education

education

Father’s Sexual Rights and Duties

education, fathers, sexuality 2 comments

Many people who have absolutely nothing to do with the family are deeply involved in the sexual formation of the family’s children.  They seek not to educate them as virtuous, monogamous adults, deeply committed to their future spouses and their future children, but instead, as continuously polymorphous sexual beings at ease with what ordinary folk, for eons, called grave sins. The names and forms of these practices now multiply by the year and are even infused into the kindergarten.

But the child does not belong to anyone in the education system, not even to their most devoted teachers.   The child belongs only to the parents, just as the parents are the only ones who belong fully to the child.    And parents, through their marital relationship and their devotion, are the ones who most shape the child’s sexuality.  When children are given these two ingredients they develop into fine sexual adults.

Given the advanced revolution that is underway in many schools it is more than time for fathers to step up to the plate and claim their rights.  Protecting their sons is a natural first step. Imagine this opening to a conversation down at your local school:

“This is my boy, not yours.  I gave him life.  From my sexual act he came into existence.  From his sexual act my grandchildren are going to come into existence.  One half of the DNA in every cell in his body comes from me, the other half from my wife.  By the most complete, intimate and loving of all sexual acts my wife and I brought him into existence. This domain belongs to no one else.   I, the male who gave him life, am the one to teach him how to be a man so that he in due time with a good woman, his future wife, can bring another child into existence this way.  A quarter of the DNA of those children will be my DNA.  Nobody — and I mean nobody – has the right to come into this territory that is exclusively mine and MY BOY’s.

 

“I am the one to guide him along this path. For this task I was created.  The school had nothing to do with it. It is not your right; it is mine (and my obligation too —not yours). Except for my wife, no one else has any rights in this matter.  No one!

 

“For this my wife and I married. This is our most prized “territory”. This is our life. It definitely is not yours. Stay out! And keep your hands off my boy’s sex and off my daughter’s sex!”

 

“If we want someone’s help I will ask.  But first take care of your children and let us all see how well you are doing in shaping the sexuality of your children.  If I like what you have accomplished you will be a candidate for helping me should I need it. And by the way, that help will be for me — how to teach him.”

 

When fathers start speaking this way to school teachers, principals and boards, the good sexual revolution will have begun.  And, by the way, loads of teachers will love it!

“Post-Truth” and “Dis-easing” Facts

Census data, education, media, social science No comments

Who are the greatest natural law teachers in America?  They are ‘the whole population of America’. Their behavior and choices teach natural law in an extraordinarily clear way and they record their lessons in the US federal survey system. Simple forms of demographic snapshots of the American population teach a lot about natural law fundamentals.

One of the clearest collection of these behaviors, choices and correlates can be found in our Mapping America series but also in the work of a number of other centers such as Bowling Green University’s National Center for Family and Marriage Research,  The Austin Institute and The Institute for Family Studies.

But the vast majority of the teachers of social science (university professors and their related journalists) are overwhelmingly dis-eased (ill at ease) folk when it comes to the most fundamental aspects of natural law and they suppress the data.  Though their profession is based on seeking truth from observable facts, most social science professors do not like the truths that emerge, most especially that religious worship is very good for man and society.  By and large they themselves do not worship nor practice any religion.

My grandfather, a small-farm farmer in the midlands of Ireland had a saying:  “Those educated blackguards are the worst blackguards.” In America, we might say they teach post-truth – “an adjective defined as ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief’. ”

Why call these post-truth social teachers ‘blackguards’? They violate their own intellects, their own sacred things (science), and they cheat their customers (their students).  They suppress free speech on campus and in academic journals, and have violated academic freedom in hiring practices.  All this as they march to the fore on all the “hate group” issues of the moment.

My grandfather would ask “Why would any parent pay for that?”

However even in our “post-truth” era the American people will continue to teach uncomfortable truths and we will have their teachings recorded in every US federal survey completed.  The data are there for the ages, before, during and post ‘post-truth’.  The mission of the social sciences will survive this self-inflicted trauma.  It is buried in the data.

PS: ‘Post-truth’ was the Oxford Dictionaries’ “word of the year selection” for 2016.

MARRI’s User-Friendly Demographic Tool

Census data, education, family structure, income, MARRI, poverty, sexuality, single parents, social science, welfare No comments

Over the next few weeks we will introduce you to different tools and resources in the MARRI website.  Today we introduce you to a tool that permits you to pick out the charts you want to see at the national or state level (your own state for instance) on a number of outcomes such as poverty and welfare.

These graphs chart the changes in the American family from 1940, just before entry into World War II,  to 2013.  This is a charting of the change in American culture over time, from one of significant belonging within the family to a culture of significant levels of rejection within the family.

You can analyze these trends by
•    The nation or by any particular state;
•    By total population or broken down by ethnic group;
•    By male or female or both combined;
•    By adult or children or both combined;
•    By outcome: family structure; education (but this not for children), poverty and welfare.

There are a total of 500 charts in the tool. All the data is from the Office of the Census, drawing on decennial census data and annual survey data.

To pull up the charts that are of interest, you click on the appropriate tabs on the dashboard.  When you click on a button it will turn either blue or gold.  Gold indicates the variable you are picking.  Blue indicates a tab is turned off.  Gold is on; blue is off. Thus if I wanted education outcomes for all adult males (only) in the state of Utah, the tabs for Utah, adults, males and education would be in gold, everything else would be in blue.

By playing around with the dashboard and you will quickly see how it works.  It may take a second or two to function as the tool is “in the cloud” not in your computer.

Occasionally you will find blanks where we do not have data for a cluster of variables, e.g. on education attained for children.

Enjoy the tool, and spread the word, particularly to students!

Kids Count…Marriage Counts.

children, economic well-being, education, family, Health No comments

The Annie E. Casey Foundation (AECF) recently released its 2015 edition of Kids Count. This important annual study examines how the well-being of children changed between 2008 and 2013 in four areas: economic well-being, education, health, and family and community. To get a fuller picture of child well-being, MARRI believes one must include family structure.

  • Kids Count 2015 shows numerous improvements in child well-being over the last five years, especially in education (reading and math proficiency) and health (declines in teen drug abuse and teen deaths). While these improvements are welcome news, the report also reported several declines.The portion of children in poverty and of children whose parents lack secure employment increased by 4% between 2008 and 2013. 
  • The proportion of children living in single-parent homes increased from 32% in 2008 to 35% in 2013.
  • In 2013, 34% of children in single-parent families were living in poverty verses 11% of children from married families.

For children, the first aspect of well-being is their family and whether it is intact or not.  Nothing shapes a child’s destiny as does her family. MARRI research has shown that children raised in single-parent families, as opposed to intact married families, are less likely to receive a high school degree. Likewise, children who experience parental divorce or separation are more likely to have health problems than those in intact married families. Those who grow up in non-intact married families are much more likely to be divorced or separated as adults than those who grew up in intact married families. And children from married, two parent families experience greater economic well-being than children raised in any other family structure, as the AECF report previously cited demonstrates.

Kids Count concludes, “With the right investments, we can provide all families and children with the opportunity to reach their full potential and, in the process, strengthen both our economy and our nation.” MARRI suggests that the most needed investment, for every child, is an always-intact married family.

The People-Forming Institutions: Preparing the Soil

children, church, education, family, MARRI, religion, social institutions No comments
By: Patrick Fagan, MARRI Senior Fellow
      Avery Pettway, MARRI Intern

Although there are five basic institutions in society, only three of them are what I call “person-forming”.  The marketplace and government function to protect individuals and to provide for goods and services, but they do not function to directly form the individual.  It is the family, the church, and the school that shape character, instill moral principles (which are universal and timeless), and which develop the person as a whole.  Thus these three institutions serve society in this, the most foundational and critical of its long range tasks.  They each play a direct role in the formation of a person as he moves toward adulthood—additionally, the marketplace and government rely on the primacy of these three person-forming institutions in order to have people capable of serving in their economic and citizen roles.

Why are the institutions of family, church, and school able to form an individual while the institutions of marketplace and government are not?  The answer profoundly impacts our national discussion about policies and their implications.  Even more importantly, as we delve deeply into this question, we can see more clearly what it means to be human.

There is something foundational to human life that the institutions of marketplace and government simply cannot provide: it is the intimate relational formation of a person.  People’s deepest need is relational—love, care, affection, and personalized guidance.  In the family, a child finds the nurturing intimacy he needs.  In the church, he finds the relational intimacy with the divine that speaks to his soul’s questions.  In the school, through good relationships with his teachers, he learns how to understand the world in which he will soon act.  The marketplace and the government are the institutions through which he can later exercise who he has become through the shaping of his family, church, and school.  When it comes to directly forming who he is, however, marketplace and government have significantly less direct impact—though, in their proper context, laws can teach a great deal, and services from the dark side of the economy can corrupt (e.g. pornography).

As we will explore in future blog postings, the consequences are grave if we misunderstand the distinct nature of the person-forming institutions.  To return to our farming analogy: it is ignorant and futile for a farmer to expect abundant crops and sustainable returns without first preparing the soil for harvest, planting good seeds, and caring for the land.  Failure to do so results in stunted crop growth and insufficient income for the farmer.

Similarly, we must protect the “three sacred spaces” of family, church and school to permit the harmonizing of the person-forming tasks:  the family, where the child most deeply develops as a relating and belonging person; the church, where he orients himself to life and its big issues; and the school, where he learns about the world around him and how to make sense of it.  As the farming analogy shows, a child’s future productivity and stability depend on the person-forming institutions’ foundational actions.  Giving improper weight to the instrumental institutions—or disconnecting the person-forming ones from each other—will lead to societal destabilization (indeed, this is already happening).  When families are treasured and intact, when those families worship God weekly, and when schools aid the work of parents in teaching children according to their worldviews: children from such families thrive, and a society made of these families grows in well-being.  Such is the task of each generation—of all societies, across the globe.  These are universal truths.

The Basic Tasks of Society

chastity, economy, education, family, generations, religion No comments

By: Pat Fagan, MARRI Senior Fellow
      Joshua Kelsey, MARRI Intern

As is shown in the diagram above, it is helpful to understand society as a relationship between five basic institutions or the five fundamental tasks: Family, Church, School, Marketplace, and Government.  Each institution is really a gathering of people to perform a core task that is essential and irreplaceable.  If all five tasks are well-performed, society is doing well. If one of them is not engaging properly with its given task, society begins to limp. If two institutions don’t perform well, society’s limping gets more pronounced, and so on.
At the base of society lies the family—the begetting and raising of children, the next generation.   Without this task society will disappear.  Because the family is focused on producing the next generation, it harnesses sexuality for its ultimate end.  Because children need the love and care of both their father and their mother (and thrive better when such is the case), marriage is the solid foundation.  Though the child comes naturally from sexual union (very little work), marriage comes only with a lot of work and effort.   Since everything else in the society relies on the strength of the family, marriage is key to the success of society as a whole.  A society is as vibrant as its fathers and mothers are solidly married.  The object of it all is the next generation.
The church (shorthand for all religions—church, synagogue, mosque) is where man can orient himself to the big questions of existence:  Is there right and wrong, life after death, a creator God?  Should I keep my word, love those in my family, forgive those who hurt me, give to the needy?  This is important work and like everything else in life, the more one works at something the better he does it.  Worshiping God in community normally involves all these aspects of this task of religion.  As this blog will illustrate repeatedly, the more people worship the better they do—on every outcome.  This little known finding is so universal and so powerful that it ought to be commonplace in our national thinking and discussion.  Its object is the good person. 
School (education) is the task of passing on critical knowledge to the next generation so that they can build upon the knowledge already gained from previous generations.  Education almost always has two actors: the pupil and the teacher, the player and the coach.  Education is not confined to the classroom: it goes on, first, foremost and most powerfully, in the home; it goes on at work; in the cinema; in the library; in the newspaper.   Its objective is passing on sound knowledge and insights.
These three institutions—family, church and school— are all “people forming” institutions; they “grow” the person.  Their object is the “goodness of each individual”.
The marketplace is where we meet our physical needs of shelter, food, and clothing—a most fundamental task, without which we would die.  We gain these physical goods through an exchange of our labor for the goods we need.  Savings are stored labor of the past (our labor or others’).  The more productive labor a nation has, the more goods it has.  Working, and learning to work productively, is a key task of the family: both for its own continued existence and for the capacity of the next generation to feed, clothe and shelter itself.  When people refuse to work, they become dependent on others for their needs—this weakens society and, ipso facto, reduces the economy.
The government has the task of using force for the good of society, mainly protecting our freedoms from “bad people”:  external enemies of the intruding armies of attacking nations, or internal enemies who would rob, injure or kill us or our family or friends.  Because both threats exist, it is the primary job of the government to protect its citizens from both these evils.  Laws lay out what government considers right and wrong, and it backs this up with the policeman, the judge, the jail, or even the execution… all manifestations of force, even the ultimate force of death.  For this reason, our police need to be above reproach, for they alone have the power to execute on the spot.  No other person in society has this power.  The object of government is to protect its citizenry’s right to do good.
These two institutions, though they have some influence on the person, are not primarily “people forming institutions”.  They are there on behalf of the instruments needed to live:  physical needs and safety. They are instrumental institutions.
All of these fundamental tasks of society are not only important—they are irreplaceable.  And at the foundation of them all is the first, the family.  Thence comes the next generation and every actor in every institution.  There also are all these basic tasks executed… family, religion, education, marketplace and government.  Thus it is there that the education of the future citizen in all five tasks begins and is most shaped.
Thus the most important of all tasks is the bringing of the next generation (the baby) into existence.   Therefore the most important relationship in society is that of the relationship between father and mother.  The stronger that relationship, the stronger the children (as all the data continuously illustrate). 
The way marriage is structured and carried out determines the functioning of the rest of society. 
The presence or absence of marriage structures the family, and as family is structured so is society structured—strongly or weakly, in every institution: the family itself, the church, the school, the marketplace and the government.
These relationships are as powerful as the laws of physics: they cannot be denied, overlooked, evaded or cast aside without society crumbling.  Many societies today seem intent on that pathway, but that is for future blogs and for the data to illustrate. 

This paradigm of the five basic institutions is the framework within which we will blog on the research MARRI does and that others of note do.   Tune in for continued education, and join in for continued discourse!

Lessons on Divorce from Henry VIII

children, divorce, education, history, MARRI No comments

By MARRI Intern

        A recent article for Smithsonian Magazine gives a brief history about divorce in the western world. The author tells the story of Henry VIII and his attempts to divorce his wife Catherine of Aragon.  In short, Henry VIII needed a son as heir and he went through six wives before he died, never acquiring the heir he required. Beyond the stories of his many wives, Henry VIII is also well-known for forming the Church of England, a reaction to the Roman Catholic Church’s refusal to grant him an annulment of his marriage to Catherine.

Though Henry was eventually granted his annulments via the newly formed Church of England, this new religious body remained very strict with divorce. At first, the laws just made it easier for men to divorce their wives since they only had to prove their spouse had committed adultery. Wives on the other hand had to prove adultery and one additional offence before they could divorce their husbands. As time has gone on, it has become easier for wives to divorce their husbands. In today’s society there is no longer a need to even prove an offense, and divorces can be procured for any reason whatsoever. From the time of Henry VIII to today, divorce has achieved incredible popularity, but in the not too distant past, divorce was looked upon as scandalous and shameful. Today, divorce is so common that nearly everyone knows at least one divorced couple.

Divorce has affected our society in a multitude of ways, from family issues to education to economic prosperity. MARRI research has shown that divorce is harmful, not only to the family but to the economy.  In one MARRI research paper, The Effect of Divorce on Children, Dr. Patrick Fagan shows that divorce weakens the family and one’s relationship with God, diminishes a child’s learning capability, increases crime, and negatively affects the economy. Additional MARRI research has also shown that family structure affects the educational outcomes of children, with those from non-intact families scoring lower on reading and math tests, and earning lower overall GPAs. Furthermore, adolescents raised in a non-intact family are far less likely to attend college as compared to their peers from intact families. For the country as a whole, divorce leads to a decline in economic prosperity due to decreased male productivity. If allowed to continue, the divorce trend spells disaster for both the family and the nation.

Belonging to the Exception

abortion, abstinence, conscience, economics, education, family, MARRI No comments

By Lindsay Smith, Intern

Over the weekend, I was privileged to attend a lecture taught by a woman who devotes her life to pregnancy center and maternity home ministries.  Her presentation focused on the differences among generations, and how to best reach and engage the current generation, Gen Y (born 1977-1995).  According to her notes, my generation has the most disposable income and is very technologically gifted, but we also suffer from short attention spans and the inability to discern actions and consequences.  On average, Gen Y is passively characterized by (and too often actively boasts in) high levels of sexual promiscuity.  Highly influenced by the media, Gen Y’s are devoted to the doctrine of “cool,” and consequently, they explore true Biblical doctrine only when it enhances (and never contradicts) their fleeting idol of fame. 
“Why?”  Quickly this became the pervasive murmur among the audience.  She gave a few reasons, but implored us to engage in individual research, as she didn’t have time to explore all the factors involved.  Sitting there, pondering this less than glowing portrait of my generation, I could not help but recall MARRI’s “Second Annual Index of Family Belonging and Rejection.”  
According to MARRI’s report, in the United States, the national rejection score was larger than the belonging score.  Putting faces to these figures reveals the majority of children are living in a broken family as of 2009.  As the speaker described, our culture (sitcoms saturated with sex, personal credit cards, and adult privileges sans consequences) bears some responsibility for Gen Y’s behavior, but the formation of these characteristics begins with a fractured family.  As Dr. Fagan and Dr. Zill predict, “It is unavoidable that the major institutions of future families, church, school, the marketplace, and government will be similarly weakenedas these children gradually take their place within these institutions.”
And indeed, we are seeing breakdowns in these institutions as time progresses.  This weekend’s speaker noted that most of Gen Y holds only part-time employment, and many articles report an unemployed or underemployed status for Gen Y’s.  You can blame a poor economy or the need for a graduate degree, but as articulated in “162 Reasons to Marry,” we need look no further than the broken family for the origin of this trend.  A child glimpses his first working marketplace through his family.  “Within a family built on such a marriage, the child gradually learns to value and perform these five fundamental tasks of every competent adult and of every functional society” – marketplace (work) being one.  If the teaching unit is damaged, how can we expect the lesson to be whole?  If the marketplace isn’t functional in the family unit, how do we expect it to flourish on a national level?
This weekend’s speaker also commented that some large corporations won’t even hire Gen Y’s, and a quick internet search brings up quite a few articles with similar headlines.  As Kelly Clay concludes, based on recent statistics regarding employment and economy issues, “It seems more like a strong indicator of a generation with an issue of entitlement and extreme laziness – despite the opportunities that await them.”  Another recent article titled “The Go-Nowhere Generation,” seems to agree with Clay’s depiction of Gen Y or rather, “Generation Why bother.”   This article describes their lackadaisical reliance on “random” chance rather than an energetic pursuit of opportunity throughout the country. Clearly rejection at the family level is permeating the workplace and the work-ethic applied there. 
A married family does not just positively impact the marketplace.  Children from intact-married families also perform better in school, misbehave less, are more likely to remain abstinent, less likely to live in poverty, and more likely to attend church.  All of these tendencies contradict the typical characteristics of Generation Y.  Clearly, there are exceptions to this generation generalization, and belonging within a family greatly enhances one’s ability to belong to the exceptional group. 

May I have this [politically-correct, gender-ambiguous, tolerance-driven] dance?

child well-being, culture, education, family, gender, single parents 1 comment
By Lindsay Smith, Intern
By now you have probably heard the story: a single mom felt her daughter was being excluded from a school function, and voilà, no more father-daughter dances or mother-son baseball games in Rhode Island’s Cranston school district.  According to the superintendent, these events violate gender discrimination laws.  This mom, this superintendent, these lawyers were probably just trying to prevent kids from getting hurt, at least we will give the benefit of the doubt to their motives.  However, I am all too concerned about what research reveals: banning events like these harms the entire student body. 
Parents are important. Not surprisingly, abundant research supports this truth, especially in education.  On average, children from intact married families earn higher test scores, have higher high school GPAs, are less likely to drop out of school, and have better behavior than their peers.  In addition, “adolescent children of single-parent families or stepfamilies reported that their parents had lower educational expectations for them, were less likely to monitor schoolwork, and supervised social activities less than the parents of children in intact biological families.”  Based on these findings, one can see parental involvement directly correlates with academic success.  
 
Sadly, Cranston’s ruling reduces parental involvement, which at its core is fruitful to the district.  Cranston removed events which promote positive interaction.   I have never been employed as a teacher, but I would imagine most educators are thankful for engaged and helpful parents.  While I am not a teacher, I was a student, and can verify that involved parents, whether my own or another child’s, positively impacted my classroom experience.    The student body benefits when parents invest in education, in the school, and in the school’s activities.  The mayor of Cranston summarizes these findings well when he said, “[The events] contribute to the well being of our children as a whole.”Fathers taking their daughters to a school dance is positive.  Mothers taking their sons to a school baseball game is good, not because it promotes a child’s exclusion, but because it encourages parental participation. 
I do believe every child should have the chance to benefit from these activities.  I do believe every child can have an equal opportunity to attend – not by minimizing the traditional family (gender roles included) but by promoting it.  I heard it said once, “The problem is not that we have too much of Christ in our marriage; it’s that we don’t have enough.”  The same principle applies here.  People are not excluded because there is too little family love but because there is not enough.  Let me put some concrete words to this theory. 
Growing up, both sets of my grandparents lived over 10 hours away.  It wasn’t practical for them to attend my school functions.  However, when it came time for “Grandparentslunch day” at my elementary school, our sweet, elderly neighbor or my friend’s grandmother would always show up to eat with me.  Would I have liked my biological grandparents to be there?  Absolutely, but that doesn’t negate the wonderful times I had with these women who sacrificed their time for me.  I felt special; I felt loved; I felt included.    I propose a better solution is not to eliminate the event, but rather to embrace the child.  Allow traditional families to show what love and support look like and invite a child whose mom or dad can’t attend, whatever the reason.  Surely there are fathers, grandfathers, uncles, mentors in this community who would gladly take this young girl to the dance.  I bet there are mothers, grandmothers, aunts, teachers, who would gladly take another boy to the baseball game with their family.  Support the family, and support these traditions not in spite of the students but for their betterment.  When the family is stronger, education is stronger, and that’s something that should make us all get up and dance. 

Failing Schools or Failing Families?

education, marriage, religion, social institutions No comments

By: Eileen Gallagher, Intern

On June 20 the Gallup Poll stated that only 29% of Americans have confidence in our public school system, a new low.
Meanwhile Pew Research Center reported that “In 1960, 72% of all adults ages 18 and older were married; today just 51% are.”
These two facts appear to be unrelated, but last year The Heritage Foundation published an article on education which pointed out that “In 2009, white public school eighth-graders outscored their black classmates by one standard deviation (equivalent to roughly two and a half years of learning) on the math portion of the National Assessment of Educational Progress (NAEP) test.”
Meanwhile, “according to the Joint Center for Political and Economic Studies, by the age of thirty nearly 81 percent of white women … will marry, but that only 52 percent of black women will marry by that age.”
Are these two facts also unrelated?
Confidence in public schools system is very low, and the marriage rate is also very low. African America students are, academically, far behind white students, and the African American marriage rate is very far behind the white marriage rate. The first rule of statistics is that correlation is not causation. While there may be a correlation between marriage rates and educational outcomes, it does not follow that one causes the other.
The family and the school are both institutions in society, and as such each has a specific role to play in the development of people in a society. Institutions are connected to one another, but each institution must fulfill its individual function for society as a whole to thrive.  The family is the most important institution because it is the first and the most natural. Children spend the first 5  years of their life participating mainly in that institution because all the others, such as education, government, the market, and even religion, have more of an impact later in life. Each family is responsible for the initial formation of a person, and if that formation does not take place, every other institution will struggle to fulfill its role in the formation of the same person. An analogy will make this more clear. Two sculptors are working on a statue. One is more capable of shaping the marble into the figure of a person, but the other sculptor is better at sculpting details. It is necessary for the first sculptor to shape the person well enough so that the second sculptor can begin where he left off. If the first does not shape the head of the statue, how can the second make a nose for the statue? In the same way, if the family does not lay the foundations well, the other institutions will have a very difficult, and perhaps impossible, task.
Social Science proves that an intact family structure is highly correlated with educational outcomes. The Marriage and Religion Research Institute found that children from intact families who worship weekly are more likely to receive a Bachelor’s Degree and to receive A’s in school.
The next Gallup Poll should assess confidence in the family. If families are doing well it is very likely that schools will start succeeding as well.