Education or
Indoctrination?
A Summary of Facts And
Intervention Strategies
Part I
Reprinted
with kind permission from Living
Sacrifice Ministries
"But
Jesus said, Suffer little children,
and forbid them not, to come unto me:
for of such is the kingdom of heaven."
Matthew 19:14, Mark 10:14, Luke 18:16
"For we
wrestle not against flesh and blood,
But against principalities, against powers,
against the rulers of the darkness of this world,
against spiritual wickedness in high places."
Ephesians 6:12
"Prove
all things; hold fast that which is good.
Abstain from all appearance of evil."
I Thessalonians 5:21-22
Imagine a country where the
curriculum taught in preschool through college is designed by
humanists and based on occultism. A society where, instead of
academics, the educational institutions focus on programming and
conditioning students (with that programming later reinforced in the
home via television and books). A place where the school system (and
parent education and support services) is designed to directly
undermine parents' authority and destroy the natural child-parent
relationship.
Contemplate a nation where
learning about the one true God or teaching Christian doctrine in
public school is outlawed, but where all forms of pagan idolatry and
occult practices are taught to children as young as two years old. A
land where children are taught transcendental meditation techniques
and introduced to (demon) spirit guides.
What kind of nefarious
individuals could set up such a diabolical plan? Could such a system
ever exist in a modern day nation? Unfortunately, yes. "Where?",
you may reasonably ask. Right here in present day (1996) America.
Welcome to the national curriculum of America/Goals 2000, and
welcome to the 'New Age' of Novus Ordo Seclorum.
Welcome to The
New World Order
Expect no Mercy
"Psychology
has delivered up to man new means of torture and intrusion into the
mind" [1]
My name is L. Michael. I am
a school teacher and parent educator. During the course of my
academic studies in psychology, child development, early childhood
education, and parent training/counseling (and my subsequent
experiences in the field) I discovered that schools are using
psychological techniques and occult practices to manipulate the
opinions, views, and values of our children, to break down
parent-child communications (intentionally destroying the family
structure), and to teach Biblically unsound doctrines and pro-satanism.
The intention: to prepare children for a New World Order (NWO),
condition them into accepting and practicing occultism, and
ultimately, to willingly worship satan.
"The school acts as an
agent of society in that it is organized to perpetuate that
society's knowledge, skills, customs, and beliefs" [2]. In
other words, what society condones and wants one to think and the
attitudes, views, opinions, and convictions society wants one to
have are taught in schools. The new educational goals are intended
to create a paradigm shift (a model of values, principles,
philosophy, etc., that is the basis of one's actions) within the
children of the U.S.A., from a Judaeo-Christian model to paganism
and occultism, e.g., evolution (which denies the existence of God
and His act of creation), and humanism (a system of secular beliefs
that promote the 'ideals' of the human mind, the false teaching of
man's inherent 'goodness,' the denial of Biblical doctrine, and the
false belief that man can attain 'godhood), etc.
This paradigm shift (which
has already occurred on a national level) is necessary to condition
children into accepting the doctrines of the NWO along with the
satanic beliefs and occult practices that are an intricate part of
it. This is what the leaders of the New World Order (society) want,
and this is what schools teach.
Schools are one of the main
targets of 'New Agers' (occultists) because the children of today
will be the leaders, teachers, and parents of tomorrow. Children who
have been conditioned will not only accept the NWO, but also the 'New
Age Religions' (satanic, occult practices), e.g., channeling, nature
worship, etc. "The values of the coming Satanic New World Order
demand a population whose individuals have been desensitized to the
point of participating in a future holocaust, and who would gladly
worship Satan" [3].
"What 'future
holocaust'", you may ask? Consider this: The leaders of the
world have decided that the world population must be reduced by
one-fourth (1 billion 250 million people). New Agers have determined
that the final acceptable figure of world population will be
500,000,000. This is not birth control, but population control. How
do you think they plan to accomplish this feat?
"When
the righteous are in authority, the people rejoice: but when the
wicked beareth rule, the people mourn" Proverbs 29:2
"The
wicked walk on every side, when the vilest men are exalted" Psalm
12:8
Statement of
Principles
"Nothing
in the First Amendment converts our schools into religion-free
zones...Religion is too important in our history and our heritage for
us to keep it out of our schools..." [4] [Bill Clinton, July 12,
1995]
On the surface, this
statement appears commendable. Read it again. Notice that this
statement is talking about 'religion'; not Christianity, but
religion in a broad sense (which encompasses satanism, paganism,
etc.). Christianity in the school system (other than using the Bible
as literature or poetry) is still outlawed, but this 'statement' now
gives teachers (and others) the legal right to teach 'religion' in
public schools (something they have been covertly doing for years).
What does the Vice
President have to say about this? Does he support Biblically based
Christian principles?
"Our
religious heritage is based on a single earth goddess who is
assumed to be the foundation of all life. All men have a god
within. Each man has a god within because creation is god. Nature
in its fullness is god" [5] [V.P. Al Gore]
School attendance is
mandated by law, thus ensuring a captive audience of millions of
innocent children, unprepared for the onslaught of spiritual
corruption they will single-handedly face. The minds and souls of
these defenseless children are shaped and molded by the careful
selection of humanistic and occult curriculum material, and covert
institutional attitudes and practices into those of atheistic
infidels. Schools shape not only the child's mind but also their
personality and beliefs, in essence, the 'whole child'. Some
teachers have been manipulated during their own schooling and are
deceived or unaware of the satanic and pagan implements they use
daily with children.
In a teachers' training
text [6], the 'hidden curriculum' (which is present in all public,
and most private schools - including many Christian schools) is
defined by Gollnick and Chinn: "...the hidden curriculum
includes the norms and values that undergird the formal
curriculum....Although the hidden curriculum is not taught directly
nor included in the objectives for the formal curriculum, it has a
great impact on students...It includes the organizational structures
of the classroom and school as well as the interactions of students
and teachers." (Emphasis added by author).
"For
there is nothing covered, that shall not be revealed; neither hid,
that shall not be known" Luke 12:2
The hidden curriculum
encompasses such activities as 'magic circle/focused visualization'
(titles vary from region to region, but the outcome is the same),
etc., during which children are taken on a 'guided imagery' tour
(which has its roots in ancient Shamanism-witchcraft) that causes
attitudinal change by inputting information directly into the
child's subconscious mind (their soul). This is known as 'affective
education'.
An example of 'circle-time'
activities that I have witnessed (and ignorantly participated in) is
as follows: Children sit in a circle, or lie on the floor in a
darkened room and listen to a story about an imaginary friend (there
are many children's books available about imaginary/ unseen/ secret
friends [7], e.g., a story about an imaginary bear who helps a child
solve problems with playmates, etc.). After the story the children
are directed to close their eyes, relax, and empty their minds of
thought, or focus on one thought. They are then usually assisted in
relaxation by instruction in specific breathing techniques. Then,
they are told to look inside themselves and find their 'secret
guide/friend/angel', etc. Once they have found their 'secret friend'
they can ask for advice or help with any problems they may have, or
they can just have a 'conversation'.
The preceding sounds
innocent enough (especially to teachers who are unaware of what
they're actually doing) and one may ask, "what's wrong with
it?". Let's review the scenario again, in light of what is
actually taking place. The children hear a story about an imaginary
friend that implants a pre-hypnotic suggestion (children do not
differentiate easily between reality and fantasy and have a
naturally high suggestibility level). They then relax using
breathing exercises (hypnotism and meditation). Finally, they are
instructed to find their 'secret friend' (known in occult circles
and among satanist as spirit guides/guiding spirits, etc.) and ask
questions/converse with them.
What has actually taken
place is the children have been introduced to (demonic) spirit
guides through an occult practice known as channeling. Once
contacted, these demons do not easily leave and will now influence
all aspects of the child's life. Ever wonder why your child doesn't
talk with you, appears withdrawn, unloving, rebellious, hostile to
instruction, and resistant to love? "Many people have been
demonically possessed for their entire lives without the common
people around them having the least knowledge of it. These people
might seem very normal in every respect" [3] (P.4). Parents
have the school system to thank for their child's introduction to
demons and indoctrination into the occult. Practices such as these,
along with other pagan sacraments have permeated schools
coast-to-coast and take place (daily) with children as young as two
years old.
Without God's intervention
there is no hope for someone who has a spirit guide. God, in this
instance, means the One True and Living God; not one of the many
pagan gods that children are now taught about, under the guise of an
'anti-bias curriculum'. God will only intervene if He is asked, and
He only hears the prayers of those who are saved; His children.
For those who don't know
Jesus Christ as their Lord and Saviour, this situation will appear
hopeless. However, God, who is Sovereign, is gracious and merciful,
and even in the midst of universal idolatry gives sinners (including
those who are demon possessed) a way out. Confirm and consider the
following verses found in the New Testament book of Romans:
1.
Romans 3:10 - As it is written, There is none righteous, no, not
one:
2. Romans 3:23 - For all have sinned, and come short of the glory of
God;
3. Romans 5:12 - Wherefore, as by one man sin entered into the
world, and death by sin; and so death passed upon all men, for that
all have sinned:
4. Romans 5:8 - But God commendeth his love toward us, in that,
while we were yet sinners, Christ died for us.
5. Romans 6:23 - For the wages of sin is death; but the gift of God
is eternal life through Jesus Christ our Lord.
6. Romans 10:13 - For whosoever shall call upon the name of the Lord
shall be saved.
7. Romans 10:9-10 - That if thou shalt confess with thy mouth the
Lord Jesus, and shalt believe in thine heart that God hath raised
him from the dead, thou shalt be saved. For with the heart man
believeth unto righteousness; and with the mouth confession is made
unto salvation.
If the
Word of God has convicted your heart and the Holy Spirit moves you,
then cry out to God to save you.
"And
they said, Believe on the Lord Jesus Christ, and thou shalt be saved,
and thy house" Acts 16:31
"...behold,
now is the accepted time; behold, now is the day of salvation..."
2 Corinthians 6:2b
Additional
Intervention Strategies
Lead your child to Christ.
Study the scriptures and pray daily with your child.
"Train
up a child in the way he should go: and when he is old, he will not
depart from it" Proverbs 22:6
"Chasten
thy son while there is yet hope, and let not thy soul spare for his
crying" Proverbs 14:8
If possible, make the
sacrifice and home school your child, while you are still legally
able to. If this is not feasible, get involved with your child's
schooling. Presently, you have the legal right to view your child's
classroom activities while in progress, without making an
appointment, and also to view the school's curriculum - exercise
that right. Go in humility and with someone else. Pray for the
Spirit of discernment. Be informed of the changes taking place in
education, and the nation in general. Tell others what you have
learned.
Fathers, don't leave child
rearing up to your wives; be involved.
"But
if any provide not for his own, specially for those of his own
house, he hath denied the faith, and is worse than an infidel"
I Timothy 5:8
"But
he answered and said, It is written, Man shall not live by bread
alone, but by every word that proceedeth out of the mouth of
God" Matthew 4:4, Luke 4:4
Bibliography
All Biblical quotes are from
the King James Version.
(1) Meerloo, J. A. M.
(1956) Rape of the Mind: The Psychology of Thought Control,
Menticide, and Brainwashing, (P. 27), New York: The World
Publishing Co.
(2) Berns, R. M. (1993) Child, Family, Community: Socialization
& Support, (P. 58), (3rd ed) Florida: Harcourt Brace
Jovanovich, Inc.
(3) Bay, David (1996) The Cutting Edge: Our Children in the New
World Order, (P. 5), (ce1010) Radio Show Transcript. Internet
address - http://www.cuttingedge.org
(4) Clinton, Bill (7-12-95) Statement Of Principles quoted in
a statement issued by The Secretary of the U.S. Department of
Education to all superintendents of schools. Internet address -
http://www.ed.gov/S...-1995/religion
(5) Gore, Al (1992) Earth in the Balance, Boston: Houghton
Mifflin, - quoted by Kinman, Dwight (1995) in The World's Last
Dictator, (2nd ed.) (P.22) Oregon: Solid Rock Books.
(6) Gollnick, D. M., & Chinn, P. C. (1994) Multicultural
Education In a Pluralistic Society, (4th ed.), (P. 312), New
York: Macmillan College Publishing Co.
(7) Alexander, M. (1976) I Sure Am Glad To See You, Blackboard
Bear, New York: Dial Press.
This
article may be reproduced
(without alteration - addition or deletion)
and distributed for the purpose of edifying parents and teachers.
First
Copyright and Published ©1996
Updated and Copyright ©2000
Living Sacrifice Ministries
Romans 12:1-2
Education or
Indoctrination?
A Summary of Facts And
Intervention Strategies
Part II
Reprinted
with kind permission from Living
Sacrifice Ministries
"But
there were false prophets also among the people, even as
there shall be false teachers among you, who privily shall
bring in damnable heresies, even denying the Lord that bought
them, and bring upon themselves swift destruction."
II Peter 2:1
"Let no
man deceive you with vain words: for because of these
things cometh the wrath of God upon the children of disobedience.
Be not ye therefore partakers with them."
Ephesians 5:6-7
"And
have no fellowship with the unfruitful works of darkness,
but rather reprove them."
Ephesians 5:11
"The
purpose of education and the schools is to change the thoughts,
feelings and actions of the student" [1]
"If
educational agencies are to be utilized in the production of a new
social order, and indispensable first step is that of developing a
totally new outlook among the rank and file of the teachers" [2]
Part One in this series
discussed the school systems' use of guided imagery (spirit
channeling), along with psychology and other covert methods to
change the values of our children and indoctrinate them into
accepting the New World Order (NWO), along with its pagan concepts
and occult practices. This attitudinal change program is currently
known in some states as Outcome Based Education and (in others)
Mastery Learning. There are numerous other deceptive titles, but the
techniques are basically the same. These methods were previously
known simply as brainwashing, or more eloquently as 'thought reform'.
Thought reform is best
described by T. Chen: "The Chinese term for thought reform,
ssu-hsiang kai-tsao, literally means the remaking or the
reconstructing of thought. Thought reform is more than thought
control, more than suppression of 'erroneous ideas'. It has for a
positive aim the remolding of thought to produce new patterns of
thinking" [3].
A specific thought reform
program, presently in use, is the 'Anti-Bias Curriculum' (ABC). This
program is intended to produce 'politically correct' individuals who
are conditioned to accept the radical and anti-Christian views of
the coming New World Order without 'bias or prejudice', i.e.,
without ethics, values or a conscience (examples of the product of
this type of education are as close as your nearest TV. Examine
closely the perpetrators of any recent school shooting - there will
be more - and notice the total lack of remorse). 'Anti-Bias' is
defined as, "An active/activist approach to challenging
prejudice" [4] (P.3).
The introduction in the
teachers' training manual, 'Anti-Bias Curriculum: Tools for
Empowering Children', clearly states that, "It is
value[s] based..." It goes on to warn that,
"...because at heart anti-bias curriculum is about
social change, it may meet with resistance..."
"The point to remember is that an anti-bias approach is integrated
into rather than adding onto existing curriculum" (P.8).
"If teachers are to do educational work that may be new and controversial,
they set themselves up for failure if parents are not included"
(P.97). This sounds as if the parents are to be made fully aware of
their child's indoctrination. But on the same page the manual goes
on to state: "With parents who disagree, tension occurs. However,
respecting parents does not necessarily mean acquiescing to
all their beliefs." As seen, the manual clearly
directs teachers to disregard the values and ethics of parents, and
to use covert methods in the classroom to undermine those parents'
beliefs.
Following are some examples
of some of the 'family values' that an 'anti-bias curriculum'
promotes. In the classroom there should be, "Images of
diversity in family styles: single mothers or fathers,
extended families, gay or lesbian families (families with
two mothers or fathers)" (P.12). Teachers are
encouraged to, "Read books about different ways families are
organized: "...gay or lesbian families (two daddies or
two mommies) (P.53). The teachers' resource list of
children's books on pp. 120-125 suggests such wholesome books as, Jenny
Lives With Eric and Martin, described as, "a sensitive
portrayal of a gay family", Your Family, My
Family, which shows "a lesbian family
among many kinds of families," and Jessie's Dream Skirt,
about a "boy [who] dresses up in a skirt and faces teasing from
his classmates," but who is supported by a "teacher who is
male and Black" [4]. The ABC Teachers' Manual is designed for
use with children from 2 years old and up.
The promotion of sodomy in
the manual would not be of such great concern, except for the
following (given at the 1993 gay and lesbian march on Washington) by
Michael Swift of the Organization of Gay and Lesbian
Teachers, "We shall sodomize your sons, emblems of your feeble
masculinity. We shall seduce them in your schools..."
[5]
Parallel to the military's
position on sodomites, schools also have a "don't ask, don't
tell" policy. During the 'march', a list was presented with 'demands'
that included "Full inclusion of lesbians, gays,
bisexuals, and trans-genders in education, child-care, and school
counseling programs. The availability of contraceptives and abortion
to all ages. And, forbidding religious based concerns regarding
homosexuality from being expressed" [5]. Most of these
'demands' have now become a reality in many states. Remember, this
diabolical list was presented by teachers belonging to the 'strong'
Organization of Gay and Lesbian Teachers. Does anyone out there
still believe there isn't a 'gay agenda'?
"For
this cause God gave them up unto vile affections:
for even their women did change the natural use into that
which is against nature: And likewise also the men, leaving
the natural use of the woman, burned in their lust one toward
another; men with men working that which is unseemly, and receiving
in themselves that recompence of their error which was meet"
Romans 1:26-27
Shaping, or re-shaping a
child's values to accept the abomination of sodomy as 'normal' and 'without
bias' is but one area an 'anti-bias curriculum' covers. In further
opposition to Biblical principles, the curriculum guide warns
teachers to, "beware of using the large number of books
that assume readers are Christian" (P.12).
"In an anti-bias
curriculum all religious beliefs are treated with acceptance...
no one has the right to tell other children that one way is better
than the other." (P.66) In the real world, there is
only one way to salvation, and only one group knows and
accepts this. There is a reason that much pressure has been placed
on excluding Christian literature and Christian influences from
school children. Christians are not intended to be a part of the 'New
Age' that is 'dawning', and New Agers (occultists) have no intention
of allowing unadulterated Christianity into the 'New World'.
"Biblical
Christianity is the common enemy of both secular humanism and the
New Age movement" [6]
"The
New Age includes the dark as well as the 'beautiful' side of evil.
The mind behind the mask hates God and everything He
represents" [7]
In the New Age, "Two
groups will be singled out for persecution: Christians and Jews...
Some [New Age] writers speak candidly of Christians as the cancerous
tissue that must be cut out for the healing of planet earth" [8].
This is the real agenda
behind the 'anti-bias curriculum': alienate Christian children from
their roots and divert children from other backgrounds away from
finding the truth for themselves, e.g., by indoctrinating them into
the pagan customs of ecumenism (spiritual unity - the unification of
all counterfeit religions), pantheism (all is god and god is all),
and the various esoteric and occult practices of New Agers (Guided
Imagery, Science of the Mind, Transcendental Meditation, Yoga,
Witchcraft, Centering, Psychology, Reincarnation, Channeling,
Biofeedback, holistic Health and Medicines, Nature Worship,
Visualization, Hypnosis, Metaphysics, Zen, etc., etc., ad-infinitum).
By utilizing an Anti-Bias
Curriculum, activities that would normally teach some kind of
virtues are replaced by so-called 'alternatives' such as Halloween
(an ancient Druidic festival). The ABC Manual describes a
teacher's presentation over a period of two weeks with a group of 4
to 6 year olds. On day 1, the question is posed, "What do you
think about witches?". The children's response is, "Bad,
ugly, old.". The teacher now begins the act of thought reform.
She states: "Many people do think that. What I now is that the
real women we call witches weren't bad. They really helped people.
Maybe you know about some good witches too?". She then
goes on to say, "They healed people who were sick or hurt.".
The children start talking about doctors. The teacher then states,
"Yes, the healers were like doctors.".
Then, she "reads the children a story she has written and
illustrated" [4].
Note two things: First, the
teacher desensitizes the group of children by renaming witches (who,
as the children correctly stated, are "bad") as
"healers" (this conditions the children's thinking to
associate something formerly understood as evil with something they
perceive to be positive or good, e.g., doctors). And, secondly (with
the endless supply of books available on the subject of witches,
etc.), she reads "a story she has written".
Within the detailed and descriptive account of this activity, the
contents of the story is not stated.
Next, the teacher
"brings in a number of different herbs.". After the group
discusses "what they think they could use them for," the
teacher "tells them briefly about how herbs have really been
used to help people.". Among the activities the teacher sets up
for the children to do over the next week is a "witch-healer
table, where the children can make their own potions...".
After a week of these activities the teacher "has another brief
discussion with the children about witches. 'What do you now think
about witch-healers?' she asks. The consensus is that witches fell
into two categories. Some were bad, some good. So although
the activities don't completely change the children's minds, they do
stretch thinking by creating a category of 'some good witches'"
(P.90).
Additional activities
include a 'chant' that "is usually accompanied by hand
movements" (runing - occult hand symbols), and "stories
about healers from other cultures, including...'witch-doctors'"
(pp.90-91). "In primitive Africa and South America, the witch
doctor functioned as a mediator between the tribe and demonic
spirits" [7a]. A different teacher introduces Winter
Solstice: a pagan celebration of Sol, the sun-god [9], and
another states that her "goals are to expose Christian
children to other important December traditions"
(P.92).
The Halloween example
implicitly reveals how the children's values were changed from all
witches being "bad," to "some good" by simply
relabeling the evil: witches became "healers". These
activities also introduced the children to occult practices and
pagan philosophies.
"One
of the biggest advantages we have as New Agers is, once the
occult, metaphysical and New Age terminology is removed, we have
concepts and techniques that are very acceptable to the general
public. In so doing, we open the New Age door to millions who
normally would not be receptive" [10]
"Woe
unto them that call evil good, and good evil;
that put darkness for light, and light for darkness;
that put bitter for sweet, and sweet for bitter!
Woe unto them that are wise in their own eyes,
and prudent in their own sight!"
Isaiah 5:20-21
Unfortunately, I have met
and worked with some of the collaborators of the Anti-Bias
Curriculum text. This experience has revealed to me that New Age
teachers, educational reformers and leaders are not evil, per se,
but are demonically deceived and in dire need of intercessory
prayer. Pray for them that the demonic deception be lifted from
their minds, and they not only see the error of their ways, but also
repent and accept the Lord Jesus Christ as their Saviour. If you're
not a Christian, then confirm and consider the following Bible
verses found in the New Testament:
1.
Romans 3:10 - As it is written, There is none righteous, no, not
one:
2. Romans 3:23 - For all have sinned, and come short of the glory of
God;
3. Romans 5:12 - Wherefore, as by one man sin entered into the
world, and death by sin; and so death passed upon all men, for that
all have sinned:
4. Romans 5:8 - But God commendeth his love toward us, in that,
while we were yet sinners, Christ died for us.
5. Romans 6:23 - For the wages of sin is death; but the gift of God
is eternal life through Jesus Christ our Lord.
6. Romans 10:13 - For whosoever shall call upon the name of the Lord
shall be saved.
7. Romans 10:9-10 - That if thou shalt confess with thy mouth the
Lord Jesus, and shalt believe in thine heart that God hath raised
him from the dead, thou shalt be saved. For with the heart man
believeth unto righteousness; and with the mouth confession is made
unto salvation.
If the
Word of God has convicted your heart and the Holy Spirit moves you,
then cry out to God to save you.
"And
they said, Believe on the Lord Jesus Christ, and thou shalt be saved,
and thy house".
Acts 16:31
"...behold,
now is the accepted time; behold, now is the day of salvation..."
2 Corinthians 6:2b
"He that
believeth and is baptized shall be saved;
but he that believeth not shall be damned."
Mark 16:16
Bibliography
All Biblical quotes are from
the King James Version.
(1) Bloom, Benjamin (1981) All
Our Children Learning, quoted by Dennis Cuddy (1994) in America
2000/Goals 2000 - Moving the Nation Educationally to a 'World Order',
(P.10), Illinois: Citizens for Academic Excellence.
(2) Rugg, Harold (1993) The Great Technology, ibid
(P.60). Note: Rugg is the author of fourteen (14) social studies
textbooks.
(3) Chen, T. (1960) Thought Reform Of The Chinese Intellectuals,
(P.73), London: Oxford University Press.
(4) Derman-Sparks, Louise (1989) Anti-Bias Curriculum: Tools For
Empowering Young Children, Washington, D.C.: National
Association For The Education Of Young Children (NAEYC).
(5) Jeremiah Films (1995) Gay Rights/Special Rights, Video,
P.O. Box 1710, Hemet, California 92546, USA
(6) Berry, Harold (1998) What They Believe: New Age Movement,
(P.15), Nebraska: Back To The Bible.
(7) Kjos, Berit (1990) Your Child And The New Age, (P.146)
Illinois: Victor Books.
(7a) ibid, (P.147).
(8) Lutzer, Erwin (1990) Coming To Grips With The Antichrist's
New Age Roots, (PP.34-35), Chicago: Moody Press.
(9) Haff, Charles, & Woodrow, Ralph The Truth About Christmas,
(P.27), California: European-American Evangelistic Crusades.
(10) Infiltrating The New Age Into Society, (1986) What
Is Magazine, Vol. 1, No.1, (P.14), Quoted by Dr. Cathy Burns in Questions
And Answers About The New Age Movement, (PP.12-13),
Pennsylvania: Sharing.
This
article may be reproduced
(without alteration - addition or deletion)
and distributed for the purpose of edifying parents and teachers.
First
Copyright and Published ©1996
Updated and Copyright ©2000
Living Sacrifice Ministries
Romans 12:1-2
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