Tag Archives: College

Douglas Groothuis’ Christian Apologetics Manifesto

If there’s one thing I like about being a Christian, it’s being surrounded by individuals who are intelligent and serious about taking Jesus’ character and priorities seriously in their own decision making. One of the things that Jesus values is when we, his followers, take the time to study certain disciplines so that we can defend his identity, character and significance when they are called into question.

Now with that in mind, take a look at Doug Groothuis’ apologetics manifesto. (H/T Mary)

Introduction:

This is a manifesto to ignite the holy fire of apologetic passion and action. As did Jeremiah, we should have “fire in our bones” to communicate and commend Christian truth today (Jeremiah 20:9). This manifesto is not a sustained argument or a detailed development of themes. Rather, as a manifesto, it proclaims a short series of interrelated propositions crying out for both immediate and protracted reflection, prayer, and action. These challenges issue from convictions formed through my nearly thirty years of apologetic teaching, preaching, debating, writing, and Christian witness.

Because of (1) the waning influence of the Christian worldview in public and private life in America today, (2) the pandemic of anti-intellectualism in the contemporary church, and (3) the very command of God himself to declare, explain, and defend divine truth, I strongly advise that the following statements be wrestled with and responded to by all followers of the Lord Jesus Christ.

It has 19 points, and here’s a sample: (emphasis mine)

2. Any intellectual discipline, church practice, or teaching that minimizes or denigrates the importance of apologetics is unbiblical and must be repented of (Matthew 4:17; Acts 17:16-34; 2 Corinthians 10:3-5; 1 Peter 3:15; Jude 3). The degradation of apologetics can only lead to the further vitiation of the life of the church. “My people are destroyed from lack of knowledge” (Hosea 4:6).

3. The fundamental issue for apologetics is not how many apologists one has read, or what apologetic method one embraces (although that must be worked out carefully). Rather, the essential issue is whether or not one has a passion for God’s transforming truth—reasonably pursued and courageously communicated—and a passion for the lost because of the love of God resident and active in one’s life (Romans 9:1-3; 10:1). Like the Apostle Paul at Athens, we should both be “greatly disturbed” because of the rampant unbelief in our day. We, like that great apologist, should also be intellectually equipped and spiritually prepared to enter the marketplace of ideas for the cause of Christ (Acts 17:16-34).

4. The apologist must be convinced of the truth, rationality, pertinence, and knowability of the Christian worldview, which is derived from Holy Scripture as it is logically systematized and rightly harmonized with general revelation (truth knowable outside of Scripture). This is an intellectual goal for a lifetime as the disciple of Christ seeks to love God with one’s mind and take more and more thoughts captive to obey Christ (Matthew 22:37-40; 2 Corinthians 10:3-5). The apologist should never rest content with an ad hoc or piecemeal worldview, as is so typical of those afflicted with postmodernist pastiche sensibilities.

6. Any theology, apologetics, ethics, evangelism or church practice that minimizes or denigrates the concept of objective, absolute, universal and knowable truth is both irrational and unbiblical. As such it must be rejected and repented of. Thus, the postmodernist view of truth as socially constructed, contingent, and relative must be rejected by Christian apologists. Anything that might be true in postmodernism can be found elsewhere in better philosophical systems. What is false in postmodernism (the vast majority of it) is fatal to Christian witness. Without a strong, biblical view of truth apologetics is impossible.

12. Since all Christians are called and commanded to have a reason for the hope within them (1 Peter 3:15), Christian teachers, pastors, mentors and educators of all kinds are remiss if they avoid, denigrate, or minimize the importance of apologetics to biblical living and Christian witness. The commonly heard canard, “No one comes to Christ through arguments” is patently false. Many people, such as the apologists C.S. Lewis and John Warwick Montgomery, were drawn to the gospel through apologetic arguments. By God’s grace, I have been able to help unbelievers see the truth and rationality of Christianity through apologetic arguments. Well-respected Christian philosophers and apologists, William Lane Craig and J.P. Moreland concur. Not all Christian teachers are equally gifted in apologetics, and some will emphasize this discipline more than others; but none should minimize the necessity of apologetics or preach around it when the biblical text requires otherwise.

13. Those outside of the leadership positions mentioned in (12) should humbly but boldly request that apologetics be made a constitutive part of these institutions if this is not already the case and pray to that end. We must stimulate each other to love and good deed in his area (Hebrews 10:24).

14. In light of (12) and (13), Christian colleges, seminaries, and churches should incorporate apologetics into their institutional/educational life, mission, and vision. Specifically, every Christian high school, college, university, and seminary should require at least one class in apologetics for every degree in their curriculum. Sadly, this is not now the case for most institutions of Christian learning. Moreover, every discipline should be taught from a Christian worldview, since all truth is God’s truth. This has significant apologetic value in and of itself. Duane Litfin, President of Wheaton College, has written very insightfully on this practice with respect to the Christian college.

Christian education within the church, especially the junior high level and above, should become more intellectually serious and thus more apologetically oriented. Classes should be taught by thoughtful teachers who engage students to outthink the world for Christ. These settings should become more like prayerful classrooms and less like chattering religious coffee and donut centers. Along these lines, churches should invest significantly in church library that is well stocked with books on apologetics and other topics.

I really recommend you read the whole thing. It seems as though we often take our relationships with God in Christ as being a one-way street. But relationships are never a one-way street. There is give and take, and looking out for the other person. Getting to know the other person, and taking their needs and values into account when we act. We just have to realize that that there is another person there and we are obligated to know that person and to act, as much as we can, in his best interests. It’s not enough to say the words, we have to perform the actions and have the experiences. Some of those experiences will not be fun and will not make people like us, but that sadness and suffering is all part of the Christian life, and we might as well realize that God’s ambition for us is NOT that we have happy feelings. Jesus did not have happy feelings, but he was obedient. He held up his end of that vertical  relationship.

I do find that Doug’s list is very humbling to me. Not only because of the things I don’t do, but because of the bad things he says I shouldn’t do, but which I do anyway. At times, I do become upset when dealing with certain people (village atheists). That’s when I seem to be aggressive and overpowering to the casual onlooker. Although I think there are times when harshness is needed, I probably go too far. However, at other times when the person is genuinely seeking, I know I am capable of being supportive and fair. Yesterday, for example, I was quite vicious with some village atheists on Facebook. Today, I was very fair and patient with a different atheist, because she wasn’t attacking me personally. I guess we could all be better, and I could certainly be better myself. But this manifesto gives us a set of rules of engagement and I think we can all agree to improve ourselves somehow.

By the way, Doug has written a book on Christian Apologetics, and it is excellent.

Research paper explains why college students abandon courtship for hook ups

This study is from the Institute for American Values. It was done by Elizabeth Marquardt.

The PDF of study is here.

If you download the 88 page PDF, the first few pages are an executive summary.

I’d been exposed to this research before when I read Dr. Miriam Grossmann’s book “Unprotected”. (Boundless review here) I just got Dr. Miriam Grossmann’s new book “You’re Teaching My Child What?” and I also got Elizabeth Marquardt’s new book “Between Two Worlds: The Inner Lives of Children of Divorce”. I don’t think either of them is conservative, but I like their research anyway.

There are a couple of things that really struck me about this IAV study on hooking-up.

First, this one from p. 15:

A notable feature of hook ups is that they almost always occur when both participants are drinking or drunk.

A Rutgers University student observed, “You always hear people say, oh my gosh, I was so drunk, I hooked up with so and so…” Perhaps not surprisingly, many noted that being drunk helped to loosen one’s inhibitions and make it easier to hook up. A number of students noted that being drunk could later serve as your excuse for the hook up. A Yale University student said, “Some people like hook up because they’re drunk or use being drunk as an excuse to hook up.” A New York University student observed, “[Alcohol is] just part of an excuse, so that you can say, oh, well, I was drinking.”

A Rutgers University student commented, “If you’re drinking a lot it’s easier to hook up with someone… [and] drugs, it’s kind of like a bonding thing… and then if you hook up with them and you don’t want to speak to them again, you can always blame it on the drinking or the drugs.”

Other women observed that being drunk gives a woman license to act sexually interested in public in ways that would not be tolerated if she were sober. For instance, a University of Michigan student said, “Girls are actually allowed to be a lot more sexual when they are drunk…”

A University of Chicago junior observed, “One of my best friends… sometimes that’s her goal when we go out. Like she wants to get drunk so I guess she doesn’t have to feel guilty about [hooking up].”

Some reported that drinking had led them to do things they later regretted. A University of Virginia student said, “My last random hook up was last October and it was bad. I was drunk and I just regretted it very much.”

And this one from p. 30 on the effects of hooking-up on their future commitments:

A few women did see an unambiguous connection between present relationships and future marriage.

[…]Many women either saw little or no connection between present and future relationships, or their understanding of this connection was curiously flat. A student at New York University said, “[The present and the future are] connected because I will still have the same values and principles that I have now, but I just won’t be single anymore.”A number of women said that the present and the future are connected because whatever heartache or confusion they experience now gives them lessons for the future.

A University of Michigan student said, “Early relationships prepare you for marriage because it’s like, oh, what type of person do I want to be with? Oh, I’ve had these bad experiences. Or, I’ve learned from this relationship that I should do this and I shouldn’t do this.”

A sophomore at Howard University said that “I am kind of learning from a lot of the mistakes that I have made.” At a further extreme, some women saw their future marriage as the reason to experiment widely in the present. A Rutgers University student said,“I think hooking up with different people and seeing what you like and don’t like is a good idea. Because eventually you’re going to have to… marry someone and I’d just like to know that I experienced everything.”

Although it is admirable to take risks and learn from one’s mistakes, these women would probably find it difficult to explain how having your heart broken a few or even many times in your early years — or trying to separate sex from feeling, as in hooking up — is good preparation for a trusting and happy marriage later on.

And on p. 42, we learn what women think marriage is and isn’t for:

For instance, in the on-campus interviews one student complained, “[With] marriage…you have to debate everything… Why do you need a piece of paper to bond a person to you? …But I know if I don’t get married I’ll probably feel like… [a] lonely old woman… If anything, I’d get married [because of] that.”

This student went on to say that she would be satisfied to live with a man, but added that, if the man was committed to her, he would offer to marry her, and that this was the kind of commitment that she wanted. A student at the University of Washington said,“I don’t want to get married right after I graduate from college. I just think that would stunt my growth in every way that there is. I would like to be in a very steady, committed relationship with a guy.”

And on p. 44, we learn that they like co-habitation, which increases the risk of divorce by about 50% (but they don’t know that):

In the national survey, 58 percent of the respondents agreed that “It is a good idea to live with someone before deciding to marry him.” This belief often coexists with a strong desire to marry, because it was embraced by 49 percent of the respondents who strongly agreed that marriage was a very important goal for them.

[…]Women we interviewed on campus reflected a similar range of attitudes about cohabitation. Some women thought that cohabitation was a good way to test whether one could spend a lifetime with a potential partner. In such cases, women often cited fears of divorce as the reason for trying cohabitation first. A senior at the University of Washington said, “I kind of don’t really see marriages work ever, so I want to make sure that everything’s all right before [we get married]. I don’t see how people can get married without living together because I know like I have a best friend and I live with her and we want to kill each other, like, every few months.”

Other women felt that, in an age of divorce, cohabitation was a preferable alternative to marriage. A student at New York University said, “You see so [many] people getting divorces… I just don’t see the necessity [of marriage].” She went on to say, “I think that I don’t have to be married to [the] person that I’m with…. You know like… Goldie Hawn [and Kurt Russell]? They’re not married.”

But let’s get back to the drinking and the hook-up sex…

Once a woman abandons femininity for feminism, then sex is all that she can use to get noticed by a man. Men are like hiring managers, and courting is like a job interview for the job of marriage and mothering. If a woman tries to get the job by having sex with the interviewer, he isn’t going to hire her since sex has nothing to do with the job. There are children involved, you know – he has to think of them when he makes the hiring decision. But women have been taught to think bad things about men (they’re rapists) and marriage (it’s slavery) by feminists – so they don’t even try to understand men, or to respect men, or prepare their character for being a wife and mother. Feminists just don’t understand that hard work is needed to understand men and prepare for marriage.

In a previous post, I explained how feminists wanted to get women to drink like men, have sex like men, and to abolish courtship and marriage. Under the influence of feminism and Hollywood celebrities, women began to choose men to have sex with without any consideration of morality, religion, marriage, etc. They thought that sex was an easy way to trick a man into committing to them without having to treat him like a real person, or to take the demands of marriage and parenting seriously. (They have been taught to value education and careers over husbands and children, you understand). This results in a cycle of binge-drinking, one-night-stands, cheating, co-habitating, breaking-up, stalking, aborting, etc., until the woman’s ability to trust and love anyone but herself is completely destroyed. And yet these college women somehow believe this is “adventurous”, that it makes them feel “sexy”, and that the experience of being selfish and seeing the worst kind of men acting in the worst possible ways, point blank, somehow prepares them for marriage and motherhood.

Often, a young unmarried woman’s biological father was NOT selected by her mother based on his ability to make commitments and moral judgments. Many feminists prefer men who do not judge women morally, nor impose his religion on her. But those very things that young unmarried  women today seem to dislike most about men, because they fear rejection on moral and religious grounds, are exactly the things that make men good husbands and fathers. They don’t want to be judged or led spiritually, so they choose immoral, non-religious men. Men who are not firm on morality and religion do cannot be counted on to act morally and self-sacrificially. And when they fail, and the marriages break up, the children grow up fatherless and may develop negative views of men.

Every young unmarried woman who chooses a bad man, and then has a bad experience with him is pushing away marriage with both hands. The more she destroys her ability to trust, love and care for others, the less she is able to be happy and effective in a marriage.

New study finds that female teachers give male students lower marks

From the liberal UK Independent.

Excerpt:

A key reason why boys lag behind in the classroom is revealed for the first time today – female teachers.

Ground-breaking research shows that boys lower their sights if they think their work is going to be marked by a woman because they believe their results will be worse.

It also shows their suspicions are correct – female teachers did, on average, award lower marks to boys than unidentified external examiners. Male teachers, by contrast, awarded them higher marks than external examiners.

The findings, published by the Centre for Economic Performance today, could have immense repercussions for boys because of the dearth of male teachers in the profession. Only 15 per cent of primary school staff are men.

The findings were yesterday described as “fascinating” by one of the country’s leading academic researchers, Professor Alan Smithers, of the Centre for Education and Employment at the University of Buckingham.

He said the research, carried out among 1,200 children in 29 schools across the country, had shown a possible reason for the glaring gap in performance between girls and boys right through schooling.

I wonder if feminism and misandry (antagonism towards men) has anything to do with the results of this study?

Where are the male teachers?

Another contributing  factor causing men to underperform in school is that there are almost no male teachers and also that boys don’t learn well in co-ed classrooms – they get distracted by girls. The curriculum is not suitable for boys, who learn better with different materials that focus more on things that boys like, like wars, guns and adventures. Boys learn better with male teachers and all-male classrooms because they need male role models in order to succeed.

Consider this article on male/female teachers.

Excerpt:

The organization MenTeach, a Minnesota organization dedicated to increasing the number of males working with young children, posted a survey on its Web site showing that males constitute less than 20 percent of America’s 2.9 million elementary and middle school teachers. The 2008 survey, based on source data from the Bureau of Labor Statistics, showed even more drastic differences among different grade levels:

  • 44 percent of America’s 1.2 million secondary school teachers.
  • 18.8 percent of America’s 2.9 million elementary and middle school teachers.
  • 2.4 percent of America’s 685,000 pre-kindergarten and kindergarten teachers.

No wonder women are earning 60% of college undergraduate degrees and men are struggling to find jobs.  Most women want men to be strong husbands and fathers, so they’ll need to make sure that men have jobs. In order for men to have jobs, they’ll want to oppose feminists who discriminate against men in the education system.

The War Against Boys

An excellent book on this topic is Christina Hoff Sommers’ “The War Against Boys“. You can read a summary of her argument here.

Excerpt: (links removed)

By the late 1990s the myth of the downtrodden girl was showing some signs of unraveling, and concern over boys was growing. In 1997 the Public Education Network (PEN) announced at its annual conference the results of a new teacher-student survey titled The American Teacher 1997: Examining Gender Issues in Public Schools. The survey was funded by the Metropolitan Life Insurance Company and conducted by Louis Harris and Associates.

During a three-month period in 1997 various questions about gender equity were asked of 1,306 students and 1,035 teachers in grades seven through twelve. The MetLife study had no doctrinal ax to grind. What it found contradicted most of the findings of the AAUW, the Sadkers, and the Wellesley College Center for Research on Women: “Contrary to the commonly held view that boys are at an advantage over girls in school, girls appear to have an advantage over boys in terms of their future plans, teachers’ expectations, everyday experiences at school and interactions in the classroom.”

Some other conclusions from the MetLife study: Girls are more likely than boys to see themselves as college-bound and more likely to want a good education. Furthermore, more boys (31 percent) than girls (19 percent) feel that teachers do not listen to what they have to say.

At the PEN conference, Nancy Leffert, a child psychologist then at the Search Institute, in Minneapolis, reported the results of a survey that she and colleagues had recently completed of more than 99,000 children in grades six through twelve. The children were asked about what the researchers call “developmental assets.” The Search Institute has identified forty critical assets—”building blocks for healthy development.” Half of these are external, such as a supportive family and adult role models, and half are internal, such as motivation to achieve, a sense of purpose in life, and interpersonal confidence. Leffert explained, somewhat apologetically, that girls were ahead of boys with respect to thirty-seven out of forty assets. By almost every significant measure of well-being girls had the better of boys: they felt closer to their families; they had higher aspirations, stronger connections to school, and even superior assertiveness skills. Leffert concluded her talk by saying that in the past she had referred to girls as fragile or vulnerable, but that the survey “tells me that girls have very powerful assets.”

The Horatio Alger Association, a fifty-year-old organization devoted to promoting and affirming individual initiative and “the American dream,” releases annual back-to-school surveys. Its survey for 1998 contrasted two groups of students: the “highly successful” (approximately 18 percent of American students) and the “disillusioned” (approximately 15 percent). The successful students work hard, choose challenging classes, make schoolwork a top priority, get good grades, participate in extracurricular activities, and feel that teachers and administrators care about them and listen to them. According to the association, the successful group in the 1998 survey is 63 percent female and 37 percent male. The disillusioned students are pessimistic about their future, get low grades, and have little contact with teachers. The disillusioned group could accurately be characterized as demoralized. According to the Alger Association, “Nearly seven out of ten are male.”

That was all written in 2000 – the problem is much worse now.

Sommers’ book is must reading for any parent of a boy. It would also be a good book for pastors to read, so that they have an accurate understanding of the problems facing men, and can mentor them so that they can succeed.