Miss Dang,

 

“I wanted to ask you a quick question and if you are able to find some time to answer, I would really be thankful... In Ruth Smith's history book for children, she states that liberty is the freedom to do what is right. I would like to know how you define liberty (because I hear you use it frequently). John Locke says that there is a difference between liberty and freedom, but I could not understand his reasoning, other than one may be internal and the other external. If you could help me understand this, it would surely help me. Thank you.”

 

Joshua Vaughn

Tyler, TX

 

Dear Joshua,

 

“Liberty is freedom from sin's control. Romans 8:2, 'For the law of the Spirit of life in Christ Jesus hath made me free from the law of sin and death.' Liberty is inward freedom; freedom drawn from Christ's power indwelling. In Romans 7, Paul confesses that which he would do, he does not; that which he would not do, he does; and that which he hates, he does. This, he says, is sin working and ruling in him. He thanks God that the power of Christ in him has set him free, has made him free to do what he would do and not do what he hates to do. Does the above clarify liberty for you?”

 

Katherine Dang

 

Miss Dang,

 

“Yes, that helps...now with my daughter, when she is confronted with a choice, to do "right or wrong", does she have the liberty or the freedom to do the right or wrong. If she does wrong, then she is in bondage to sin (inward), but she has the freedom to do wrong. Is that correct?”

 

Joshua Vaughn

Tyler, TX

 

Joshua,

 

“She has her natural liberty not to be imposed upon, but if sin works in her to go against her own good, parents intervene, instruct, guide, and govern. Train up a child in the way he should go. You are governors until Christ be born and formed in them.”

 

Katherine Dang

---

Ms Dang,

 

“I met you a few years ago when you spoke at Christian Heritage School in Tyler, TX. I've been home educating my children for 19 years and now live in [undisclosed country hostile to Christianity] with my husband and youngest two children. Our family works with [~], the same organization Jim K. works with.

 

The reason I'm writing you is that I have met several Westerners who are asking me if I can help nationals with home education. At first I was quite perplexed that home education is even possible, but the reality is that there are parents who are not putting their children in the state school and are either starting C schools or are actually home educating them. In both cases, they are primarily using American curriculum, primarily ACE. As I've been pondering this, I feel I am being led to try to do a sort of conference in the fall. A couple of days ago while praying and asking what and how to do a conference, I thought of you.   

 

I wonder if you would pray about being a part of the conference-type thing I feel I'm supposed to be a part of putting together. It breaks my heart that the families are using American curriculum to begin with. On top of that, I know that the believers here need to begin writing curriculum in their heart language with [local] Christian history as the focus.

 

As you can see, I am in the earliest stages of thinking this through, but as I pray with my Western friends who are homeschooling here, they all tell me to let them know because they know [nationals] who are wanting to home educate their children, and my friends think they would come from [far distances] to attend. It is my impression now that the need is much greater than I could have possibly imagined. I keep thinking about the home schooling pioneers 30 years ago in America who paid the price so that I can easily home school my children. I really respect and honor the families here that are willing to pay a much higher price. Hopefully, we can help them do it.

 

If you want to talk to Jim K., he knows me and will vouch for me that I'm really who I say I am.

 

Thanks for considering this. I have a few other people in country that I think I'm supposed to contact to help make this happen. Please pray with me that I will have wisdom, the people who are supposed to be a part of this would hear, that God would protect the families who are home educating, and [that] we would be sensitive to the security of our brothers and sisters.

 

My email is secure, but it is really important that if you share with others, that you are careful not to share details. Please don't use my name, organization, or the city we live in anywhere, especially on the internet.”

 

Blessings to you,

T.S.

 

Dear T.S.,

 

“[In response to your previous email]:

 

>>they are primarily using  American curriculum, primarily ACE. As I've been pondering this, I feel I am being led to try to do a sort of conference in the fall.

 

[K.D.] - I advocate that nationals learn the language of liberty, which is American English, the ideas found in Webster's American Dictionary of the English Language, which defines the Biblical uses of words, because there was in the early generations of America a people who used the Biblical words in their speech and in their writings.  If we are to appreciate, value, the capacity of the individual to reason, he must use the language which is best suited for reasoning.

 

ACE curriculum has not been helpful in developing independent reasoners.” 

 

"[T.S.] - There is a HUGE push [here] to learn English, and the preference is American English. So I do believe that God is providentially moving the nation toward American English. The families I am talking about are educated, upper middle class believers, and they are extremely motivated that their children learn English.

 

I am well aware of the weaknesses in ACE, and was a bit discouraged that what was being exported from America was a curriculum that will not help the parents develop independent reasoners. After my initial disappointment, I decided that ACE was better than the children going to [state] school every day. It is my desire to present a better option to the parents. They are willing to pay a high cost to educate their children in the ways of the Lord, so I have to believe that they want input as to how to best do that."

 

">>On top of that, I know that the believers here need to begin writing curriculum in their heart language, with [local] Christian history as the focus.

 

[K.D.] - Each nation needs to understand its place in Universal History; every nation has a Providential history."

 

"[T.S.] - I have been slowly studying the Christian history of [this country in which we’re now living]. (It's taking a long time because of my other responsibilities and language learning.) With my studies and a curriculum, I've found I will be able to teach my 12-year-old some of the Providential history of [this nation] next year. It's fascinating! I think that at the end of next year, I will be able to mentor nationals as they are studying and teaching their children. I am not, however, qualified to teach the Principle Approach to people." 

 

">>I wonder if you would pray about being a part of the conference-type thing I feel I'm supposed to be a part of putting together.

 

[K.D.] - You may have a clearer understanding of my position on home education by perusing my web site at philomathfoundation.com. There are several audio downloads which may be useful to you. If, after viewing the site, you are still interested in my participation, I am open to being of assistance to you in whatever capacity that is possible."

 

"[T.S.] - Because I am in [this country], it is much safer if I don't visit your website. They are watching me on the internet. If you have time to explain your position on home education, that would be much better for me. I will be going to [a nearby country] in May. IF I have an internet connection, and IF I have time there, it will be safe to download the files while I'm there. The other option is that you email the files to me, because my email is encrypted and has been totally safe.

 

Thank you for responding to me. Please remember this in prayer. I feel a bit like David with his five little stones. I am aware that I cannot step into the ring with the spiritual giants of education [here] without being covered in prayer. The enemy will take notice, and I can put a lot of people in danger."

---

Katherine,

"I was wondering if you could clarify what you meant about not teaching a "Biblical Worldview." You had mentioned this in the Universal History CDs you'd shared and then I heard you make reference to it again in one of the CHEF CDs. I think it is a loaded term that is tossed around a lot today so maybe it is a semantical misunderstanding on my part. Or maybe I'm not seeing something clearly. Would you be willing to elaborate on that specific point?"

 

Thanks,

Kim Bailey

Alpharetta, GA

 

 

Dear Kim,

"I think you are accurate in your judgment of Biblical worldview. When we teach providential history, the rudiments of the world, all shades and various expressions of them, are naturally resisted whenever one encounters them. Our difficulty is our inability to articulate a clear positive alternative or the rudiments of Christ and his doctrines. We know what is wrong, but we do not know how to express what is right.

 

You are correct to refer to Shaeffer as the modern father of "Biblical worldview" ideas. He was addressing the degeneracy of the world, without reference to the regenerative work of Christ; he includes America as another extension of Europe, which governmentally, it is not. He discounts Divine Providence in the Christian Era. He expatriated from America back to Europe, living in safe seclusion.

 

Christianity works by displacing, and destroys no sooner than it can substitute with something superior. The Principles of Universal History, I believe, are a positive alternative to western civilization, world history, classical education and biblical worldview approaches to men and nations. For God has established absolute principles regarding the government of men and nations, the Law of Nature and the Law of Nations, which The Gospel has restored to mankind."

 

Katherine

 

 

Katherine,

"Could you help me to understand the nuances of those approaches listed in your last paragraph? I think I understand the worldview approach, but not sure of the others. Wikipedia lumps world and universal history together. I'm not sure how classical education approaches history. I understand the medieval trivium and quadrivium, and then the modern interpretation based on Sayers' essay, but I see this as more of an overall educational approach and I'm not sure how it specifically applies to history. What is the western civilization approach? All about America instead of a broader scope?"

 

Thanks,

Kim

 

 

Kim,

"Universal History: One God working, ruling and overruling, in all of the affairs of men and nations throughout the history of the world to bring liberty to the individual. Here, we are applying eternal, absolute principles to all men and nations. The nation is a divine institution, Gen. 10:32, and the third sphere of government after the home and the church. Universal history is guided by Revelation and a just view of God: Creator, The Most High and Divine Providence. Individual liberty and self government are the effects of Christ and Christianity.

 

World History:  Secular history or worldly history; the world without God. The emphasis is upon man's social, economic, and his political institutions. This history is a study of imperial governments and their progress in the world. This easily leads into a reaction in multi-cultural studies, moral relativism and the practice of political correctness and how to unify mankind into cooperation. Centralization is offered as essentially the only practical form of government.

 

Western Civilization: The emphasis is upon European history; a bias toward nations of the Western Hemisphere; elitist in effect. Greece and Rome are accredited with the intellectual, political and economic progress of mankind. Democracy, civil rights, and the rule of law. World socialism is a natural reaction to the social and economic injustices within societies built upon class and caste. 

 

Classical education upholds Greece and Rome as the fountain of learning and philosophy. This is essentially humanism. Christian humanism is the practical effect.

 

Biblical worldview: an exposition and exposé of what errors and deviations from truth men and nations may own. It hardly offers the alternative in providential history and individual self government. The approach to society is essentially worldly (legal and political), although the ideas are moral. There is absent a Christian philosophy of history and government.

 

I hope I have been of further help."

 

Katherine

 

 

Katherine,

"This was infinitely helpful! Thank you. I was also reading about world and western civilization in your Volume 1 which gave me more insights.

 

May I share our dialog with others? 

 

I see a trend within Principle Approach circles to equate or at least lump in Biblical Worldview philosophy. Our dialog was helpful in clarifying my own thinking, and I think it may help others as well.

 

I was really convicted by how prideful I had become. You are right that the point of our education is to be able to articulate the hope that lies within us to others, not point out all the wrong."

 

Blessings,

Kim