No Room for Premature Extremism

 ”And then shall appear the sign of the Son of Man in heaven; and then shall all the tribes of the earth mourn, and they shall see the Son of Man coming in the clouds of heaven with power and great glory … but as the days of Noah were, so shall also the coming of the Son of Man be.” (Matthew 24:30-37, KJV)

There are many things about public education that reasonable people will have disagreements about, including such issues as teacher tenure, funding, and administration.  There are also issues of importance, however, that continue to be blurred by a tendency to exaggerate the negativity we hear in the news — issues such as student performance, school violence, and teacher behavior.

Unfortunately, there also continues to be a hue and cry among Christian parents and leaders regarding a supposed erosion of morals and religious tolerance in schools … I use the term “supposed” because much of this hue and cry is based not on fact, but on extremism.  An extreme position that leaves no room for considering the work of people who are trying to affect positive changes within the public education system.  Is society as a whole becoming more liberal in consideration of what is “moral”?  Of course … but this movement permeates every element of society, from education to government to the conduct of business.  As a society which also embraces freedom of the press and of speech, those who oppose such liberalism have just as strong a voice, but that voice often goes unnoticed because of an extreme opposing position and an inability (or unwillingness) to find some common ground as fellow citizens within this free country.

Every element of society can be improved … some need more improvement than others, but extremism only leads to more problems.  Those who take extreme positions refuse to recognize the fact that for every kid in school who could care less about becoming a productive citizen, there are literally thousands of other kids who are excited about entering the workplace and contributing to the development of a moral, vibrant society.  When this happens, and the voice of the extremists overpowers the voice of the reasonable … needed changes are not made, and society does not benefit.

The only extreme position believers should foster is that which Christ explained to his apostles in Matthew 24 — his own Second Coming.  Those days would be as the days of Noah were, and the morals of society will be at rock bottom.  We are not at that point yet, but those days are coming just as Jesus prophesied.  Christians should be concerned about our freedoms of expressing religious faith, and about an exercise of biblical morals … but an extreme mindset does nothing to advance the cause of Christ, and it serves to minimize the extreme days of immorality and suppression of religious ideals that are coming in the future.

California’s Controversial Senate Bill SB48

A press release issued by the Traditional Values Coalition on California’s Senate Bill SB48, which was approved by Governor Jerry Brown on July 13, 2011, offered some sobering conclusions as to how this new law would be instituted in public schools.  The bill amends the Education Code in several ways:  (1) Requiring instruction in social sciences to include the role and contributions of a number of specific ethnic and cultural groups, including lesbian, gay, bisexual, and transgender individuals; (2) Prohibit teachers from giving instruction or sponsoring activities that promote bias “… on the basis of race, ethnicity, gender, religion, disability, nationality, sexual orientation,”; and (3) Prohibit the adoption of curriculum materials that contain matter reflecting adversely upon persons on the basis of those same characterisitics previously listed.

I often take issue with radical and untrustworthy conclusions offered by the Traditional Values Coalition … but in this case, I think they are right to be concerned.  However, one point that the Coalition has not accurately portrayed is a distinction between “people” and “lifestyles” — the text of the bill does not include the word “lifestyles” at all, whereas the Coalition (incorrectly) says that school children must be instructed on gay persons AND their lifestyles.  The intent is to positively portray these “people groups”, which can be done (albeit with some difficulty) by highlighting their positive contributions to society and culture without really addressing the issue of “lifestyle”.  For example, if Abraham Lincoln were a gay individual, instructional materials could identify him as such in an effort to show that gay individuals do, in fact, make important contributions to society … but this in no way requires said material to discuss what a “gay lifestyle” is.  There is no need to bring it into the discussion.  The only reason we are considering this at all is because the world is still full of redneck bullies who choose to harass people that don’t fit their narrow definition of “people” … if only people would “do unto others as you would have them do unto you” (sigh).

The more important concern I have with this bill is the obvious destruction of our freedom of speech rights.  I’m not talking about the freedom to lash out at people groups, but if the letter of this bill is followed, it means that school districts could not adopt the Bible as instructional material.  The Bible presents gay persons in a very negative light … therefore, it could not be adopted by any governing board for use in schools.  This is extremely frightening to me.  What if a teacher wanted to discuss a religion’s particular views on different cultural groups, perhaps for the sake of identifying how these groups have been viewed over the course of history, or understanding that religion better?  Nope, can’t do it – sources that comment on what the Bible has said on the issue could probably be used, but not the primary source material itself.  This is opposed to even sound principles of simple research — one always uses source material if it is available, not what someone has said about that material.

There are valid reasons for concern about the passing of this bill, but time will tell of its significance or impact.  In the meantime, how should parents respond?  By attending parent/teacher conferences, speaking about the concern at city council or school board meetings, carefully explaining your own family’s views to your own children BEFORE they receive such instruction, actively participating in the selection and review of curriculum, volunteering in your children’s school to be informed, serving on your school’s school site council or P.T.A. … but PLEASE, think carefully if your knee-jerk reaction is to pull your kids out of public school because of this.  Public schools NEED the attention and contribution of informed, concerned parents and students … Christians committed to sharing the love of Christ in a world that so desperately needs Him.

The Preeminence of Christ … In My English Literature Class?

“But just as you excel in everything – in faith, in speech, in knowledge, in complete earnestness and in your love for us – see that you also excel in ths grace of giving.” (2 Corinthians 8:7, NIV)

The study of English literature is intended to promote a deeper understanding of the written English language, demonstrated by the student through reading comprehension, discussions and essays.  A student is taught how to identify symbolism, satire, and underlying themes or messages intended by the author to stimulate thought … thought that might also promote action against some type of injustice identified in society at the time of the written piece.  Classes are best run with an openness to opinion, and the U.S. Constitution guarantees free speech to where a student or teacher cannot be punished or silenced for expressing their opinion on a subject being discussed.  If a person believes their rights to free speech are, in fact, being violated, that person first needs to humbly consider whether THEIR message was correctly received.

For example, suppose an English literature class is discussing Harriet Beecher Stowe’s “Uncle Tom’s Cabin” (published in 1852) and a student offers an opinion that all people with black skin should be taken as and forever remain slaves.  A knee-jerk reaction will most likely occur immediately — “How can this opinion be allowed in a public school classroom??”  But it is just that:  An opinion.  The Constitution allows such an opinion to be freely discussed in a classroom setting.  In fact, a different student also has the freedom to offer the words of 1 Corinthians 12:13, which suggests that in God’s eyes, both slave and free of every race are equals as human beings in need of the fullness of God’s love and redemption.  What one student intends for evil (possibly), another student can use the Word of God to change the tone of discussion for good.

Paul commended the Corinthian believers for excelling in speech and in knowledge, and the study of English literature promotes growth in those areas.  Members of society need to decide what works best to promote that growth, and school districts encourage parents to participate in selecting curriculum — it is for their children, and public schools cannot function properly without the involvement of parents.  Inevitably (and by necessity), curriculum is selected with some bias — it is impossible to fit every scrap of literature into a yearly program, and those who select materials intend to do so to fit a broad collection of ideas and viewpoints.  Christian parents are free to participate in that selection process in an effort to choose materials that will best promote excellence in speech and knowledge … and by doing so, honor Christ as did the Corinthian believers.

The Preeminence of Christ … In My History Class?

“Now these things were our examples, to the intent we should not lust after evil things, as they also lusted … Now these things happened unto them by way of example; and they were written for our admonition, upon whom the ends of the ages are come.”  (1 Corinthians 10:1-11, ASV)

No doubt you must have heard that one of the reasons for studying history is to try to understand past failures so we don’t make the same mistakes twice.  This is certainly a true statement in regards to Israel’s history, and the Apostle Paul wants to be sure that readers of Scripture take heed to what happened to them during the Exodus.  In verse 12, Paul reminds believers not to be overly confident in their ability to stand against temptation to do evil — the Israelites were led by the very presence of the Lord and witnessed many miracles, yet they still fell in the desert for yielding to evil desires.

The study of history encompasses an enormous array of categories, from ancient empires to modern political movements, and facts are mined from both disputable and well-founded sources.  Resources to present these facts to students are easily subject to bias … and just like every other piece of information a student receives, discernment should be exercised when studying history.  In fact, I would argue that even history presented from a Biblical perspective requires careful discernment.  Due to limitations of time, history texts are necessarilly selective, but the American Historical Association provides some guidance on how to select instructional material (these are just a few points):

(1)  Key principles used in selection of material should be presented in the book so that users can assess the validity of those choices.

(2)  Factual coverage should be balanced, dealing with a range of groupings (race, class, gender) in order to convey diverse reactions to key developments.

(3)  Religion is a vital aspect of the history of virtually every society and time period.  Its treatment must often acknowledge diversity of viewpoints, but the subject must be given appropriate weight for its role in the human experience.

Individual readers of history will assert their own bias in judging the merits of a particular textbook — if it appears to have too little emphasis on the role of God in the development of the United States, for example, that individual reader may judge the text “intentionally biased against God“.  Such a broad “intentional bias”, however, is difficult to prove.  It would be impossible to write a history textbook without SOME bias (they must be selective) … and, yes, some textbooks may be overly biased … but to suggest (as some do) that a “lack of including God” is equivalent to “hostility towards God” is simply not correct.  As a Christian parent, I may want the history lessons my children are taught to include some emphasis on the faith of those who have gone before — therefore, I can choose to supplement what my kids learn at public school with reading times together when they are younger.  And whether I supplement their learning with religious references of historical figures or not, I still must emphasize to them that Christ is preeminent over all things, that He is the one who holds all things together, and that history simply would not be history without Him.

The Preeminence of Christ … In My Biology Class?

“For by him all things were created:  things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by him and for him.  He is before all things, and in him all things hold together.”  (Colossians 1:16-17, NIV)

The title of this post could make reference to any number of subjects – mathematics, history, English literature – but I think the study of biology is feared most by Christians, simply because of the dreaded “E” word.  Evolution.  I honestly don’t understand why a believer would be fearful of learning biology (or any other subject for that matter) if they truly believe that Christ is preeminent over ALL THINGS, including biology.  Evolution need not be “believed in”, but it should be properly understood by well-functioning citizens in a world full of different scientific fields that have accepted the theory of evolution as a unifying cause.  Before you start hurling stones at your computer, be assured that I am fully aware of what I just said.  Scripture tells us that Christ is the “unifying cause” – and I am fully convinced of this – but perhaps you can tell me how the world can test this hypothesis using natural means (we don’t currently have the ability to test supernatural means)?  You know as well as I do that we take this by faith (Hebrews 11:3 & 6).  There is certainly evidence that points to the handiwork of a Creator (there has to be for Romans 1:20 to be true), but we do not have the natural means to discover this Creator.  Science deals with nature, but it does not reject supernature a priori if supernature can be tested using an appropriate scientific method.  Scientists are not conspiring to create a world full of atheists.

Let’s return to the subject at hand – biology.  I am currently studying two books used to teach advanced high school biology:  ”Biology – Concepts & Connections” (Campbell et al, Pearson Education) and “Cracking the AP Biology Exam” (The Princeton Review).  Plenty of consideration for evolution – including macroevolution – is given between the covers, simply because biology cannot be properly taught without an understanding of how biologists think.  Evolution is taught as the unifying theory between the sciences because it (currently) is the best natural explanation for things.  There are plenty of important, observable facts within evolutionary instruction (commonality between species, for one), but no scientist is denying me the freedom to believe that this indisputable commonality is a result of God’s incredible engineering talents.  Commonality is a very good thing because it helps us to understand how things work to a far greater degree than if every species was completely different … it also helps us discover cures for human ailments, which is one way God works to care for His creation.  I am not denied that belief, but it is supernatural:  It cannot be formally tested using scientific methods – it cannot be affirmed, nor can it be denied, and I am at peace with that position because I know that Christ is preeminent over all of science.  Even though instruction about biological systems occurs within the framework of evolution, the overwhelming abundance of learned material is simply factual data:  How cells work, photosynthesis, genes and inheritance, evolution (micro) within a species, functioning systems within all life, the senses, ecology, population, and diversity.  Certainly nothing to be fearful of, yet everything to be given up to the glory of our Creator!  What a tremendous witnessing opportunity, for Christian students to write papers on the weaknesses of macroevolutionary thought (every field of science has weaknesses to be studied) or to tell fellow students about how Christ holds all things together (in an appropriate forum) … and to strengthen their own faith by studying the wonders of God’s incredible engineering display through all of creation!

Let Us Hold Unswervingly …

I recently read in a Christian school district newsletter an admonition that “good ideas” can only be passed along to future generations by the careful cultivation of a genuinely biblical Christian worldview applied to every subject.  Such cultivation would articulate the world’s problem (enmity with God), the reason for the problem (man’s sin) and God’s solution to the problem (the blood of Christ).  The author speaks of “good ideas” as being those which yield “good consequences”, and “bad ideas” (i.e. those which are passed along from secular humanism, Marxist Leninism, and others) as those which yield “bad consequences”.  Curiously, the author does not identify what those good or bad consequences happen to be.  Are there indeed “bad consequences” from studying physics according to the theories of Albert Einstein (non-Christian), learning the mysteries of DNA from the work of Francis Crick (self-proclaimed skeptic and agnostic), or understanding chemistry from the discoveries of Linus Pauling (atheist)?  Do the worldviews of these individuals irreparably stain their contributions to science?  Of course not.  Such a claim would be without basis or Scriptural support.

A “worldview” is defined by many different sources:  “… a more or less unconscious attitude toward life and the world” (Hunter Mead); “A particular philosophy of life; a concept of the world held by an individual or a group.” (Oxford English Dictionary, 1989); “A philosophy in which a picture of reality is combined with a sense of its meaning and value and with principles of action” (Wilhelm Dilthy).  Although the scientists noted above do not hold a philosophical view based on the God of Scripture, their contributions to our understanding of life and how the universe works cannot be denied.  In fact, these gentlemen put forth some “good ideas” for the benefit of mankind.  Einstein once wrote, “The ideals that have lighted my way, and time after time have given me new courage to face life cheerfully, have been Kindness, Beauty, and Truth.”  Through the Emergency Committee of Atomic Scientists, Linus Pauling warned the public of the dangers associated with the development of nuclear weapons in the late 1940’s.

I fully realize I’m only scratching the surface of a discussion on worldviews, and I am also fully aware of the impact that worldviews have on society, but I’m also trying not to generalize or over-dramatize.  Let’s not be quick, therefore, to demonize those who hold to non-biblical worldviews:  God may use them to show the world incredible truths, and there is much we can learn from them.  And through all human knowledge and understanding, let us hold unswervingly to the hope we profess in Christ, for He who promised is faithful (Hebrews 10:23).

Diligence, Faith and Virtue

“But also for this very reason, giving all diligence, add to your faith virtue, to virtue knowledge, to knowledge self-control, to self-control perseverance, to perseverance godliness, to godliness brotherly kindness, and to brotherly kindness love.”  (2 Peter 1:5-7, NKJV)

Scripture refers to knowledge of a variety of things:  Knowlege of the Holy One (Proverbs 9:10), of the secrets of the Kingdom of Heaven (Matthew 13:11), of the Scriptures (Acts 18:24), of the Son of God (Ephesians 4:13), of God’s Will (Colossians 1:9), and also knowlege of the truth (1 Timothy 2:4).  These important points are matters of a spiritual nature — knowledge that surpasses mere existence in this world and considers the deeper needs of our souls.  Peter begins his second letter by reminding his readers that all things which pertain to life and godliness have been given to them through the knowledge of Christ (vs. 3).  After listing the important things to add to knowledge (self-control, etc.), Peter emphasizes that an abundance of these things will cause the believer to be neither barren nor unfruitful in the knowledge of Christ (vs. 8).  As a concluding reminder, the Apostle states that those who lack these things (to be added to knowledge) are short-sighted even to the point of forgetting that they were cleansed from former sins.  How important it is to exercise a knowledge of Christ!  To draw ever closer to Him through the Word and through prayer, to remember the miracles he performed as proof of His Divine nature, to understand His sermons … and so much more, especially for the sake of clinging to His righteousness and His redemptive work on the cross.

I truly have no idea how anyone could mistake Peter’s beautiful reminder given here as a guiding principle for any general educational system … but many seem to do that very thing.  General knowledge is not the subject here — it is about knowledge of Christ, which is arguably far more important.  Those who argue for a Christian-based educational system (with no alternatives) identify these things listed by Peter as prerequisites to a good education.  Self-control is certainly an important virtue in the life of a student — but again, Peter is not talking about the life of academia:  He is talking about knowledge of Christ, life and godliness.  Albert Einstein has been described as a student who actually lacked self-control and constantly bucked authority, yet no one would argue over the quality of his education, demonstrated through his contributions to the field of science.  Perhaps he was not self-controlled over matters of authority, but he demonstrated sincere diligence in pursuing truth when those in scientific authority wrote him off for many years.

Re-assigning this passage to matters of general education dilutes the important message of knowing Christ, and whereas the qualities noted therein are certainly helpful to a student, they are not prerequisites to academic knowledge.

There is born to you this day … a Savior!

“Do not be afraid, for behold, I bring you good tidings of great joy which will be to all people. For there is born to you this day in the city of David a Savior, who is Christ the Lord.”  (Luke 2:10-11, NKJV)

Ahh yes, the Christmas season:  Visiting family, reflecting over the events of the year, finding just the right gift to express your appreciation … and watching the Peanuts Christmas Special on television.  Who can ever forget the immortal words of Linus on that stage, quoting Luke 2:10-14 … “immortal words” because they were spoken of Christ almost 2000 years earlier.  Christian and non-Christian alike watch this television special every single year, and I’m convinced God stirs hearts every time the passage is heard.  It’s amazing to me that there is still so much confusion about whether the word “Christmas” can be uttered in our public schools, or whether choir directors can include traditional religious carols in their Christmas (or “Holiday”) performances.  I hope that perhaps I can offer some sound, legal conclusions on the matter with this month’s post, and perhaps bring you some encouragement during this joyous time of the year.

(1)  The “Establishment Clause” of the First Amendment to the U.S. Constitution states, “Congress shall make no law respecting an establishment of religion …”  In Lemon v. Kurtzman (1970), the U.S. Supreme Court laid out a three-point test as to whether a law violates the Establishment Clause (E.C.).  The test asks:  “Does the law have a secular purpose?  If not, it violates the E.C.”  Next, it asks, “Is the primary effect either to advance religion or to inhibit religion?  If so, it violates the E.C.”  The third test states, “Does the law foster an excessive government entanglement with religion?  If so, it violates the E.C.”  Regarding public school instruction on holidays with religious significance, these three tests can be used to demonstrate the permissibility of activities during instruction hours.

(2)  Public schools may teach about religious holidays, even religious aspects of those holidays, provided they do not officially observe those holidays as religious events or promote such observance by students.  (“Religious Expression in Public Schools“, U.S. Department of Education, 1998)

(3)  Students may express their religious beliefs in the form of homework, artwork, and other written or oral assignments without fear of discrimination because of the religious content of their work.  (ibid)

(4)  Students have a right to distribute religious literature to their schoolmates in the same manner, and with the same restrictions, as other literature that is unrelated to school curriculum or activities.  Public schools may not single out religious literature for special regulation.  (ibid)

(5)  In Florey v. Sioux Falls School District (1980), the U.S. Court of Appeals ruled that public school students may sing Christmas carols of a religious nature.  This case has been used by school defenders nationwide in affirming the ability to educate regarding the religious significance of a holiday.  One of the reasons given by the court for the decision was that some holiday traditions extend far beyond just the “religious” and include “secular” significance:  “The district court expressly found that much of the art, literature, and music associated with holidays – especially Christmas – has acquired a significance that is no longer confined to the religious sphere of life.  It has become integrated into our national culture and heritage.”

(6)  In 1980, the U.S. Supreme Court affirmed through Stone v. Graham that the Bible may constitutionally be used in an appropriate study of history, civilization, ethics, comparative religion, or the like.

So, my friends, Linus was right.  In reciting Luke 2:10-14 to his friends in a public school auditorium, he explained exactly what Christmas is all about … it is recognized as the birth of Christ not only in religious circles, but also throughout the history of the United States.  It is a message firmly established as part of our culture and heritage, and therefore is given legal protection in public schools.  That being said … I need to go watch a special DVD now.

Merry Christmas everyone!

In Everything, Give Thanks

“Rejoice evermore.  Pray without ceasing.  In everything, give thanks – for this is the will of God in Christ Jesus concerning you.”  (1 Thessalonians 5:16-18, KJV)

Today, the United States will be celebrating a national holiday known as Thanksgiving.  As with other holidays, this one is not without its own critics … those who would like to rewrite history in some fashion; those who would like to reduce the spiritual significance of celebrating Thanksgiving Day; and those who are simply critical of tradition.  On this day of Thanksgiving, I would like to take a moment to express my thanks for different things that we’ve talked about within this blog.

1.   I am thankful that presidents have consistently acknowledged the spiritual significance of Thanksgiving in their official proclamations, including that of Barack Obama (“… we lift up our hearts in gratitude to God for our many blessings”), proving that religious expression is alive and well, even within government circles.

2.   I am thankful for a God who loved me so much, that He sent Jesus Christ to die in my place as the penalty for my sins, even when I was at my weakest state … when I needed Him most.  (Romans 5:8)

3.   I am thankful that I live in a country which grants Christian students a legal right to express their religious views on a public school campus without fear of persecution by our government or school administration.

4.   I am thankful that, if a child is fearful of being persecuted for expressing their religious faith in a legal manner (i.e. they are not preaching, nor are they screaming “homosexuals must die”), there is plenty of well established legal precedent to offer that student a firm foundation on which to stand.

5.   I am thankful God has given Christian children … His children … the Holy Spirit to comfort them and to remind them that they are God’s children, offering plenty of boldness to share their faith.  (Romans 8:15-18)

6.   I am thankful for Christian teachers and administrators who have chosen to work in our public schools (Kindergarten through university) — they offer Christian kids a solid reminder that they are not in this battle alone.  They offer the rest of us a hearty reminder that public schools are NOT the devil’s playground, and that God is indeed alive and active in these surroundings!

7.   I am thankful that Christians do NOT need to be fearful of science … that we can freely examine evidences discovered through the scientific process to see the glory and majesty of our God, to draw closer to Him, as He is tha Author of ALL science.

8.   I am thankful for the Christian child who seeks to encourage the Brethren through positive support and action (Matthew 25:34-40) who defends students who are defenseless (Proverbs 31:8-9); and who boldly give answers for their faith, with gentleness and respect (1 Peter 3:15-16).

9.   I am thankful for Christian parents who are actively involved in supporting those in public school by volunteering for school site council work, participating in tutoring labs, helping in librarires and classrooms, bringing snacks or other materials, attending school district meetings, reviewing curricula, writing letters to government officials, and so much more.

10. I am thankful our Lord is coming again soon to usher in a new age, and that in the meantime He has left us as stewards, witnesses, and messengers to spread the Good News of redemption through His blood.  (Revelation 22:12, Romans 10:14-15)

Happy Thanksgiving everyone!!

Darkened in Their Understanding

“… you must no longer live as the Gentiles do, in the futility of their thinking.  They are darkened in their understanding and separated from the life of God because of the ignorance that is in them due to the hardening of their hearts.”  (Ephesians 4:17-18, NIV)

An article written by John McAuley in 1879 entitled “Secular vs. Christian Education” uses the passage above to support a variety of positions, including the following:  (1) “None have ever profited by a secular education;” (2) “All who either give or receive a secular or heathen education are committing sin;” and (3) “God’s plan of teaching children is not first to train them by secular unbelieving teachers to be sons of Belial, and then by religious teachers to be sons of God.”  We have discussed these points already in one form or another … for example, passages in Deuteronomy related to training children are specific to God’s commandments, not to general principles of education, therefore it is a stretch of the imagination to claim that God REQUIRES a Christian education on non-religious matters.  Are the works of Shakespeare of no value simply because they do not explicitly honor God?  Are the writings of Thomas Jefferson to be dismissed because he had the audacity to suggest that a wall of separation exists between the church and the state?  Or consider the contributions of numerous secularists:  Francis Crick (co-discoverer of the structure of the DNA molecule), Richard Feynman (greatly advanced quantum electrodynamics), Albert Einstein (advanced much of modern physics), and even Steve Wozniak (co-founder of Apple Computers and inventor of the Apple I & II).  Certainly people have benefitted from the work of these secularists, right?  I believe we would also be hard pressed to suggest that these contributions to society were done with an express purpose of leading people away from God and directly to Belial.

Verse 19 tells us that these unbelieving Gentiles have given themselves over to sensuality, with a continual lust for more.  But verse 22 seems to clarify what futility the Gentiles’ minds are set upon.  Paul explains that believers are taught to put off their old selves (being corrupted by deceitful desires) and to put on their new selves (created to be like God in righteousness and holiness).  These “new selves” are completely founded in Jesus Christ, as only through Him do we obtain the righteousness of God (2 Corinthians 5:21).  This new life is not about mathematics, literature, or geography … it is about holiness.  It is about faith in Jesus Christ.  This passage does offer a stern warning against spiritual darkness, and we are also warned against the cunningness and craftiness of men in their deceitful scheming (verse 14) … but through all of this, God can still graciously show His majesty through the advancements of science and other things beneficial to humanity through the work of unbelieving Gentiles.  We are not being commanded to forsake every manner of teaching from unbelievers … otherwise, there would be a tremendous amount of explaining to do over established matters of discovery.