#77 -- Gospel and Spiritual Growth

Valley – February 16, 2003 p.m.

THE WORLD SYSTEM AND ITS SYSTEM OF EDUCATION -- I

Secular education is very much a part of the world system. It stands in contrast to God's program of education for Israel. The foundation for education in the Old Testament was based in the revelation of God and His creation. Education in Israel under Law began with the family in response to the teaching of the Law of Moses. The world system's system of education is founded on perpetuating itself and conforming its subjects to itself. Secular education is based on the education of the blind by the blind. The natural blindness that exists for fallen mankind permeates the world system. Romans 1:21-25 demonstrates the inherent flaws of secular education. Those in the system are blind to divine reality as seen in natural revelation. The reasoning processes are useless ("vain") and the heart is darkened. It has a wisdom that is foolishness to God. The whole thing has an anthropocentric view of all creation. It is education that is designed to instruct a fallen, depraved beings. Core passages demonstrate the uselessness of the essentials of the education of the world system. These passages include 1 Corinthians 1:20, 21; 3:18-20 and Colossians 2:8. The world system is designed to support the world system itself, to hold the sin nature in subjection, to gratify the sin nature, to socialize the sin nature and to stabilize conformity to the sin nature.

Secular education of the world system has its roots with Tubal Cain (Gen. 4:22). Tubal Cain was the sixth generation from Cain. While Jabal was the father of those who dwell in tents and do commerce in cattle (Gen. 4:20) and Jubal was the father of entertainment, Zillah bore Tubal Cain who was an instructor of craftsmen in brass and iron. I. C. covers all of the passages that use the root translated "instructor." It has the idea of honing and developing skills that will accomplish a result and produce a certain expertise. "Artificer" (AV) describes a craftsman and is used with other words to define the realm of skill as "carpenter (engraver in wood)," "metal worker (engraver in brass) and" blacksmith (engraver in iron)." 1 Chron. 14:1 describes hewers in wood (carpenters) and hewers in stone (masons). G. gives an overview of the intentions of secular education that began with Tubal Cain for the world system.

II. traces the development of these skills. The flood ruined the world system and the secular education established by Tubal Cain. Through Noah, his sons and their wives the elements of secular education were carried into the post-flood world. This culminated with the settling at Babel and the education and imaginations that developed. This led to the division of the languages, continents and races. A wide variety of cultures and society organizes a wide variety of educational programs within their individual sectors of the world system. Most of this had roots in the religion of the world system.

III. will be included in the material for 2/23 since I managed to run out of time in the message. This point will be the initial point of that message. I have added information in the outline for the conclusion.

With life hidden together with Christ in God,

DKS

THE WORLD SYSTEM AND ITS SYSTEM OF EDUCATION -- I

1 John 2:15, 16

Proposition: To survey the teaching concerning the development and involvement of the world system secular education. This involves a program to overcome the results of the curse and to produce order in an orderly system.

Introduction

A. The Differences Between Types of Education

1. God's Education – Related to Revelation About Himself and His Creation

2. World System's Education – Related to Development of Itself and Its Subjects

B. The Disabilities within the Education of the World System

1. A Natural Blind to Divine Reality – Rom. 1:20; Eph. 4:18

2. A Uselessness in Reasoning Processes – Rom. 1:21

3. A Undiscerning Heart That Is Darkened – Rom. 1:21

4. A Wisdom That Is Foolishness to God – Rom. 1:22

5. An Anthropocentric View of All Creation – Rom. 1:23, 25

C. The Design of Education in the World System – Secular Education Is Designed to:

1. Support the World System

a. It May Be Lacking in Character – kako,j

b. It May Be Malignantly Evil – ponhro,j

c. It May Involve Elements of Truth and Reality

2. Subject the Sin Nature

3. Satisfy the Sin Nature

4. Socialize the Sin Nature

5. Stabilize Conformity to the Sin Nature

D. The Direction of the Secular Education of the World System

TRANS: Tubal Cain is identified as the person who hones the skills of all who were craftsmen in brass and iron. The short description in Genesis 4:22 communicates a great deal of information about the origins and development of secular education in the world system.

I. THE EARLY DEVELOPMENT OF SECULAR EDUCATION WITH TUBAL CAIN SON OF LAMECH: TRAINING IN CRAFT SKILLS FOR EMPLOYMENT – THE EXPANSION OF SKILLS THROUGH PROGRESSIVE TRAINING -- Genesis 4:22

A. The Institution of Secular Education with Tubal Cain

1. In the Sixth Generation from Cain

2. Bound Around the Family of Lamech

B. The Importance of the Emphatic Pronouns in the Text

1. Emphasis Upon the Patriarch of Elements of the World System – 4:20, 21

2. Emphasis on the Production of a Skilled Leader in the World System – 4:22

C. The Idea of the Word "Instructor" – vj;l' (lahtash) – 6 times in OT

1. The Simple Idea of Sharpening, Whetting or Honing

a. Sharpening of a Plowshare – 1 Sam. 13:20

b. Sharpening of a Sword – Psa. 7:12

c. Sharpening of a Razor – Psa. 52:2

2. The Intensity of One's Careful, Sharp Observation – Job 16:9

3. The Instruction or Honing of Skills of Others – Gen. 4:22

D. The Identification of Tubal Cain as One Bearing the Name

1. Identification by Practice

2. Isolation from Other Teaching Terms

E. The Idea of "Artificer" – vr;x' (chahrash)

1. Root Idea: To Cut In, Engrave

2. Craftsman, Worker, Artificer

a. As Blacksmith = In Iron – Isa. 44:12

b. As Carpenter = In Wood – Isa. 44:13

c. As Metalworker = in Brass – 1 Ki. 17:14; Gen. 4:22

F. The Inclusiveness of Those with These Skills = "All" – lKo (col)

G. The Intention of the Secular Education of the World System

a. Education in Skills

b. Enhancement of Existing Skills

c. Expectation of Similar Characteristics as a Result = participle

TRANS: Secular education of the world system is anthropocentric in its development and progression. It is important to notice that the revelation of the education of the nation of Israel was distinct in its parameters in that it was theocentric (God centered) and Law centered. This made it unique in the world of its day. The failures of the educational requirements of Israel were the direct result of compromises with the education of the world system.

II. THE PROGRESSIVE DEVELOPMENT OF SECULAR EDUCATION IN THE WORLD SYSTEM: TRAINING IN CULTURAL SKILLS FOR EXPANSION OF COMMERCE AND INDUSTRY – THE ESTABLISHING OF EDUCATIONAL STANDARDS BY THE WORLD SYSTEM

A. Rooted in Developing Knowledge and Skill to Work in the World System

1. Education to Meet the Demands of Society

a. Skills Needed

b. Success Anticipated

2. Expansion of Elements of the World System Build Bigger Educational Institutions

3. Expectation of Learning to Overcome the Results of the Curse

4. Establishing a Pre-Flood Precedent for Its Perpetuation

5. Enhancement of the Gratification of the Sin Nature

B. Related to Culture and Society of the World System

1. Implications for the Race at Babel – Gen. 11:1-6

2. Isolation of Elements by the Division of Languages, Continents and Races – Gen.

11:7-9, 16-19; 10:25

3. Implementation of Training for Expanding Demands of Society

C. Responsive to Goals Established by the World System in Many Disciplines

D. Relationship of Education to Religions of Peoples

1. "All education is at first religious in the sense that religious motives and ideas

predominate in the educational efforts of all primitive peoples (ISBE, II, p. 901)."

2. The Foundation in Religion and Its "Priests" for Education

3. The Flavor of Education Is Based on Religious Presuppositions

TRANS: Israel's education cannot be classified as secular. With the giving of the Mosaic Law a complete educational system became necessary for the people to learn how to live under the Law avoiding its judgments or curses and anticipating its blessings. They also needed to be instructed concerning Jehovah and how they related to Him.

III. THE PRIMARY DEVOTION OF EDUCATION IN ISRAEL UNDER LAW WAS RELIGIOUS INSTRUCTION (TORAH): TRAINING IN LIFE SKILLS FOR PHYSICAL BLESSING IN TIME – THE EXPECTATON OF EDUCATION AS A MECHANISM FOR JEHOVAH'S BLESSING

A. The Education Words in the Hebrew Vocabulary of Israel

1. Teachers and Teaching

2. Learners and Learning

B. The Program Under the Law for Education

1. Family Responsibilities ex. Ex. 20:12; 13:8; Deut. 4:9; 6:7, 9; 11:20; Prov. 1:8

2. Levite, Priest, Prophet & Scribe (ex. "school of prophets" – 2 Ki. 2:3, 5; 4:38)

3. Religious Instruction of the Nation – Deut. 4:6, 44; 5:1; Prov. 6:23

C. The Premise for Education in Israel

1. Prov. 1:7

2. Prov. 9:8, 10 (15:33; Psa. 111:10)

D. The Premium Placed on the Study of the Law of Moses – ex. Psa. 119

TRANS: Ultimately Israel became a nation with a reputation for education and erudite learning. This is evident in several instances in the Hebrew Bible and in secular literature.

Jehovah expected all learning be founded on the instructions given to the nation for the dispensation.

Conclusion

A. Different View of Information – Man Centered Not God Centered

B. Different View of Instruction – Human Capabilities Not Divine Communication

C. Different View of Information – System Standards Not Divine Standards

D. Different Vision of Intentions – Glorifying Man Not Glorifying God

E. Different View of Interpretation – Man Controlled Not God Centered

Valley Baptist Church

P. O. Box 99, Gaston, OR 97119