Judeo-Christian approach to the government’s role: the case of education


It is without doubt for those who have studied the Torah/Bible intellectually:

God created the human individuals with the code of GOOD human behavior – in the Bible and most probably genetically;

God did not create the government, which is allowed to impose on the human individuals its own anti-Bible code of behavior;

the human individuals themselves created the government to defend and protect their God’s given right to live their lives as individuals under the Bible’s code of GOOD human behavior.

Something else is obvious for those who have studied the Torah/Bible intellectually:

the Bible reminds us God created the human individuals in His Creator’s image and likeness to continue His creative work in any area of human endeavor – in family and children rearing, in business and arts, in … everywhere;

the creative work requires financial support, and the Bible guides the more fortunate human individuals to provide the financial support to the less fortunate human individuals as Mitzvah/Charity.

The Bible does not guide the human individuals to expand the role of the government – from defending and protecting the God’s given right to live their lives as individuals under the Bible guidance to the confiscating the wealth of the more fortunate and redistributing it to the less fortunate.

However, that is what the multiple governments have done. Why? Because the government’s forced wealth redistribution allows the government redistributing the other’s wealth to itself in much greater quantities than to the others. In order to justify such redistribution, the government has to dethrone God with His Judeo-Christian code of GOOD behavior and substitute it with its own code, and the government has done it so far successfully using its legislative powers.

However, when the Bible-guided human individuals decide to compete with the government they win and the two narratives below prove it. These narratives are about an Israeli private company HIPPY, which enable the parents find out what unique educational program is best for their own kids, and the Big Government, which imposes its own unified educational program on all kids.

A private company HIPPY that gets their money from Mitzvah/Charity and private sales that are affordable for the less fortunate families  

HIPPY helps parents empower themselves as their children’s first teacher by giving them the tools, skills and confidence they need to work with their children in the home. The program was designed to bring families, organizations and communities together and remove any barriers to participation that may include limited financial resources or lack of education.

HIPPY is an international program that started in Israel in 1969 as a research and demonstration project. It has since spread to other countries. Germany, New Zealand, Australia, South Africa, and Canada along with Israel and the United States now comprise HIPPY International. The HIPPY program came to the United States in 1984.

HIPPY USA was established as an independent non-profit organization in 1988 to promote and guide the development of the HIPPY program in the United States. Currently, there are 139 HIPPY program sites in 23 states and the District of Columbia.

The Big Government with the big forcefully redistributed money  

In 2002, with bipartisan support, Congress reauthorized ESEA and President George W. Bush signed the law, giving it a new name: No Child Left Behind (NCLB).

NCLB gave the government the leading role in children education and the government has done, what it is doing in all areas of government involvement – dividing society further, this time creating the groups of traditionally underserved and vulnerable students and providing them with more redistributed money – with no or little success.

HIPPYUSA – much better education results, see at http://www.hippyusa.org/memanage/pdf/2014%20Annual%20Report.pdf

The Big Government – much greater expenses and much greater appetite for redistribution funds, see at http://www.ed.gov/news/speeches/statement-us-secretary-education-arne-duncan%E2%80%94fy-2014-budget-request

About Vladimir Minkov

Vladimir Minkov Ph.D. is a nuclear scientist, published author and writer. He is the co-author of "Nuclear Shadow Boxing", a scientific history of the nuclear confrontation between the Soviet Union and USA during the cold war and is the author of "The Jews and Their Role in Our World", which explores his personal journey to discovering Jewish identity. Having lost much of his family in the Holocaust and finding his search for spiritual development stifled in the Soviet Union, Vladimir migrated to the United States in the late 1970s.

Posted on October 27, 2015, in English-language posts and tagged , , , , , , , , , , , . Bookmark the permalink. Leave a comment.

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