Regarding Deconstructing the Coliseum
Deconstructing the Coliseum exists for God’s glory. We glorify God by promoting the family government’s exclusive jurisdiction (lawful authority) over education, to the civil government’s exclusion. In that regard Deconstructing the Coliseum promotes abolishing the largest church in America, the civil government school system. Thus DtC’s mission is proper, as most Christians erroneously frame the education issue by focusing on delegation (that is, Should I send my child to the civil government school system?) rather than jurisdiction (that is, Should there even be a civil government school system?). Delegation assumes a false premise: the civil government school system’s existence. That is a biblical mistake that Deconstructing the Coliseum is in the business of correcting. Moreover, when humanists promote slavery to sin using education as the vehicle, Christians tend to counter with more humanism (vouchers, school choice, and so on). We must not counter humanism with humanism; we must counter humanism with Christianity. Deconstructing the Coliseum counters humanism with Christianity: civil government school system abolition.
God is sovereign and the ultimate authority, yet He delegates earthly authority to man. God delegates the authority to educate (heart and mind cultivation) children to the family government; the church government is to support the family government. Family government education requires total incorporation of the gospel of Jesus Christ: “And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates.” Deuteronomy 6:6-9. Likewise, “Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.” Ephesians 6:4.
God never gave authority over a person’s heart and mind to the civil government, to be molded with force and coercion; therefore the civil government has no education authority. In conjunction, Romans 13 limits the civil government to promoting — not providing — good and punishing evildoers; thus the civil government has no right to operate a school system. On the contrary, the civil government is supposed to facilitate biblical education, not hinder it.
Regarding Coalition Volunteerism
The first three letters of coalition represent Council on Abolition. Each coalition volunteer is part of that council, but not an employee — either of coalition (which is not a legal entity) or Deconstructing the Coliseum, LLC (and/or affiliations). Utilizing the methods to the right, each coalition volunteer informally focuses broadly on promoting civil government school system abolition; each coalition volunteer informally focuses specifically on the impropriety of property taxes and compulsory education, and the civil government school system’s inherent humanistic nature.
Each coalition volunteer…
- Prays that God blesses the U.S.A. with civil government school system abolition.
- Presents the Escaping Common Core and IndoctriNation documentaries to others.
- Subscribes to and distributes DtC Newsletters, DtC Briefs, and DtC Videos virtually via Twitter, Facebook, and any other electronic forum.
- Pursues others to be coalition volunteers.
- Facilitates speaking engagements and interviews for Deconstructing the Coliseum’s Owner & Operator, Kevin R. Novak.
- Phones policymakers to advise that we do not need more humanistic central planning in the form of education vouchers and school boards; we need the elimination of property taxes that fund civil government schools, abrogation of compulsory education laws, and enactment of private school laws that return the education authority to family government.
- Reads The Children Trap, written by Robert Thoburn.
- Extracts a child from the civil government school system and tutors him/her.
- Speaks to a local school board about abolition.
- Sends letters to civil government school donors and teachers.
- Speaks to a Sunday School class about civil government school system abolition.
- Works on eliminating property taxes, which if done would spawn a true education voucher system.
- Arranges for a local church to be an education center for home schools.
- Suggests ideas about how to bring to fruition civil government school system abolition.
- Circulates The Christian Voter’s Guide to Education Law.
- Circulates The Roger Bern Jurisdiction Diagram.
- Delivers this School Board Address (One).
- Delivers this School Board Address (Two).
Promoting civil government school system abolition is the most productive evangelism, yet being a coalition volunteer takes less than one hour per week, since it is part of one’s already existing evangelism. During everyday encounters with people the Christian is seeking ways to evangelize others and show them how Jesus reigns over all of life’s areas — including education. So, active evangelism in everyday encounters with others merely means infusing abolition into those encounters. Moreover, you are not asked to convince a person who spent seventeen years learning that man is the center of the universe (humanism) that he is a sinner in need of a savior. Instead you are asked to promote the biblical education model: family government’s education authority, with church government as a back-up, and the civil government facilitating — not interfering with — the family government’s education authority. Put another way, the humanistic civil government school system seers the conscience, causing its graduates to consider repugnant the thought that we need a Savior and Lord. It is those people you are generally asked to evangelize. With DtC though you are asked to perpetuate the Christian platform, and its accompanying plank that the civil government has no right to operate a school system; that is obedience to God and therefore it properly sows the seeds that can be (even if later) harvested.
Note the contrast between what you are generally asked to do (abandon the biblical model that the civil government has no right to operate a school system) and what you ought to do (promote the biblical model that the civil government has no right to operate a school system). As disobedience to God the former brings destruction and death; in contrast the latter, as obedience to God, brings order and life. And strategically, the former is dealing with humanism’s symptoms; the latter with the humanistic disease itself.
Promoting civil government school system abolition is the most productive evangelism. Currently Christians accept the civil government school system’s existence, even though the Bible does not justify the civil government’s use of force and coercion to advance thought. Consequently, the inherently humanistic civil government schools “graduate” millions of humanists every year. Some of those graduates — who unlike mainline Christians are not repulsed by implementing their worldview in the civil realm — become policymakers. Thereafter, Christians not only react negatively to the humanistic policy, but expend valuable resources on defeating that humanistic policy. This is an unbiblical and unproductive approach to discipling the nations.