“Teachers, convinced that there are no objective truths to learn, teach ‘processes’ instead, offering ‘experiences’ instead of knowledge and encouraging their students to question existing values and to create their own.” – Veith, G. E., Jr. (1994b). Postmodern Times: A Christian Guide to Contemporary Thought and Culture. Crossway, p. 59

              The seeds of a society which perpetuate the beliefs and practices of a people over generations are planted in the education of the next generation. The beliefs of those who teach will unavoidably influence both what is taught and how it is taught. At times the “how” of the educational process can affect the next generation just as profoundly as the “what”. The fruit of the future society grows out of these “how’s” and “what’s”.

              When today’s teachers, primarily in the formal institutions of learning having been indoctrinated by the teachers of the teachers, thoroughly believe that objective truth does not exist, they teach processes since to them there is no actual truth to pass on. They teach processes so that each student under them can discover their own truth rather than have to accept a universal truth or even a consensus of their society. This method creates students who question everything except the falsehood that truth does not exist and that their teachers are deceiving them.

              The experiences offered and promoted by the teachers feed this search but give no solid foundation for the student to build any meaning to life. The experience offers shifting sands for worldview construction as any such experience can be interpreted by the recipient in multiple ways. Even if one finalizes their own interpretation, another can come along and reinterpret that experience differently. The former may hold to their final interpretation despite the latter’s challenge, yet no stable community of belief can be built upon such unshared foundations.

              While the humanistic mainstream of today’s relativistic culture and resulting educational system believes that such processes and experiences can equip today’s students with their own self-supporting belief system, our fallen nature sets an impassible obstacle for such work to result in truth. While those who deny truth exists are not bothered by challenging them with this fact, the truth inherent in reality means they will never discover the truth that actually prospers their lives.

              Only with God’s saving grace overturning this dysfunctional educational process can students acknowledge the existence of truth and see value in seeking after it. Still, the deceptive nature of this educational process draws many into its trap as even Christians submit themselves and their children to learn through these processes and experiences. In submitting to such subjectivity rather than valuing objective truth, they forsake the fruits of a life living in accordance with truth both for themselves and the members of the future society.

              In order to prevent this demise of society’s connection to truth itself, we must return to believing in truth and educating others in line with objective truth rather than subjective processes. We must then align our thoughts and feelings with what learn from God’s revelation in both His Word and in nature. Only this can direct our practices both individually and collectively away from such educational foolishness. Then can we hope to lead ourselves and lead others to truth and a flourishing society now and future.