Kingdom Expansion through Covenant Faithfulness

Read this article first: The Covenant Seed is the Key to Kingdom Advancement

Kingdom expansion, covenant faithfulness and biblical education are the three interrelated themes discussed by the writer in this article. Kingdom expansion is the goal to achieve in time; the mechanism is the covenant, and; biblical education is the application. In a sentence, the growth of God's kingdom here on earth will be achieved if the people of God will be faithful to the covenant by training their children biblically. And then the writer gave us five practical steps to implement such training.

Our writer defines his terms. The kingdom of God "is God's righteous reign in the earth." By covenant, he defines it as " a sacred agreement, secured by oath, and often by a bloody oath." He thinks that covenant is multigenerational in nature.

As for practical steps, let me simplify them:

1. Think of your children biblically. They are God's gift, property, and among the elect (Psalms 127:3; Ezekiel 16:18-21; Genesis 17:17; Deuteronomy 10:15-16).

2. Take your children out of public schools and provide them biblical education.

3. Be part of a local church that treats your children as covenant members.

4. Let your children be baptized and participate in the Lord's Supper.

5. Instruct your children about their life's chief end.

Restoring this bibilcal vision for our time among Christians is not easy due to the popularity of a modern day heresy, "democratic individualism." This heresy is so destructive for it removes the foundation of representation in decision making, attacks the doctrine of original sin and disconnects the bond between Christian parents and their children. 

And so we find these days that most Christians do not believe in the expansion of God's kingdom. Their idea of God's kingdom is too heavenly. They don't expect change in politics, economics and finance. Though they may affirm that the Bible has something to say about these aspects of human life, they may perhaps see such goals too idealistic. And besides, they may be at a loss about the concrete teaching and application of biblical principles in these spheres. 

Covenant too is a concept strange for majority of Christians. The closest example I could think of is the contract. In fact, some theologians argue that the historical origin of modern contracts can be traced to biblical covenants. Unfortunately, even contracts these days are under attack through the programs of the State.

When it comes to education of their children, Christians consider sending them to public schools as normal. It never enter their mind that the Bible mandates parents that the education of their children is their primary responsibility. 

And so I think though most Christians consider the message of the writer outdated, this doesn't change the fact that our modern society and education have serious problems. For God's people, a recovery of this vision for our time is most important and we must recommit ourselves to educate our children biblically. By doing this, we will see change in human society through gradual, incremental and generational expansion of God's kingdom in time and here on earth. 

Guide Questions:

1. What is the main thesis of the article?

2. Define God's kingdom and the covenant. What is the meaning of the covenant's multigenerational nature? 

3. What do you think of the five practical steps. Are they workable in our time? What made them difficult to implement? 

4. According to the writer, what is the popular heresy that destroys the idea of the covenant in our time. What makes it destructive? 

5. What is the dominant idea of most Christians about God's kingdom?

6. Why do you think the concept of covenant is strange among most Christians?

7. What is the most practical step you can do to educate your children biblically? 

Literacy, Order, and Restoration of Education

Before reading this article, read first the three articles from Chalcedon:

1. How to Train Your Child to Be Fully Literate

2. How to Put a Smile on Your Child's Face

3. Restoration of Education

Literacy

The intention of the writer in the first article is to provide a solution for a child to achieve full literacy. By literacy, he meant not only reading, but the ability to analyze information and to apply it in real situation. And so the writer's understanding of literacy goes beyond memorization. He gave us an example of such type of literacy by asking questions that are not normally raised in state education. For instance, in asking about the political and religious nature of Protestant Reformation, he asked an additional question forcing the student to support his answer with concrete historical examples. Answering such question is not easy for the "semi-literate," a description which in his mind includes majority of teachers, preachers, accountants, and even lawyers schooled in mainstream education. In his experience, even the so-called Type "A" students struggle to answer such type of questions. 

After describing the reality of current education, Dr. Ellsworth McIntyre gave us a picture of the kind of assignments and series of questions that should be asked to attain such level of literacy. He picked up the Ten Commandments as example (I intentionally separated the series of questions from the paragraph for easy digestion):

"Give your home school student a constant stream of assignments that demand independent reading, independent analysis, and independent application. To begin with, use verbal feedback and then progress to written form. For example, your child is assigned to read the Ten Commandments from Exodus 20:1-17.  

1. Verbally, you ask him why the Ten Commandments are abbreviated on plaques and stained glass windows. What is left out? Are the Commandments less likely or more likely to be obeyed with warnings, punishment, and rewards omitted?  

2. Where in Exodus 20 is it warned that our great-grandchildren are likely to suffer because of our sins? Where in the Ten Commandments is long life and private property promised for obedience? Note, these questions are not open-ended. The child is not asked his opinion at this time. You are guiding the child to read and analyze.  

3. Next, you get the child to say in his own words why Exodus 20 is better doctrine than watered-down versions on plaques and stained-glass windows.  

4. Next, you get the child to write his opinion (really yours) on paper.  

5. Finally, you get him to think of why a child born in the ghetto may want and pray to obey his father, mother, teachers, or policemen better and better."

After reading the above solution, we now at least have an idea how Dr. McIntyre perceives literacy. Formulating such questions is not easy. Motivating a child to submit to such rigid training is also a great challenge. 

As a whole, I think though the writer did not mention directly, his primary model for such level of literacy is Rev. R. J. Rushdoony, the considered "father" of Christian Reconstruction. He just simply said that the goal of his educational project is to raise up a generation who is able to read and appreciate the writings of this theological pioneer. 

Order

The second article has a very interesting title. Every parent who has genuine concern for children wants to see such smile. The writer claims that he found the key in attaining such smile in the biblical teaching about predestination. In classroom setting, this would mean keeping a structure is the secret to put a smile on the face of little children. 

In the Bible's teaching about predestination, Christians came to believe that God has a plan for the minutest details of human existence. This is in sharp contrast with the idea of random and chaos that shapes much of educational theories in our time. 

Words that describe such order in clasroom setting include routine, schedules, rote activity, predictability, structure, familiarity, repetition, consistency, and setting the rules of life. This does not mean that new activities are not welcomed. Children gladly entertain on a condition that they will be slowly introduced. 

The writer affirms that regardless of domestic background, all children need consistent structure in their lives. "Little children who come from normal homes, broken homes and dysfunctional homes, all alike crave and need structure in their lives." In practical terms, this would mean incorporating the following activities in the educational process: teaching basic catechism, having meals at regular times, having recreation at regularly scheduled times, rewarding children for following the rules, and never reward them for behavior contrary to rules.

Restoration of Education

In the last article, Rev. R. J. Rushdoony gave us the background of American education, its current condition, and the challenge to restore education. For him, the Protestant emphasis on Bible reading played an important role in the establishment of American schools. Literacy therefore has its root in making Bible reading a priority in school curriculum. 

Moreover, the writer identified two basic goals that are connected to literacy: to defeat Satan and to live one's calling. He recalled that during those early times, school days were shorter but the teaching was solid focusing on three basic skills: reading, writing, and math. Teachers teach these subjects strictly.

Unfortunately, with the neglect of Bible reading, the result was "a regression into a non-Christian religion." Statist education took over, made school hours longer, weakened teaching content, and reduced discipline. Curriculum was diluted after WW2, the child-centered policy was emphasized in the 1950s, which brought about the spoiled brat of the 1960s. 

How can we recover such glorious past? The challenge is addressed to Christian and home schools. They have the responsibility to bring back sound education. To accomplish this, Christian leadership is a must.

Guide Questions:

1. According to Dr. Ellsworth McIntyre, what is full literacy? Why do you think achieving full literacy is difficult in our time?

2. How do you understand the word "predestination"? How is it relevant in children's education?

3. What is the dominant concept these days that affect educational theories? What is the result of applying such concepts in classroom setting?

4. Why do you think children need order in their education? Is this applicable only to children raised in problematic families? Cite concrete examples to prove your answer. 

5. In recalling the foundation of American education, how do you see the role of Bible reading?

6. What arre the twofold goals of literacy?

7. Compare Christian education with statist education.

8. What needs to be done to recover sound education?

Bake

Korean Word: 굽다




Transliteration: kupda




English Translation: bake




Korean Sentence: 여자가 케이크를 굽는다.




Transliteration: Yeojaga keikeureul gupneunda.




English Translation: The woman bakes a cake.

Source: Korean Class 101

Christianity and Liberalism

John Gresham Machen's "Christianity and Liberalism," I remember browsing this book when I was in the seminary, but I never realized the significance of its message not until now. Though the case presented in the book was considered close, I want to revisit it to remind myself of my theological roots. 

In revisiting it with my basic knowledge of classical liberalism, I sense in Gresham Machen the spirit of a libertarian. Simply reading the 1st chapter, I encounter a long material to prove this. At least 6 pages were spent to expose the danger of tyranny posed by socialism and statism. Machen's message remains relevant. 

Machen combats liberalism in his book. Not a few theologians and pastors I know are capable to distinguish between these two kinds of liberalism, the classical and the American brand. Classical liberalism upholds sound money, private property, free market and personal freedom. American liberalism holds the exact opposite of these. It is related to all the plagues that afflict contemporary society: progressivism, socialism, protectionism, statism and interventionism. It is not unfair to say that it is the mother of fiat currency, progressive taxation, welfarism, the abolition of private property, the conversion of free market into cronyism, corporatism or state capitalism. Its final destiny is tyranny.

So much for the rant. It is time for me now to share what Gresham Machen has to say about personal liberty, welfare, education, classical liberalism, and the need to distinguish historic Christianity from liberal Christianity. Here is an excerpt taken from the Introduction that demonstrates the libertarian spirit of John Gresham Machen: 

On Personal Liberty and Welfare

"The whole development of modern society has tended mightily toward the limitation of the realm of freedom for the individual man. The tendency is most clearly seen in socialism; a socialistic state would mean the reduction to a minimum of the sphere of individual choice. Labor and recreation, under a socialistic government, would both be prescribed, and individual liberty would be gone. But the same tendency exhibits itself today even in those communities where the name of socialism is most abhorred. When once the majority has determined that a certain regime is beneficial, that regime without further hesitation is forced ruthlessly upon the individual man. It never seems to occur to modern legislatures that although “welfare” is good, forced welfare may be bad. In other words, utilitarianism is being carried out to its logical conclusions; in the interests of physical well-being the great principles of liberty are being thrown ruthlessly to the winds." (pp. 9-10)

About Education

"The result is an unparalleled impoverishment of human life. Personality can only be developed in the realm of individual choice. And that realm, in the modern state, is being slowly but steadily contracted. The tendency is making itself felt especially in the sphere of education. The object of education, it is now assumed, is the production of the greatest happiness for the greatest number. But the greatest happiness for the greatest number, it is assumed further, can be defined only by the will of the majority. Idiosyncrasies in education, therefore, it is said, must be avoided, and the choice of schools must be taken away from the individual parent and placed in the hands of the state. The state then exercises its authority through the instruments that are ready to hand, and at once, therefore, the child is placed under the control of psychological experts, . . . ." 

"Christian schools and private schools, at least in the all-important lower grades, are thus wiped out of existence. Such laws, which if the present temper of the people prevails will probably soon be extended far beyond the bounds of one state, . . . . I mean of course the ultimate destruction of all real education. When one considers what the public schools of America in many places already are − their materialism, their discouragement of any sustained intellectual effort, their encouragement of the dangerous pseudo-scientific fads of experimental psychology − one can only be appalled by the thought of a commonwealth in which there is no escape from such a soul-killing system. But the principle of such laws and their ultimate tendency are far worse than the immediate results. A public-school system, in itself, is indeed of enormous benefit to the race. But it is of benefit only if it is kept healthy at every moment by the absolutely free possibility of the competition of private schools. A public school system, if it means the providing of free education for those who desire it, is a noteworthy and beneficent achievement of modern times; but when once it becomes monopolistic it is the most perfect instrument of tyranny which has yet been devised. Freedom of thought in the middle ages was combated by the Inquisition, but the modern method is far more effective. Place the lives of children in their formative years, despite the convictions of their parents, under the intimate control of experts appointed by the state, force them then to attend schools where the higher aspirations of humanity are crushed out, and where the mind is filled with the materialism of the day, and it is difficult to see how even the remnants of liberty can subsist. Such a tyranny, supported as it is by a perverse technique used as the instrument in destroying human souls, is certainly far more dangerous than the crude tyrannies of the past, which despite their weapons of fire and sword permitted thought at least to be free." (pp.10-13)

On Gresham Machen's Prayer for the Rediscovery of Classical Liberalism

"God grant that there may come a reaction, and that the great principles of Anglo-Saxon liberty may be rediscovered before it is too late!" (p. 13)

About the Need to Distinguish Historic Christianity from Liberal Christianity

". . . . the Christian religion which is meant is certainly not the religion of the modern liberal Church, but a message of divine grace, almost forgotten now, as it was in the middle ages, but destined to burst forth once more in God's good time, in a new Reformation, and bring light and freedom to mankind. What that message is can be made clear, as is the case with all definition, only by way of exclusion, by way of contrast." (p. 14)

Source: Machen, G. J. 1923. Christianity and Liberalism.

God's Test

Bible Passage: Genesis 22:1-19

INTRODUCTION:

Failing in a test is a big deal for many. I had seen a life devastated for she could not accept to receive a failing grade in one of her examinations. She was about to graduate and was expectant that she would receive the highest honor in her batch. Throughout all the years of her study, all her grades were exceptional. But that one test ruined her academic records. 

As a result of her refusal to accept her failure, she did not attend the graduation ceremony, and instead ended up with a pre-mature marriage. But all things work together for good; she is now happy with her husband and a 6 year old son.

Life is full of tests. It has also many challenges, excitements and opportunities. Among them, many people fear life's test and if caught unprepared, usually, they fail and not a few have to bear with their failures all throughout their lives.

The people of God in the Bible are not exempted from life's test. In our story, we read that God tested Abraham. I hope that in studying this test, we will learn something about facing our own test.

The first lesson that we can learn from Abraham's test is that the test of God comes at the right time. 

I. WE LEARN THAT THE TEST OF GOD COMES AT THE RIGHT TIME, VS. 1-2

The Bible said, "Some time later. . . ." This indicates that in the latter part of Abraham's life God tested him. Notice that this test is not an ordinary test. This is the most difficult kind of test that a man can undergo. This test has something to do with the object of your love and with the certainty of your future. We all know by experience that it is not easy to give someone that you love and the certainty of your future.

The command of God was to sacrifice Isaac. Abraham loved Isaac so much. Abraham waited for Isaac for 75 long years. The coming of Isaas was a fulfillment of God's promise. Through Isaac, Abraham's legacy would be established. He could pass to his son the covenant and his wealth. But for unknown reason, all of these had to end. Abraham had to sacrifice his beloved son.

We do not know how old Abraham was when God gave him this test. Perhaps, he was around 120 that time for Isaac was already gown up. After enjoying the fulfillment of God's promise and the presence of his son for some years, God was asking to give up his son. Yes, this test was difficult, but it came to Abraham at the right time. And this would mean that God knew that Abraham would pass this test simply because God had been working in Abraham's life for so long.

God wants each and everyone of us to grow. With growth comes responsibility. But growth requires pain. It is a process that you must take for you to grow. And in that process, test and trials in life play a significant role. But the good thing is God does not give us test that he did not equip us first.

And this is our second point. 

II. WE ALSO LEARN THAT GOD GIVES THE ABILITY AND STRENGTH TO PASS HIS TEST, VS. 3-10

We all know that Abraham underwent so many trials before this test was given to him. He experienced famine, wealth, war, marital conflict, and separation from his eldest son, Ishmael. Throughout all these trials, God did not abandon Abraham. In a way, we could says that God used all these trials to prepare Abraham for the ultimate test in his life. Through these trials, God strengthened Abraham. Through these trials, Abraham came to know God in a deeper way. His knowledge of God grew through the trials that he experienced in his life. And that is why when God commanded Abraham, he simply obeyed even though it was painful for him. 

Likewise, we see the same pattern in the life of Jesus. We see him agonizing at Gethsemane. But he was not thinking about himself. Instead, he was thinking about the Father's glory and the welfare of his disciples. 

Jesus' victory is also our victory. If ever you are facing the most difficult test in your life, remember that you can find strength in Jesus. 

III. FINALLY, WE LEARN THAT GOD PROVIDES A SUBSTITUTE SACRIFICE AFTER PASSING THE TEST, VS. 11-19

Abraham passed God's test. The angel told him, "Now I know that you fear God, because you have not withheld from me your son, your only son" (v. 12). After saying these words, Abraham saw a ram and sacrificed it instead of his son. 

Sacrificing a son is a very important theme in the Bible. We saw it first here in the case of Abraham when God told him to sacrifice Isaac. But God provided a ram and Abraham sacrificed it instead of Isaac. 

And then we saw it next during the time of Moses, when he was born and when he led Israel out of Egypt. When Moses was born, the Pharaoh of Egypt gave an order to kill all new born boys. It was a different kind of sacrfice. Pharaoh wanted to sacrifice Israel to protect Egypt. But after 80 years, God avenged the injustice suffered by Israel. God killed all the firstborn in Egypt, the entire army of Pharaoh and saved Israel. 

The same story repeated during the birth of Jesus. King Herod in order to save his throne killed all the boys in Bethlehem who were two years old and under. 

And finally, we see this theme repeated in the death of Jesus, the Son of God Himself, to die on the cross instead of us. 

Among these numerous accounts of sacrificing human lives, we see similarity and differences. Both Pharaoh and Herod killed innocent boys to perpetuate their power. Through the death of the firstborn in Egypt and Pharaoh's army, God saved Israel by demonstrating his justice. In the case of Isaac and Jesus' death, we see here the reality of substitutionary death, the death of someone for the other one to live. In this case, the death of the ram is analogous to Jesus' death. It is God who provides the sacrificial lamb for Isaac and the church to live. The death of the ram means life for Isaac. The death of Jesus means life for you and me.

CONCLUSION:

Through the test given by God to Abraham, we learn that the test of God comes at the right time, that God gives the ability and strength to pass his test, and that God provides a substitute sacrifice after passing the test.