How Now Shall We Live?

     How do you separate church and state? If The Bible and all other religious books are not utilized to form or at least inform law, then what moral basis is used? Who even defines what morality is and if it's a good thing? Perhaps immorality would be better? Perhaps some things religion has called moral are really immoral and vice versa? Who can say?

    I think President Obama was right in recognizing that America does still have a very large Christian population, but there are also Muslims, Hindus, Buddhists, Jews, and other faiths- and people of no faith.

   Yet the thing that America has to recognize in its history is that many of its laws in place echo the commands of religious texts, primarily The Bible because there were many Christians who helped found the country, alongside Deists and others who at least had a general respect for The Bible and Christianity, even if they themselves were not Christ followers.

   (This is not to suggest that America has had a good record of consistently following The Bible in its decisions because all are sinners and fall short of God's glory. In any case, I don't like the term "Christian nation" because a nation can't follow Christ- only individuals. One of the main points of America's founding is freedom of religion, which allows for anyone to worship God in any faith they choose or to not do so at all. It is always a voluntary choice- never forced upon people by government. In that sense, separation of church and state certainly exists.)

    That said, it must be clarified that here I am speaking of people forced to follow a religion, of which there are a number of countries that practice this, with harsh penalties in place for anyone following or promoting anything other than the state religion. Thankfully, America does not have this system in place. Yet there are some laws that certainly comport with Christianity's tenets (along with a number of other religions) that inhabitants are compelled to follow or face consequences.

    Laws against theft and murder would certainly resonate with religious texts- should these laws be overturned because of their religious nature? The main value behind such laws is a respect for human life and property of human beings. Why do we regard human life with such supreme value? For the Christian, it's because human beings are made in the image of God and are the pinnacle of His creation. God commands us to respect and value human life because He loves us eternally and holds us in a status of infinite importance in His kingdom. To steal from someone or murder someone would not only be a grave evil to the person, it would also be a besmirchment to God and His creation.

    I think most would agree, regardless of their religious status, that these are good laws that should stay in place. I recognize some would offer vastly different reasons for valuing and upholding such laws but we would still be agreed on their worth and need to be in place. Is that the solution then? Should we establish laws by consensus? Perhaps within the election cycle for leaders there should also be moral surveys in place to determine the nation's general consensus on morality.

Otherwise it could just be left to each individual to determine what is right in their eyes and live accordingly.

(Of course, at least one society did that for a while in history and it didn't work out well for them. See Judges 17:6 and 21:25 in The Bible.)

   In the end, it comes back to the question, "How should we live?" We must then address the question, "Why should we live that way?" Who is the ultimate authority in governing the affairs of men and women?

In order to build a building, you must have a foundation. If the foundation is not sure, the building falls. The same is true for nations.

The Standard

Note: This is actually something I wrote for a graduate class. The essay is addressing the question of why schools have standards for curriculum, but in doing so I addressed the idea of standards in the world at large- including the moral standard, which points out to us our need for God because we know there is a standard of right and wrong in the world- and we don't naturally do what's right. We are sinners who need a Saviour- and God has provided the world the only One Who can save us-The Lord Jesus Christ. For further reading, see also
Romans 7:7-25, Romans 1-3 (and particularly verse 2:4), Ecclesiastes 3:11 and Galatians 3 in The Holy Bible.
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          As human beings, we are born into a world of standards that govern our lives and that we must adhere to in order to succeed. We are created to recognize the natural order of laws as well as the moral order. Though people disagree on some moral imperatives there are basic ones that most everyone in the world ascribes to and aspires to achieving. Drawn from these, each country has its own sets of civil laws that govern the citizens. In a world that now tends to sway toward chaos, we as a people generally desire some sense of order in order to not only make sense of the world but also since it helps draw us back to restoration of injustices. As teachers and librarians, we also desire to add to this process through education and thus we develop standards that will help all students reach their highest potential and equip them to help bring the change we want to see in the world.
         To this end, appointed bodies like the AASL, ISTE and Common Core creators have worked to establish the bottom line of learning for all students. Through careful observation and study, these entities have determined skills and knowledge deemed necessary for survival in the world and for contributing to society in a positive manner. Through ages of collected knowledge and observation, we as human beings know that the world is ordered in a certain way to ensure survival. We know that careless acts of litter of waste materials will bring damage to the world and ultimately to ourselves. Thus, encouraged and sobered by such findings, we share with students the scientific findings that have been made and help them learn how to discover still more. This is but one example of skills that help human beings develop into meaningful contributers to improvements in society. There is also social studies and history to be considered so that we may learn from the past and improve the present and help secure a better future. Mathematics are necessary to understand how to measure and order things, which also helps with medicine, which helps preserve human life. And English language arts contribute to our moral and spiritual components as we seek to know the human condition and share with each other our enlightenment and understanding of life and even reach transcendence of the temporal as well.
           Standards themselves are still different from objectives. Whereas the standard for driving on the highway may be to maintain a speed of no less than 45 mph and no greater than 70, individual drivers set their own objectives. The objective might be to reach a certain destination in optimal time and thus this is carried out by driving the maximum speed limit. Other drivers may prefer a leisurely drive for pleasure as they cruise and listen to music. These drivers may hover closer to the minimum speed limit. In either case, the standard is still met. It is much the same for educators. Objectives are developed differently by individual teachers to communicate certain aspects of the standard for the day, but these are distinct from the overarching standard itself. "When those standards are written in terms that are too broad, teachers have to unpack those standards and dissect them until they reach specific statements of the knowledge and skills that should be taught. From those statements, teachers can then develop their lesson objectives." (Tate 44) In presenting these objectives, teachers who start with the end in mind can more easily decipher how best to assess the knowledge of the skills in question as informed by the standards. The standards inform teachers as to the overall general knowledge that must be known in the end and the teacher develops the objectives to get to the nitty-gritty details that teach measurable skills that demonstrate not only knowledge but understanding of it as well. Thus, a teacher tasked with a general standard to teach the nuances of figurative language might make a goal of having students learn a specific example in the form of metaphors and be able to formulate their own to demonstrate knowledge so that the school might spawn its own.
          In our search for meaning and structure in life, the standards of nature, morality and civility are what shape us. They speak to to all of us on every level even if we only may recognize some on particular levels. They drive us to establish mandates that will aid us in aspiring to those standards and thus drive our individual objectives for how best to do this. We utilize the standards to decide how best to determine if we are meeting them and we allow the results to drive us further in this search. And in all these pursuits, we are ever restless as we continuously and tirelessly stretch for the infinite, which may seem so very far away yet it is not far from any one of us.

Work Cited

Tate, Marcia L. Formative Assessment in a Brain-Compatible Classroom. West Palm Beach, FL, Learning Sciences, 2016.