction.

We can do better. Thoughtfulness demands that we debate these issues with civility, and return final authority to the families, not the state. Every person of any identity or worldview deserves kindness, but toleration is not celebration and primary formation of character rests at home.

21st Century Leadership, Part 1

August 8th, 2023 | Dr. Charlie Self

One glance at the headlines and we see a global crisis of leadership. In addition to the (alas, the almost expected) personal and institutional corruption and oppression, we are experiencing the consequences of two generations of separating personal and professional ethics, and the displacement of personal agency with the Leviathan of control over so much of life. When one adds ideological polarization to the mix, we have an elixir of exhaustion and hopelessness.

There are hopeful signs amidst the anarchy and soft totalitarianism. At the local and regional level in the USA and Europe, thoughtful people are pushing back against the impositions of elites. In Africa and Asia, a new generation of leaders is emerging and they care more about the basic necessities (education, economic opportunity, and infrastructure) for their people than flying ideological flags and virtue-signaling.

In this essay and the next one, I want to share four enduring facets of good leadership. These apply to all domains, from households to nations, religious communities to corporations. As we examine these qualities, we must exercise humility and first examine our lives well before evaluating and judging others. Jesus’ words, “judge not, lest you be judged…” were not a call to never evaluate the moral decisions of others. Jesus was telling us not to “pass sentence” on people and think we can accurately assess all that is in their hearts. Too many people are afraid to speak their minds on ethics, while others too quickly condemn what does not feel good to them.

Character – goodness, integrity, and personal wholeness – is the first and most important attribute of excellent leadership. Ancient and modern sages, empirical research, and thoughtful observation yield the same insight: many if not most of the problems of leadership have significant character issues underneath the surface controversies.

Please notice the three markers about character given above. Sometimes good character is undermined by immoral and rebellious behavior, with narcissism and solipsism permeating the soul. Sometimes there is conscious and unconscious fragmentation inside, as people think one set of rules applies to work, another to family, and another to their religion. This is “dis-integration” and a real problem for leaders in public spaces. There can also be deep psychological issues rooted in abuse, rejection, and trauma that undermine character development. And all of these problems can be masked by personal charisma, political skills, and technical expertise.

Good character matters and leaders must keep working on virtue development, integrity, and healing in order to serve well. Progress, not perfection, humility and genuine effort should be the basic norms as we develop and evaluate leaders.

The second facet of good leadership is a thorough understanding of one’s charisms. Here we are speaking of natural and spiritual gifts (all divinely bestowed) that can be developed to serve others. In addition to particular abilities, a sense of calling and purpose (vocation) must inform leadership foci and activities. Sometimes leaders struggle when their particular gifts are not a match for what is needed in a particular setting. Other times, leaders rely on certain gifts to cover character flaws and incompetence. Charisms matter and learning and refining here includes ones’ personality, strengths, narratives of success, along with particular abilities.

Leaders get in trouble when they go outside the boundaries of their overall abilities and attempt to be someone else. Problems also ensue when gifts are undeveloped or certain expressions are never refined. For example, no matter how much I practice, I cannot and must not aspire to being a singer. But I can keep improving the teaching and writing charisms that are part of my calling.

Good character and wisdom concerning one’s charisms are two facets of good leadership. In the next essay, we will look at two more areas: competencies and capacity. Leadership involves both innate giftedness and developed skills. May we all find our places of influence and flourish as we acquire wisdom and practice love.

Real Questions, Thoughtful Answers, Part 2: Parental Engagement in Education

November 17th, 2021 | Dr. Charlie Self

A thoughtful friend who is a keen observer of public issues, wrote to me the other day and asked, “Charlie, what just happened in Virginia? Many of my friends are calling it a racist backlash. Other are saying the parents are finally being heard. What do you think?”

As always, the issues of any election are complex and people do not fit into tidy cultural and/or ideological boxes assigned by the pundits. This election does demonstrate that a sentence or two can change history! If Governor McAuliffe had invited frustrated parents to a roundtable discussion and expressed empathy, he might have won the election. Instead, he casually opined that the parents should not tell the school board or teachers what to teach. This was not well-received by many in his own party (even if it was exploited by the other side beyond McAuliffe’s intent).

The conflicts of Virginia are found across the nation as parents are deeply agitated about the content and overall quality of the education their children are receiving. This was amplified by the effects of COVID and parental exposure to heretofore unknown topics. The school boards and administrators of many schools are proving themselves unwilling to listen deeply and engage in dialogue, resorting to narrow rules for feedback and even obscuring controversial content, as well as budget allocations. Parents feel condescended to, belittled, and libeled. Disagreeing with some facets of how racial issues are presented is not racism; however, that is the conclusion of some commentators and teachers’ union leaders. Concerns about sex education and the age-appropriate materials is met with derision by educators, some of whom see no problem with telling students to keep secrets from their families.

A bit of historical and social perspective helps as we aim for a better way forward. Three issues are converging in these conflicts: 1) The public schools are challenged with bringing education and support services to children coming from very difficult homes: 2) Professionals take offense at non-experts telling them what to do; 3) We have a deep cultural divide over the scope of education, from broad, ideological agendas to more narrow subject foci.

In defense of most schools and teachers, education can be challenging, especially in under-resourced communities. Kids come to school with emotional and physical needs that make learning hard on a good day. One kindergarten teacher I spoke with summarized her day this way: “I have 20 students. Only a few have two-parent households and come to school with clean bodies and clothes and ready to learn. I think I taught about 8-10 and kept the others from hurting themselves and others.” Social service case workers affirm this picture as they try to help families and manage the consequences of abuse, addiction, divorce and single-parent homes. Before we berate educators, it is right to pause and realize that we must renew the importance of parents serving their children and creating the conditions for flourishing.

Issues 2 and 3 are part of a century-long tension between parental authority and the responsibility and the influence of experts. While issue #1 unveils the brokenness of many families, educators have long been as the forefront of questioning family authority and influence and desiring that the state be the primary leader in nurturing children. A few years ago, a news commentator, responding to similar parental concerns, blurted out, “Your children do not belong to you…they belong to the collect…I mean the community!” She meant to say, “collective” in good Marxist fashion, but caught herself and said “community.” While we all affirm that community is vital, parents are the vital foundation and any diminishment of their influence (except for abuse) is overreach by the state.

What is the way forward? First, children must be welcome as gifts from God and parents must embrace the unselfishness and sacrifice of nurturing them to maturity. Parents are the first teachers. Issues of faith, morality, and key values rests primarily in the home, secondarily in the faith community, and only thirdly with public institutions. Parents must be heard and their children must not be subject to indoctrination or information beyond their years.

Second, the educational establishment must narrow its focus to education, especially the important knowledge and skills for functioning in a competitive world. Except for enforcing common values of civility, diligence, and mutual respect, teachers must teach their subjects well, properly exposing students to many historical narratives and cultural expressions, while ensuring that basic liberal arts and sciences are central. It is time for a school year to increase in days, not decrease. The USA is way behind much of the developed world in the amount and quality of schooling that our K-12 children receive.

Third, all curricular and co-curricular content must be public and subject to scrutiny. NO secrets, full transparency, and open debate must be the norm. Teachers are trained to help children that might be abusive victims, and we do need a safety net for these situations. It is time to end the secrecy, especially about religion, sexuality, and politics. These realms belong to the family first, then the local community agencies, and then, informationally, to the educational establishment.

Fourth, the educational landscape must be a free market, with public, charter, private, and homeschooling networks cooperating and competing. Right now, more than a million underserved families are waiting for places in charter and private schools because of the poor quality of their local schools. Yes, we need more resources for the poorer neighborhoods – and much more accountability for how they are managed! Costs per pupil are not the only indicator of success.

We can have civil debate and explore better ways for education. Courage, humility, and a willingness to share influence and power are the keys to a better future for our children.

Real Questions, Thoughtful Answers, Part 1:

October 26th, 2021 | Dr. Charlie Self

Dear friends,
For the next several postings, I will be answering real questions from real people. In some cases, I am summarizing more than one question on the same topic. These questions have come to me from colleagues and friends, students in classes, audience members in talks, friends in my church and in my community. My aim is civil, insightful conversation that will stimulate thoughtfulness and wisdom that leads to fresh solutions that are inclusive and just, understanding that we live in a pluralistic world. People of conscience and goodwill will see issues – and even the universe itself! – very differently. In a world of instant reactions, I am pleading with my readers to think and live thoughtfully. This does not mean compromising conscience or faith-commitments. It does mean treating others according to the Golden Rule.

In the coming weeks, we will answer sincere questions, such as:

“Where does all the new money come from for government programs?
“Is there a compassionate and just solution for immigration and the mess at the southern border?
“Is there any hope for peace in the pro-choice/pro-life conflict?”
“I am confused. How do I navigate the gender complexities? What about my religious beliefs about sexual conduct?”
What is the best relationship of parents with their local schools? How much voice should families have in their children’s education?”
“I want to care for the earth, but are we really in danger of global catastrophe in the next decade without drastic changes?”
“Why is there no end to the conflict in the Middle East? Id Israel really an ‘apartheid state’?”
“What is true ‘social justice’? I keep hearing this phrase and some of my friends use it all the time. Other friends say it is a code word for Marxism. What do you think?”
And more…

As we begin this journey, let’s remember the four steps of the pathway to thoughtfulness: 1) We process our reactions. We are going to react. This is only human. Maturity is evident when we restrain our verbal and written responses and allow our emotions time to settle. 2) We take time for reflection (of course if there is tragedy, we extend our prayers and if there are celebrations of good things, we rejoice with others…the aim here is how we respond to issues affecting our culture) and go under the surface and gain perspective. 3) We do serious research beyond our favorite blogs and seek understanding of varying points of view. 4) We respond with the aim of principled consensus where possible. If our considered opinion is controversial or offensive to some, we share it as winsomely as possible.

Thoughtfulness includes gentleness and kindness (two of St. Paul’s fruit of the Spirit in Galatians 5:22-23), but it is not reducible to “niceness” or moral relativism, as we shall discover in the coming months. People ready to be offended will be, regardless of our winsomeness. Our aim is making the world better, not appeasing the easily slighted. If we err in our information or express ourselves too judgmentally, we will be quick to repent and repair as we can.

In some circles, being direct and offensive is considered “prophetic.” No, this reflects personality types and often a lack of reflection. “Prophetic” in the New Testament is focused on communication that builds others, encouraging and empowering moral action. There are times for clear denunciation of evil and calling out actions that are immoral: hopefully this is done with tears and a desire for the persons and systems to change.

Thank you for joining me on this journey toward wisdom.

Toward Principled Compromise: Reimagining the Common Good, Part Two

February 23rd, 2021 | Dr. Charlie Self

Continuing our conversation on the common good and better pathways for solving seemingly intractable problems, here are some more arenas crying out for creativity.

Education: Current Reaction: Write off a portion of student debt without reforming the bloated, inefficient systems that lead to the debt. A Better Way: Let’s open trade school avenues for high school grads (with remediation in general education available) so that we can fill the millions of job openings with skilled workers and prepare a new generation of qualified women and men for the exciting changes ahead. Let’s get out of the loan business altogether and increase scholarships for qualified students, while making schools much more efficient, focused and less political. Avenues for redeeming poor K-12 experiences through community colleges are worthy of support, and we must repent of the immoral practice of accepting loan money for students ill-prepared for higher education.

Education (K-12): Honor teachers, pay them better, reduce overhead costs, and rid schools of foolish programs having nothing to do with a real education for the future world of work. Learn from successful charter schools. Give parents choices, for a competitive landscape will improve quality. Federal ethics and general guidelines matter, but administration is always better locally and we should eventually have a very small Department of Education.

Climate Change: Recognize that the American carbon footprint continues to decrease while China, Russia, India, and others are responsible for most emissions and pollution. Recognize that all the current UN and treaty solutions, even generously interpreted, only minimally reduce global temperatures. This does NOT mean a return to old policies, but a wiser approach to environmental sustainability without exaggerated apocalyptic rhetoric and economically destructive solutions, including coercive transfers of wealth.

Gender and Sexuality: Affirm adult freedom to identify as they choose, while acknowledging the sincere beliefs of billions of people who hold more traditional beliefs. Toleration is not affirmation – it is living peaceably with different views of the world. End the war on the biological nuclear family and work on the crisis of fatherlessness (something President Obama cares deeply about) and help a new generation understand that their choices of intimacy and welcoming a child include immense responsibilities.

And two deeper issues (for future essays): We need conversations on anthropology and epistemology. With compassion and respect, we need robust dialogue on what it means to be human and biologically male and female, and the implications for the family, education, and society. Epistemology speaks to the nature of knowledge. We are in a crisis concerning objective understanding of reality. Living with deep differences of perspective is a sign of liberty and maturity. Refusing to listen to other perspectives and attempting to suppress opinions (I am not speaking about direct evils or threats) is unhealthy for our future.

There are thoughtful pathways forward, if we have humility and love, listening ears and clear heads.