Life Lessons from Mojave Desert | July 30, 2021
Dear Veritas Families,
I hope you are enjoying your summer with your family. It is a summer where everybody is trying to return to the norm. But what is the norm? From the ancient past, one way of thinking about a normal life is to ask if there is a balance between the active life and the contemplative life, of course all directed toward God. For example, we can ask ourselves: Am I serving God, and am I enjoying God? Yes, you might recall the difference between Martha, who loved to serve the Lord, and Mary, who loved to sit and listen to the Lord. We need both, with a priority on enjoying God.
Realizing the need to counter the busyness of my school life, I found a good excuse to engage in some contemplation and enjoyment of God in teaching 9th grade Reading/Writing class over the summer. The age level of these 9th graders was perfect for me to read three books on becoming a godly man, Future Men, Death by Living, and a great classic adventure story: The King Solomon’s Mines. We read and discussed about what various aspects of what a godly man looks like. Students were trained to dig deep, not only within each book, but to cross reference them, and to reflect biblically on the meaning of manliness. Students learned many dimensions of biblical manliness, but one definition captured it well: “the collection of all those characteristics which flow from delighting in and sacrificing bodily strength for goodness.”
And since masculinity has to do with bodily strength, we could not just discuss about it. So, we went on an adventure—an overnight camping at Mojave Desert, during the hottest part of the year. 6 boys and 3 fathers. It was 3rd time for me, but every time I go, Mojave Desert has a way of calling me back, even though half of me always says, no.
On the way up, we stopped over to get some wood under a large tent from an old Korean grandmother, whose cheeks were flushed. I checked the thermometer: 119 degrees! Once at the park, we took the Teutonia Peak trail. On the trail, we were welcomed by a small owl sitting on a branch of a Joshua tree in an area where most Joshua trees burned out a couple of years ago. The trail seemed endless, but we made it to the top. And what a view! It’s as if we could see half of the world. The giant boulders with its dug-outs were strangely comforting to our bodies and souls. Gazing out into the valley from this mountain top seemed to somehow clean out all the gunk from the crevices of our souls.
We came down and found a most perfect camp site, with plenty of shade and about 50 feet from another grand viewpoint. Although the temperature were in the 80s at night, many of us did not sleep well, since it was hotter in the tent. But we ate well! Korean bulgogi and samgyupsal for dinner, and pancakes, eggs, and bacon for breakfast. For morning devotion, we read from Ps 18, about a time when David was running away from Saul, and he found refuge in wilderness. David learned to trust in God, a God who has control over even the physical nature. We needed God, as we were faced with climbing the Kelso Dune in this sweltering weather.
With a backup plan, we still went to the Kelso Dune. There was a roadblock to the trailhead and a sign that read: “Warning, temperature will be up to 120 degrees. We recommend you hike before 10 AM.” It was 9:20 AM. I was hesitant, but several voices urged us on. At that time, the temperature was actually about 100. And there was a large cloud hanging above the Kelso Dune peaks. I cannot but help feeling that God is helping us (By the way, there was nobody else there except us). The Kelso Dune is quite steep, so much so that many go around the side to walk to the top. I told the boys there is only one way we are doing this: climbing it straight up. Even as I said those words, my heart is in prayers. To my amazement, these boys trekked up to the top, quietly and steadily. Watching them from behind, I can almost see them struggle to overcome their fears. Once we reached the top, we gave thanks to God and enjoyed the unparalleled vista on both sides of the dune. A couple of days later, as we ended the class, one of the students wrote me a card saying, “Dr. Kim, I learned so much through this class. That trip to the Mojave Desert was the one of the hardest things I ever did, but I learned many things through it.” Of course, I learned the lesson of the need to balance active and contemplative life—even in the same activity.
Dr. David Kim | July 30, 2021
How to Read Well | July 6, 2021
Dear Veritas Families and Friends,
I hope your summer is going well. I hope you are getting a good rest, and I hope your children are reading good books. Everybody knows reading is good for them. And many people know that classical education emphasizes reading. But not many people know how to read well, which is related to why we should read. So, here are some principles to guide you in how you should read well, and how you should guide your children to read.
First, it is not enough to read widely. One must read virtuously, meaning that the act of reading produces other virtues. Reading cultivates focus, patience, and prudence. In the digital world that we are swimming in now, reading books (printed book especially) brings healing to our much distracted and divided mind. So, to read well, one must set aside intentional quiet time in a quiet space.
Second, reading should be pleasurable. It is like eating. As with a delicious food, one should set the mood, set one’s heart, and savor everything. If possible, the book should be owned and marked. Memorable passages should be copied onto a “Commonplace Journal” (a journal where you collect memorable passages from your readings). You should “talk” to the author or the characters and write comments or questions to them in the margin.
Third, great books should teach you how to think, not just what to think. Stories are windows through which we can peer into a different way of thinking about life. In An Experiment in Criticism, C. S. Lewis argues that we should not read a literary work to use it merely for self-improvement, but that we should receive it, as in a new friend that can change our lives forever. In reading great books, we need to think about what and why the author is writing, above and beyond the theme of the book.
Fourth, we should read redemptively. A great writer once wrote that “the culmination of education is when we leave the wisdom of a great book, and reach the wisdom that God gives us in our own life.” Great literatures are reflections of God’s redemption. They tell stories of God’s grace shining through the darkest of dark times. And that should include the dark times we are going through. The reader should search for that light with prayer.
Dr. David Kim | July 6, 2021
How to Use the Summer after the Pandemic | June 15, 2021
Veritas Families and Friends,
I hope you are enjoying the beginning of your summer with your children. I hope your children had a little bit of good break from school. But as always, this summer is a double-edged sword. After a year and a half of pandemic, this summer is going to be crucial in transitioning back into a normal rhythm of life for our children, as well as for adults. Students, and teachers, are generally tired, especially from online education. Our school was fortunate to have most of our education in person. But all the masking, plexglassing, and social distancing has taken a toll on all of us. We need rest. Yet at the same time, we cannot languish. Children these days are especially addicted to games, social media, and other proliferating forms of media. So, we need a strategy to use this summer well.
To make a good transition, I would like to recommend some general principles, and a couple of specific suggestions.
First and foremost, children need to get their wiggles out. We all need to just get out more. Not to shopping malls, but to parks, beaches, and mountains.
Second, we need to build community. Isolation breeds division and doubt. We need to get together as much as possible, in small groups to restore fellowship, vision, accountability, and love.
Third, we need to foster genuine leisure, which is a dedicated time of contemplating and enjoying the truth, goodness, and beauty of God, especially with our family members or small groups.
Fourth, it is a high time for family discipleship. More than ever before, truth is under attack in America. Critical Race Theory along with gender identity politics is invading every level of our society. Ultimately, our very identity and goal in life as Christians are at stake. And nothing is more effective than parents taking the time to disciple their children with the truth of God’s Word.
On a practical level, I have several suggestions.
Watch 20-30 minutes of The Chosen (available for purchase on Amazon or stream on Youtube), the series on the life of Jesus, and have a 10 minute discussion with your family, daily or a few times a week.
Read with your children the school recommended (for primary) or required (for secondary) book for your children. At least have your children summarize to your what they are learning, and have a dinner discussion on it.
Get together with your church small group, or form small groups within Veritas community for meaningful discussions around a book, to share and develop accountability. I and the Grammar School Principal will be available throughout the summer to facilitate meetings, upon request.
Connect with other Veritas families to take your children out to parks, museums, movies, or just to hang out. Kids are starving for connection and God’s presence.
Also, don’t forget to attend the free (for the first time) portion of the ACCS conference for parents this Thursday from 11 AM-7 PM. You will be inspired, informed, and encouraged by great speakers! If you really want to know the heart and soul of classical, Christian education, you will want to not miss this opportunity.
Have a great summer!
Dr. David Kim | June 15, 2021
Aiming at Heaven | June 6, 2021
As I reflect upon this extraordinary year, I am humbled again at how God is radically transforming our children. Obviously, the level of transformation is different from student to student, but our teachers and I are noticing how little by little, these students are being radically transformed over the years. Everything changes. Their interests, their way of thinking about life, their joys, which include reading great books. And their understanding of Christian faith.
I believe that is in the nature of Classical, Christian Education. Because of its focus on Christ, everything changes in a student’s life. The most clear and concise way of summarizing this radical transformation that a Christ-centered life brings is a line that our teachers read last summer from C. S. Lewis’ Great Divorce.
This radical transformation is clearly taking place, little by little, year by year, among our students. Gradually, the students realize that
1. Heaven, both in the end and with Christ’s present reign over the world, is the goal of their lives. As with Augustine, students realize that their hearts are restless until they find rest in Christ.
2. When Christ’s reign is prioritized, students begin to find the radiance of God’s mercy and wisdom in everything they do on this earth. Everything ordinary suddenly becomes strange and delightful.
3. Desires for earthly achievements and accolades are their shackles. Students receive them because they are excellent in what they do, but they gradually realize the spiritual and mental bondage that worldliness brings, and long to be free from it.
4. As with those living in Heaven in the Great Divorce, students learn that what they thought about life in Heaven and Earth is backwards: They thought that life on earth is more “real” and “solid” than life in Heaven, but in reality, Heaven, or life under Christ’s reign, is more “real” and “solid” than earthly life. Glories of this world strangely grow dim.
Every year I hear similar testimonies from our graduates. It goes something like this. “Veritas is nothing like what I was looking for. It was hard. But in the end it was what I needed, because I found Christ and a new purpose in life.” It sounds like these students lost everything except Christ. But what is clear to everyone is that these students look happier, brighter, and more confident about life than ever before. The truth is, they gained everything.
Dr. David Kim | June 6, 2021
Thesis Presentation and Classical Christian Education | May 23, 2021
Every year, for the last 6 years, Veritas Junior and Senior presented their thesis, and every year I am amazed at the transformation that occurs in the student through the process writing the thesis. Everyone who hears the presentation is usually surprised at the caliber of the content and the delivery of the speech. But as one of the advisors throughout the entire process of writing every year, I have the privilege of witnessing the process of the transformation of beautiful human beings.
First, thesis-writing is transformative because in the process of selecting the thesis topic, the students set out to face the deepest problems of our generation. Topics like “Rest in a Restless Society,” “Social Media: The Beginnings of Modern Totalitarianism,” “Fact Became Myth: The Mythology of Modern Science” deal with pervasive problems of our generation. These are giant, dragon-problems, and these students are like the little Bilbo Baggins that took a giant step of faith to squarely face these problems.
Second, thesis writing is transformative because the students struggle with issues that are deeply personal, while being universal at the same time. Year after year, many students choose a topic that we are all so prone to fall prey to: social media, secular music, loneliness, self-centeredness, and fears of various kinds. Many times, the solution to our demons is to name them. These are no ordinary speeches. What is remarkable about these speeches is the courage with which these students face their own fears. But we also know where this courage comes from: a taste of God’s love and grace.
Third, thesis writing is transformative because they grow as thinkers in the process. Every thesis paper describes a problem on the practical level (personal, social, historical) and its underlying theoretical level (philosophical, theological levels), and offer a clear theoretical solution as well as a practical solution. Thinking through these issues at all these different levels is intense. And no student can think through any of these properly without years of reading deeply in the classics, training in Christian worldview, and learning to think clearly.
Fourth, thesis writing is transformative because it is a culmination of a student’s training in rhetoric, the art of communication and persuasion. By all account, both Christians and non-Christian experts, those who are well trained in the art of critical thinking and the art of persuasion will be the leaders of every field of profession. One thing I notice every year is that there is a perceptible difference in the student’s confidence in life (not just speaking) before and after the thesis presentation.
Fifth and finally, thesis writing is transformative because a new vision of hope and life is wrought through the cauldron of thesis-writing. Thesis writing takes an entire year. From the conception of an idea, the student’s ideas are tested, revised, and refined with the guidance of several advisors throughout the year, and peer-reviewed, all with the desire to strengthen and stretch the student to the fullness of God’s wisdom. The result is a refined gold, not just the paper, but the student—full of God’s grace and power.
Dr. David Kim | May 23, 2021
How Christian Faith Matters to Parents | May 14, 2021
During the enrollment season, I have the privilege of observing how visiting parents think of the role of faith in their child’s education.
When parents come to my office with the possibility of enrolling their children, it is nearly impossible to “hide” their Christian faith because I ask about it in various ways.
Most parents say that they are withdrawing their children from public school out of their concern for various forms of immorality, including same-sex marriage and LGBTQ. Most parents also ask about what kind of colleges our graduates go to. Most parents also ask about the programs we have, whether they are rigorous enough for their children.
However, when I talk about how our students grow in wisdom and virtue, they all agree that it is a good thing, but they rarely keep asking what that entails. The same with Christian worldview. When I share stories about how students are growing in their personal faith in Christ and in their ability to understand and articulate their faith to others, they get impressed, but rarely pursue the line of question. When I talk about how amazing our Juniors and Seniors are in their Junior/Senior Thesis presentations, how they speak with grace, wit, and power to a live audience of parents and peers, they nod their heads, but rarely ask more questions.
All this experience confirms a trend that we see in the larger society: More and more, our society is becoming secularized, and parents genuinely do not really understand the goals of classical, Christian education. They have their own goals, most of which rarely require genuine faith in Christ.
In contrast to this trend, I see a clear trend among our Veritas students and parents that they are growing in applying their faith in the education of their children. Increasingly, they believe it is their responsibility to provide a Christian education (cf. Eph 6:4). They understand the covenantal principle in the Bible that God will bless their children based on parents’ faith and obedience to God to raise their children in the Lord (cf. Gen 18:19). Increasingly, they realize that we cannot have it both ways: the worldly goals and God’s goals for our children, and that God’s goals for our children are far greater in every way than what the world can offer (cf. see Cardus study here). Parents also grow in their realization that genuinely happy, brilliant, and effective leaders of our society are formed only when their children are deeply rooted in their Christian faith. And lastly, Veritas parents slowly realize that their faith is also growing, and their vision of education is changing to more align with God’s vision. May the Lord continue to open the eyes of faith of all the parents to see the great blessings God has in store for our children!
Dr. David Kim | May 14, 2021
Wisdom and Eloquence | May 7, 2021
Most recently, I conducted a quick interview with the five graduating seniors at Veritas. One of the questions I asked was, “How long have you been at Veritas? And how have you grown during that time?” I was sweetly impressed by their answers. A composite answer goes something like this: “I learned how to think. I grew in reading comprehension, because we read the classics like Dante’s Inferno and G. K. Chesterton, philosophers like Plato, Aristotle and Descartes, and Christian thinkers like Augustine and C. S. Lewis. I learned the reasons behind the Christian faith.” The students spoke eloquently, with conviction and grace, in response to questions they had virtually no time to prepare for.
These short interviews (click here) confirmed several things about wisdom and eloquence as goals of classical, Christian education.
1. Wisdom is the Foundation of Eloquence. These students could not have spoken so gracefully and eloquently, if they did not have all that wisdom accumulated in them over the years, reading all those classics. According to Cicero, “eloquence without wisdom is harmful.”
2. Eloquence is an Important Virtue. According to Cicero, “wisdom without eloquence is of little use.” What good is it if you have a lot of wisdom, but cannot communicate it persuasively and gracefully?
3. True Wisdom is Christian faith with Reason. Fides quarens intellectum. Faith seeking understanding. According to G. K. Chesterton, those who try to simply understand everything will go crazy. Only those who know how to understand through faith and wonder will not only enjoy life and God more, but understand everything better.
4. Wisdom arises when the truth of the gospel shines on pagan classics. It is hard to find good Christian thinkers, until those who are trained to read the great pagan classical in light of Christian worldview. Those who just read pagan literature understand the questions of life, but not the answers; those who just read Christian literature know the answers, but not the questions. Those who read both, understand the questions and answers.
5. Wisdom is knowing how to think, not just what to think. Students who have read many classics and spent many hours discussing and debating on truth come away not smug about what they believe, but more hungry to dive the depths of truth.
Dr. David Kim | May 7, 2021
The Sin of Mediocrity | April 30, 2021
A few years ago, I heard one of the classical educators mention that one of the sins that our generation commits easily is the “sin of mediocrity.” That phrase was new to me, so it drew my attention to read more about it. The claim is that in general our generation has lowered the standards for our children and that parents and students are easily satisfied with those lower standards. My immediate gut reaction is: “really? I know a lot of people who are really educationally ambitious.” But then, as I read more, I found out what the educator is talking about. His claim is that what many parents think of as high standards are really low standards by biblical standards.
Here are two of those biblical standards:
1. You shall love the LORD your God with all your heart and with all your soul and with all your might (Dt 6:5).
2. Fathers, bring them up in the discipline and instruction of the Lord (Eph 6:4).
That is a very high standard. The word “discipline” (paideia) refers to a comprehensively Christ-centered enculturation. When people think of these biblical goals of education, many think of them as either 1) unrealistic goals, or 2) goals that have very little to do with academic training, goals that can co-exist with high levels of secular education. This is where parents tend to compromise, for several reasons. They will either not pursue the biblical standards, or compromise them with worldly standards, and come up with some kind of justification. That’s what that educator means by the “sin of mediocrity.” Intentional compromise of biblical standards, while clearly knowing what God requires.
God’s standards are impossible to reach by our own strength. That’s what God expects because he expects education to be one of learning to depend on God’s grace and God’s strength every step of the way. That has vast implications for the way we do education. Education is about discipleship. Education is about integration of personal faith in Jesus with every area of academics. Education is not about merely about personal achievements, but sanctification. Education is about learning to being molded into the image of Jesus Christ. It is one thing to fall short of God’s standards, but it is another to substitute worldly educational goals with God’s own.
Dr. David Kim | April 30, 2021
A Well-Balanced Classical, Christian Education | April 21, 2021
Another lesson I have learned from taking a graduate class on History of Classical Education is that educational models can often be unbalanced. Education is like eating a healthy meal that is balanced. From reading and studying about various models of education in history, I learned that each model fits the needs of its historical context. But we can learn from these various models about what an ideal school should look like. I will summarize strengths and weaknesses of several models and offer what traits a well-balanced education/school should have.
1. Cicero—(1st century BC)—Cicero is easily the most influential non-Christian educator. His influence throughout the Middle Ages and the Renaissance is vast. His educational model is that of “wisdom and eloquence.” His educational goal can be summarized as: “wisdom without eloquence is of little use; eloquence without wisdom is harmful.” His obvious weakness is that a personal relationship with the living God is missing.
2. Augustine (5th century)—Augustine is the most influential Christian educator. He set a model of education that can be summarized as “faith seeking understanding.” He believed a cautious selective use of secular learning is helpful in understanding the Scriptures, through which we can experience union with Christ, the Wisdom of God. His slight weakness would be that he was
a little too cautious of secular studies.
3. Cassiodorus (6th century)—Cassiodorus laid out an encyclopedic organization of both the “divine learnings” and “secular learnings,” and provided a much more positive grounds for studying the Seven Liberal Arts (Trivium and Quadrivium), for knowing God better. A weakness is that it was limited to the academic training.
4. Hugh of St Victor (12th century)—Perhaps the second most influential Christian educator. He expanded the Augustinian educational vision to include theoretical, practical, mechanical, and logical arts, or commonly known as the “Head, Heart, and Hand” vision of education. Training included academic, spiritual, and vocational aspects. Overall, fairly well balanced.
5. Humanists of Renaissance (15th century)—Renewal of the ancient Ciceronian model of education with an emphasis on reading great classics, in view of producing virtuous servant-leaders in the society. They emphasized poetry, history, and rhetoric. Two chief weaknesses are very little training on logic/critical thinking and weak integration with Christian worldview.
6. John Comenius (17th century)—Known as the “Father of modern education,” Comenius advanced universal education for all boys and girls, a feat made nearly possible because of the use of the printing press and the Reformational doctrine of the “priesthood of all believers.” He developed the first school textbook, and first children’s illustrated books, and first textbook on classroom teaching pedagogy. Two chief weaknesses are not enough reading of the great classics, and Christian worldview is not well integrated.
From this sample of the most influential educators, we can learn that a well-balanced, ideal educational model is the one that has the following elements:
1. Comprehensively Christ-centered. (Augustine)
2. Strong liberal arts program. (Cassiodorus and Hugh of St. Victor)
3. Training of the whole person: intellectual, ethical, practical skills. (Hugh of St. Victor)
4. Reading the great classics to gain their wisdom and eloquence. (Cicero, Humanists)
5. Well-trained teachers who mentor & disciple their students. (Augustine, Medieval and Renaissance Humanists)
6. Excellent curriculum and pedagogy—Comenius
Dr. David Kim | April 21, 2021
Augustine’s Educational Vision: Fear of the Lord is the Beginning of Wisdom | April 7, 2021
After taking a year-long graduate course called “History of Classical Education” and reading some of the greatest works on Christian education throughout history, I have been able to confirm that Augustine is considered the Father of Christian education. Even though some of his basic insights have been developed further by others, some of his core educational insights still stand as the source of Christian education and continue to inspire Christian educators. One of those key insights is Augustine’s understanding of a student’s Seven Steps to Wisdom. He expands the biblical truth that the “Fear of the Lord is the beginning of Wisdom” (Prov 9:10) into seven steps.
1. Fear of the Lord. Fearing the Lord is like what Jesus said about the first quality of a true Christian: “Blessed are the poor in spirit, for theirs is the kingdom of heaven.” A student needs to humbly acknowledge that he is broken before God, spiritually, morally, and intellectually, and that without God’s mercy, we cannot expect to grow.
2. Piety. For Augustine, piety means utter trust and submission to the authority of God, specifically to God’s Word. Education is first and foremost a matter of authority. Whose authority am I going to trust and follow?
3. Knowledge. This is what most people understand as education: pursuit of knowledge. But Augustine is saying that we cannot know things properly and rightly, if it is not founded upon fear of the Lord and piety. Regarding what to learn, Augustine calls us to “plunder the Egyptians” and recover God’s wisdom in secular learning (the “arts”), but only to the extent that it helps us understand Scripture better, and to order our loves toward God.
4. Fortitude. Proper relationship with God and knowledge must lead to a hunger for right action, to order our loves. “One turns away from deadly delight in passing things and turns instead to love of eternal things.” Students will be trained to love God with their “strength,” not just their heart and mind.
5. Mercy. When a student gets to this point, they can easily become proud and think they are better than others. But this is when they begin to realize that God was training them to love and serve others, and to show others God’s mercy.
6. Purity of Vision. At this stage, a student will be presented with many temptations of the world, such as prestige and power. He or she will be restless and be tempted to gain appetite for inferior things. But the only way to overcome these base appetites is to find the true appetite in the truth, goodness, and beauty of Christ. So, the educational training involves strengthening our deep delight in God, intellectually, morally, and culturally.
7. Wisdom. As a result of all the previous stages, the student will encounter in a deeply personal way Christ, who is the Wisdom of God. They will experience Christ in a quiet but unshakeable way, even amid the storms of life, and filled with understanding and unspeakable joy.
Dr. David Kim | April 7, 2021
Character Formation at Veritas | March 20, 2021
Most parents agree that character or virtue formation is important, but it is rare to see parents who really understand God’s vision behind character formation. Usually, parents want their children to have a good character because they do not want their children to become bad, or harmful to other people. Which is not a bad thing. And others want their children to be good so they will have a good social standing. But why should they be good toward other people? And what does it mean to be good toward others? And how should we train them?
The seventh and the last goal of the “Portrait of a Graduate” at Veritas is that the student “honor their friends, humble themselves before others, and speak the truth in love.”
Honoring one another—Honoring, from a biblical perspective, is not merely a matter of giving due respect. It is a matter of acknowledging one another’s value so that we may enjoy God together more. In Ephesians 6:2, God commands that children honor our father and mother. But why? So that it may go well with you and that we may live long in the land. Honoring is acknowledging the value that the other person has within the body of Christ, so that ultimately we can be a blessings to one another, and enjoy God together as a body of Christ, as a team, as a community. So, at Veritas, when we train our boys to open doors for girls, or respond to adults with “yes, sir or ma’am,” we are training them to recognize their values in the body of Christ.
Humbling ourselves—In the process of building relationship, we inevitably become prideful at some point. Pride comes in a variety of forms. In his classic counseling book, When God is Small and People are Big, Ed Welch names different forms of “fear” or pride that people have, and these fears are often expressed as opposites. For example, inferiority complex and superiority complex are different forms of fear. They both ultimately stem from pride. Think of the older and the younger brothers in the parable of the Prodigal Son in Lk 15. So, a chief virtue that God calls us to bear as a result of receiving the grace of Christ is humility, to remember that we are not better than others, or worse than others. We are all sinners in need of God’s grace. We are called to “walk in a manner worthy of the calling…with all humility and gentleness, with patience, bearing with one another in love” (Eph 4:1-2). We ought not to measure ourselves against others. This attitude is requisite to solving any kind of problem we have with one another.
Speak the truth in Love—Finally, to grow in character, we need to speak the truth in love (Eph 4:15). Truth speaking is essential to reconciliation and love because our unity ultimately is forged by a common commitment to the truth. Speaking the truth in love first means being able to say truth about my own shortcoming: “I’m sorry.” Second, it means guiding others with God’s word so they are not tossed to and from by worldly way of thinking (Eph 4:14). Third, it means speaking to one another in a way that edifies them, build them up (Eph 4:29). At Veritas, in all situations where fellowship is broken or is at risk of being broken, we encourage all parties to humble themselves and speak the truth in love to restore the fellowship in the body of Christ.
In sum, the goal of character formation is enjoying God together, and the method is humbling ourselves and relying on God’s truth to reconcile us and bring us together closer to God. It is radically a God-centered and community-centered approach to character formation. As the story of the rich young man in Mt 19:16-22 teaches us, character or virtue is not formed by simply doing good deeds.
Dr. David Kim | March 20, 2021
Honeyed Twisties and Classical Christian Education | March 5, 2021
What does honeyed twisties (a Korean snack) have to do with classical Christian education? Nothing. But to me there was a strong connection when I made them a couple of days ago. My wife asked me to help out, and I started to help perfunctorily. But I was sweetly surprised how fun it was. Rolling the dough out to make it consistently flat took some skill and focus. And then, I had to cut them into band-aid size strips, with a slit in the middle, so I can put one end through the slit to make the twisty shape. I thought for a moment, why go through the trouble of making them into these twisty shapes, when it is not going to change the way it tastes? The obvious answer was that the way a food looks matters. People like pretzels partly because of its shape. It affects the aesthetics, but it also changes the way it is enjoyed in the mouth. Finally, it is fried and dipped in a honey-like sauce and sprinkled with sesame. It was so good that they were consumed as soon as they were made.
I did not attempt to even think about classical education while making this delicious snack. But the process of making was so enjoyable and therapeutic that I could not but help acknowledge that I am enjoying God’s truth, goodness, and beauty in making this snack. It was not just that I was just enjoying the snack. And it was not just that I was proud of my little accomplishment. It had something to do with the fact that I was using my hands. And that it had to do with making basic things in life. It had to do with enjoying God with every aspect of my being—head, heart, and hands.
This comprehensive vision of education—enjoying God with our head, heart and hands—was not new to me. I have been thinking, reading, and telling others about a concept called the “Common Arts Education.” It was originally developed by Hugh of Saint Victor in the 12th century, to refer to a third branch of education, the other two being the “liberal arts” and the “fine arts.” Common Arts consisted of working with hands, developing basic life skills such as cooking, cultivating a garden, making furniture, making fabric, selling & buying things, performing simple medical procedures, and even learning how to act and enjoy God together with others. Hugh of Saint Victor describes this vision in his influential book Didaskalicon, and his vision is being revived through books like the recently published Common Arts Education: Renewing the Classical Tradition of Training Hands, Head, and Heart. It is no small wonder that Hugh’s school in Saint Victor drew some of the most influential Christian leaders in that generation, including Bernard of Clairvaux and Thomas Beckett. It is also no small wonder that from this comprehensively classical and Christian model of education sprung forth the modern university systems, which has now mostly lost the sight of that original vision.
But this vision is making a comeback. And Veritas will be part of that comeback. We want to restore and develop Hugh’s comprehensive Christian vision that includes our students fully enjoying God with their hands as well as their heads and hearts. Please join me in developing this vision together for our children.
Dr. David Kim | March 5, 2021
Significance of Biblical Vision of Family for Our Times (Eph 5:22-33) | March 3, 2021
One of the greatest challenges we are facing in our times is the disappearance of the nuclear family. With the rise of the social justice movement and the LGBTQ+ movement, we are witnessing the disintegration of the nuclear family, as well as a Christ-centered community. I want to share with you the significance of the family for our times from God’s Word: Eph 5:22-33.
1. Family is at the Core of a Christ-centered Community and culture.
Because it is where the perfect love between Christ and the Church is best reflected
Because it is where a Paideia, a Christ-centered culture, is passed down from parents to children. Family is where heaven and earth meets, where God’s love is reflected, both horizontally in husband and wife, and vertically and chronologically in parent-children relationship.
2. Family is where men learn biblical manhood (sacrificial love), and women learn biblical womanhood (nurturing support). What does a woman need? Women desire to be loved. Prov 30:21: “Under three things the earth trembles…and one of those is, “an unloved woman when she gets a husband…” What does a man need? The entire Proverbs ends with this: “An excellent wife who can find? She is far more precious than jewels.” A woman who can nourishingly support him.
3. Family is where children are truly discipled. So the parents disciple their children, so goes the spiritual, social, moral, intellectual, and physical formation of the children, and so goes the fate of a civilization. A nation where family is centered in faithful discipleship of children by the parents has a strong future. Alexis de Tocqueville, the French diplomat in the early 1800’s, noted in Democracy in America, that the strength of American democracy comes from its families, where parents read the Bible to their children every day.
4. Family is where a beautiful Christ-centered tradition is formed. Where wisdom and virtue is both transferred and shared in a way God’s truth, goodness, and beauty is shared not only in real time, but in our memory.
Dr. David Kim | March 3, 2021
Veritas Education for the Flourishing of Human Being | February 25, 2021
Recently, one of the parents thanked me, saying that their child is flourishing at Veritas, and then asked what it is about the education at Veritas that results in the flourishing of their child. I figured other parents would also be interested in knowing my response to that question.
1. Fear of the Lord leads to True Wisdom—When Saint Augustine wrote On Christian Doctrine, a foundational blueprint for Christian education, he mapped out the educational journey that goes from the fear of the Lord to wisdom. At Veritas, students are discipled to know Christ and to follow him personally. Year after year, parents and students express how they have come to develop relationship with Christ and to have a clear vision of what it means to follow Christ. As a result, I have seen how Veritas students develop true wisdom—a life full of joy, conviction, and purpose.
2. Faculty that Embodies Wisdom and Virtue—At Veritas, we strongly believe that education is the transfer of a way of life, and that way of life is not simply taught, but caught by students from the way teachers live out their lives. Daily, teachers begin the day with reading of God’s Word, sharing our thoughts on how God is guiding us through the passage of the day, and praying for a few specific students and faculty. At faculty meetings and trainings, in various forms, we are always discussing how to be better at discipling our students to delight, discern, and display the glory of God.
3. Equipping the Students with the Tools of Learning—Another distinctive of Veritas is that it equips the students with the tools of learning, and not just the content, so that students learn how to learn themselves, and thus develop a love of learning. It is commonly known as “critical thinking skills,” but it is called Trivium–grammar, logic, rhetoric. Grammar teaches students to master the parts and functions of a subject, logic teaches students to analyze and synthesize the relationship of those parts, and rhetoric teaches students to express the truth they have learned with conviction, grace, and power.
4. Cultivation of Wisdom—At Veritas, students read the greatest classics in the world, works like Virgil’s Aeneid, Augustine’s Confessions, Dante’s Divine Comedy, Milton’s Paradise Lost, Shakespeare’s Hamlet and Macbeth, Dostoyevsky’s Brother Karamazov, Jane Austen’s Pride and Prejudice. They take 2 years of philosophy and 1 year of natural philosophy. For history, they read Herodotus, Thucydides, Livy, Plutarch, Caesar, and many other original sources. For Christian Studies, they read the works of C. S. Lewis and G. K. Chesterton, among others. The reason is simple. Students are shaped by what they read. And they deserve to be shaped by the greatest wisdom of the past, filtered from a biblical perspective.
5. Displaying the Glory of God to Transform the Culture—Veritas trains students to transform the world for Christ. It seeks to do this first and foremost by displaying the glory of God in Christ (Mt 5:16, 2 Pet 3:15). Whether it is through art, music, drama, debate, mock trial, thesis presentations, or class presentations, students are trained to display God’s truth, goodness, and beauty. The training includes the training of not only their artistic skills, but more importantly their affections for God, and their compassion for their audience.
These are the distinctive features of Veritas education. We understand that these distinctives are challenging and that they set a high standard for education. But we are merely trying to be faithful to God’s clear blueprint for education in his Word. We are not perfect. But we are committed to them. And we believe these are the key reasons why students at Veritas flourish.
Dr. David Kim | February 25, 2021
Birthday Emails and the Power of Rhetoric Training | February 19, 2021
Last Sunday was my birthday. I was just enjoying my Sabbath-birthday rest when I opened my email and saw that a Rhetoric student had sent me a happy birthday email. But it was not just a “happy birthday.” It was a long letter, detailing the student’s growth at Veritas and what difference I made in his life. It was very genuine, encouraging, and moving. Since I rarely receive a long birthday email, I chewed on the words, marveling at how this student has grown so much, and reminiscing on God’s blessings in my life. And then just as I was thinking how unique that well-wishing email was, another email from another student popped up, equally long, just as genuine, encouraging, and moving. And then I noticed there were many more of these emails.
Soon I realized that this must have been done as a class, at the encouragement of one of the teachers. But what surprised me was how unique and powerful each letter was to me, and how the fact that they did it as a class did not detract anything from the power of their encouragement.
It is for this reason that I had to go back and “study” these birthday emails. What made them so persuasive, so moving? I receive different kinds of encouragements from different people, but these emails were especially powerful. As I re-read them, I realized that it is the power of their rhetoric training that made these emails so moving. 5 Canons of Rhetoric (content, structure, style, memory, delivery), 3 Modes of Appeal (ethos, pathos, logos), stasis theory, and Progymnasmata, which are “preliminary writing-exercises,” about 12 different types of writings, each for a specific purpose, each with a specific format. The encouraging emails I received was one of those Progymnasmata—Encomium, a praise-speech. Each student named three virtues that they saw in me and devoted one paragraph to each with supporting evidence and anecdotes. As it is typical with an Encomium, some students compared me with another great figure. And many of them mentioned that they seek to emulate these virtues in me.
Besides all the uplifting that I received, these emails are a chief evidence of the power of the classical education in rhetoric for three reasons:
1. The Importance of both Wisdom and Eloquence—Cicero remarked, “Wisdom without eloquence can be of little use, and eloquence without wisdom is harmful.” What moved me was that these students were not only growing in wisdom, but that they can express that to me with eloquence.
2. Cultivation of Wisdom and Virtue—These students could have just thanked me, but their encouragement was couched in terms of their desire to emulate certain virtues in me. Although I was encouraged that they commended me for these virtues, I was even more encouraged that they saw these virtues (such as faith, perseverance, prudence, wisdom) as their own educational goals. In writing this piece of Encomium, they were reminding themselves of the true aims of our lives.
3. Education is the Transfer of a Way of Life—In our faculty prayer meeting, we frequently talk about how education is more “caught” than “taught.” It is the transfer of a way of life. These emails were to me some of the clearest evidence that these students were catching the way of life according to Jesus Christ.
Dr. David Kim | February 19, 2021
“Social Justice” and Classical Education | February 11, 2021
Until recently, I have honestly never thought so much about the issue of “social justice.” It is potentially very confusing. Even for mature adult Christians, let alone our children, who are susceptible to a massive flood of information, misinformation, and deceptions about “social justice.” So, I did some research, watched seminars, read books, discussed with others, and would like to bring some clarification on the issue from a biblical perspective, and draw some conclusions for classical education.
First of all, definitions are all important. “Social justice” is defined in Webster Dictionary as “a state or doctrine of egalitarianism.” Oxford Languages Dictionary says, “justice in terms of the distribution of wealth, opportunities, and privileges within a society.” By many proponents of social justice, the “distribution” refers to equal access, and often, equal outcome as well. But this already raises questions: Equal access–no matter what? Who is going to guarantee equal outcome of wealth and privileges for all? For many people now, and throughout history, they are looking to the government. And that is called Socialism—state-controlled distribution of wealth and privileges. This view of the problems and solutions of social injustice in America
has recently been greatly advanced by writers, social activist organizations, and politicians. But as Christians, we need to examine this movement to see if it holds up to biblical standards.
One theory that fuels the current view of social justice is known as Critical Race Theory, which states that institutional economic and racial inequality are results of intentional actions taken by the white people over people of color. Eventually, this CRT was applied to other areas such as gender, religion, and just about every area of life. Out of this formed a concept called “Intersectionality,” which is that if a person is oppressed in more than one area (e.g. race, gender, religion, etc), than this person’s injustice is multiplied greatly where these areas “intersect.” These concepts of CRT and Intersectionality is being applied in acrossall sectors of our society and at a dizzying speed, in many cases with governmental support, that there is practically a revolution taking place right before our eyes—or right behind our eyes.
So, how should we understand this movement of social justice from a biblical perspective, and how should we respond to them? Here are several key problems with this version of social justice, and corresponding biblical perspectives.
1. Distorted Understanding of Injustice—CRT proponents believe that injustice happens chiefly at the level of institutions. Now this may very well be. If so, Christians should respond to injustice at institutional level. However, solid scholarship by the most brilliant scholars is challenging the claim that inequality is chiefly at institutional levels. Thomas Sowell’s Discriminations and Disparities will clear up some fog here. Biblically speaking, injustice arises out of the sinfulness of our hearts. And although it can and does play out institutionally, if we do not deal with injustice with individuals from whom unjust thoughts and actions begin, then we are creating yet another layer of injustice by lumping an entire class of people together as being equally guilty.
2. Equating Injustice with Unequalness. Just because people are in different levels of income or position in society does not mean that they got there by injustice. Biblically speaking, injustice is not the same thing as unequalness. There is something demonic about people’s desire to make all outcomes equal. At least Karl Marx, the originator of socialist philosophy, believed that he has a kindred spirit with Satan himself. Biblically speaking, there is justice in rewarding those who do well. So, calling someone who did well by just means “unjust,” is doing a great injustice to that person.
3. Thinking of Justice Chiefly as a Political Solution—Social justice proponents believe that their chief solution is to use political power to change group power dynamic. So, to use a hypothetical example, if we have 30% black in elite universities, they believe we need to have 30% blacks in these elite universities, as a rule. Biblically speaking, whenever we use force to bring solutions to any conflict, it does not bring full resolution to that conflict, but usually more conflict. God’s goal toward mankind is not mere justice. He could have brought perfect justice by condemning all mankind, since we deserve it. He showed us his mercy, which is going beyond justice to bring about true peace and reconciliation in our society. Some problems in our society require political solution, but if we chiefly depend on political solution to cure most of our social problems, it will surely create more injustice. It is a widely known fact that not a single country in the world which has adopted socialism or communism as its philosophy has succeeded.
So, how can we train our students to be equipped to navigate through these issues?
1. Train them to Evaluate these Issues from Biblical Perspective—Social justice proponents usually work from an atheistic and non-biblical worldview. Their goal is to “criticize” (to use one of Marx’s favorite word) everything, meaning destroy everything—including God, family, and marriage. So, first and foremost, we need to train our students with Biblical Worldview so that they can easily detect how others are using their terms.
2. Speak the Truth in Love—Because the proponents of Social Justice are not afraid to use force, even violence, we must train our students to be as wise as a serpent and as gentle as a dove, in speaking the truth in love. They cannot remain silent. They must believe in the power of truth to set people free. But they need to do this with gentleness and respect, with Christ in their hearts (1 Pet 3:15).
3. Exercise Mercy and Do Justice—God has called every person to “do justice, love mercy, and walk humbly with God” (Micah 6:8). These are two sides of the same coin. In Christ, there is true mercy and justice. We need to train our students to show mercy toward one another, and do justice, first and foremost by obeying God’s commandments, and then by helping others in need.
Dr. David Kim | February 11, 2021
Understanding Gen Z | February 5, 2021
Gen Z. That’s what they call our children’s generation. Gen Z is the generation that is born from 1999 to 2015. They are the age group of children who are in our school. To effectively teach them and disciple them as parents and teachers, we need to understand some of the unique challenges that they are going through as a generation.
Gen Z is different than the Millenials (their parent generation) in that they were “born with cellphones in their hands.” As well as other forms of screens, so they are also called “screenagers.” That changes the way their brains are wired, socially, intellectually, and spiritually. Jean Twenge, in her book iGen, demonstrates that Gen Z is significantly less engaged socially than the previous generation, having difficulty relating to one another, postponing adolescence, ultimately retarding their character development.
Cognitive development also suffers. National Institutes of Health (NIH) study that began in 2018 indicates that children who spent more than two hours a day on screen-time activities scored lower on language and thinking tests, and some children with more than seven hours a day of screen time experienced thinning of the brain’s cortex, the area of the brain related to critical thinking and reasoning.
Finally, Gen Z lives in a generation where the fastest growing religious faith is “none” (red line below).
As a whole, Gen Z generation tends to be self-centered, lack in critical thinking skills, and lack in conviction. A perfect recipe for creating a social disaster.
But thankfully, we can do something about it. We can turn this around. How?
1. Severely limit the use of screens, all types of screens. Most recent Barna study on Gen Z shows that Gen Z knows that screen time is harmful and that they appreciate the parents who place restrictions on their screen time.
2. Provide students with in-person, teamwork activities. During the covid time, parents and students are learning the actual difference that in-person, on-campus learning makes, especially in a school where much iron-sharpening-iron takes place through Socratic discussions, small group activities, and team presentations.
3. Sharpen thinking skills. Sharpening thinking skills is done best by classical education. Trivium sharpens students verbal thinking skill through grammar, logic, and rhetoric. Quadrivium sharpens mathematical thinking skills in math, geometry, music, and other applied sciences.
4. Read and discuss the Scriptures and great Christian authors together with your children. There is no greater gift that parents can give to their children than their time and their personal knowledge of the Lord.
Dr. David Kim | February 5, 2021
WASC Self-Study Visit Update | January 29, 2021
I want to thank everyone for their prayers for the WASC Self-Study visit that took place this past week, while we began our first school-wide online education. The Visiting Team met with us on Wednesday to give a final report and they expressed how impressed they were at our students, faculty, parents, and leadership. Although we still need to wait for a final decision from the WASC leadership, the Visiting Team wrote up a 27-page report that was overall very positive and full of good comments.
The Visiting Team began last Sunday, meeting separately with the Board, Leadership Team, Faculty, Students, Parents, and Support Staff, and visiting online classes via Zoom throughout Tuesday. The Visiting Team consisted of 3 members, all of whom have or had experience with Christian schools. One of them is currently working at another ACCS school.
What was sweetly surprising to me was how impressed they were at our school. They shared about how impressed they were at how articulately and thoughtfully students spoke about what they were learning. About our faculty, they commented that they were our greatest asset. About our parents, how dedicated and supportive they were. About our staff and leadership, how focused and dedicated they are to the mission and the vision of the school. What was evident in all our meetings was that they really understand and appreciate the integration of faith and Christ in every aspect of our school. Since the team had much experience with education and accreditation, and asked all kinds of questions from all angles, I could not question the genuineness of their joy about our school. We all felt that they were all personally encouraged by their visit, and that they were genuinely cheering us on in all that we were doing.
All in all, the WASC visit ended with what they told us they wanted to accomplish: To hold up a mirror for us to appreciate our strengths and identify areas of growth. The latter was not a surprise, but the former was. They helped us to see the eternal value of what we are doing at Veritas and how Christ is the animating power at Veritas. They were echoing what one of the parents recently pleaded me with: “Please, keep doing what you are doing.”
Dr. David Kim | January 29, 2021
The Paradox of Tolerance and Intolerance | January 21, 2021
What is better for a thriving community, tolerance or intolerance? That depends. In general, liberals are known to be tolerant and the conservatives are known to be intolerant. This is the case in the sense that liberals want to liberate people from the bondage of certain social and religious restrictions, and conservatives want to conserve certain values and beliefs that hold the society together.
The new US administration is a clear demonstration of this kind of toleration. The choice for the new cabinet members places highest premium on the diversity and equality of identity (gender, race, religion, sexual orientation, economic status), and on individuals who are committed to ensuring that diversity of identity. This may sound appealing to some people under the rubric of “social justice,” but it is necessary to understand that these people are committed to this diversity of identity at all cost.
At financial cost. The new Congressional Budget Office reports that up to 3.7 million jobs would be lost should a federal $15 minimum wage be enacted. At the cost of security. With the halting of the border walls, travel ban, and a friendly attitude toward communist regimes, America will be more exposed to foreign threat and intervention. At the cost of moral standard. The new administration is set on overthrowing every vestige of Christian moral standards, the latest of which is using gender-neutral language in the Congress, so that a congressman ends his prayer at the opening of the 117th Congress with, “A-man. And A-woman.” At the cost of truth. Most recently, the Director of National Intelligence reported that the fact that there was Chinese intervention in the election was suppressed by the FBI.
But since this kind of radical commitment to diversity of identity comes at a high cost, and will be met with opposition from the right, the new administration resorts to new laws and force—various forms of intolerance. They speak of unity and tolerance, but practice persecution and intolerance.
But what about Christians? How does Christ call us to respond in these times? We are called to be tolerant of people who may disagree with our beliefs and values, but intolerant about our standards of faith and belief. To those who disagree with us, we are called to pray for them, bless them, and respond to evil with good, and live peaceably with all, as much as possible (Rom 12:14-21). But, we are called to “content for the faith that was once for all delivered to all saints” (Jude 3) without compromise, knowing that it is the truth of Jesus Christ that will set us free, and it is the truth of Christ that will ultimately bring true peace in our society.
How does this apply to education? We need to raise up our children to have an open mind, to listen to the opinions of others, and to respect others in the battle of ideas, but in the end, it is our conviction in the deep truths of the Scriptures that is going to liberate us from our sin and ignorance and bring about true peace in our communities. As G. K. Chesterton says in Orthodoxy, open minds have something in common with open mouths—they are meant to close when they receive something solid. It is this kind of firm grasp—a sort of intolerance of conviction based on God’s Word—that leads us to practice truth kind of tolerance. It is the Truth that will set us all free.
Dr. David Kim | January 21, 2021
Censorship & Education | January 15, 2021
Recently, we are witnessing the rise of the Big Techs (Twitter, Amazon, Facebook, etc) and their growing power of censorship. These Big Techs have been granted the privilege of censoring certain types of materials that are harmful to the public. However, it is becoming clear that these Big Techs are abusing this privilege.
Why is this power of censorship so dangerous? What is at stake? And how can we respond? First, censorship can be helpful if it is used in a limited way, to protect a family, a community, or a nation from violence and immorality. However, a broad power of censorship can be extremely dangerous because it leads to manipulation of information, proliferation of evil, and distortion of truth.
So, what is at stake? Censorship not only limits our ability to know the truth, but also our ability to think about the truth. We arrive at truth by our ability to access all available facts regarding an issue, and by weighing their relative merits and arriving at a conclusion that is based on facts and reason. For Christians, the most important factor is the Truth, Christ and his Word, by which we see all things. That does not make facts and the use of reason any less important. In fact, it makes it more important. We see light in the light of God and His Word (Ps 36:9), but a goal of biblical truth is to dispel darkness. So, it is in the interest of Christians to think through all issues, nuts and bolts, in the light of God’s Word, and discover the truth, that will set us free and honor God.
So, censorship has everything to do with education. One of the greatest educators of all times, John Milton, was also known for his fight against censorship. In his work Areopagitica, Milton argued that the practice of moral virtue requires the knowing choice of good and evil. At Veritas, we have secondary students read books like Darwin’s Origin of Species and Nietzche’s Beyond Good and Evil, for the same reason. Milton also argued that censorship has the unintended effect of weakening people’s ability to recognize and affirm truths by using their reason. This argument draws on Milton’s belief that truths must be known by the use of reason rather than by acceptance of authority, or more specifically the use of reason, informed by a biblical worldview.
So, with so much at stake in the education of our children and in the pursuit of truth that sets us free, it is necessary that we advocate against censorship of the Big Techs. But more importantly, we need to train our children to think critically and biblically through “every lofty opinion raised against the knowledge of God” (2 Cor 10:5) through dialogues, discussion, and debates at home, at church, and at school. May the Lord equip our children with the full armor of Christ!
Dr. David Kim | January 15, 2021
Learning in a Time of Spiritual Crisis | January 8, 2021
This week, we have all witnessed an eruption of violence in the D.C. Whatever happened there, and however people are viewing them, they are signs of a deeper underlying problem in America—a spiritual problem. Why is America so divided? How did we get here? How can we be healed? These are the questions that we are all raising.
I propose that our approach as Christians, and the way we should teach our children about the current events, is that they are manifestations of a spiritual war, and that we look at the problems not on their surfaces, but in their systemic roots.
In Psalms 11:3, it says “if the foundations are destroyed, what can the righteous do?” The answer to this rhetorical question is, “nothing!” The recent events should awaken Christians to see that the Christian foundation of this nation is quickly eroding. The founding fathers of America all agreed that it is our faith in God that allows us to enjoy the freedom we have in this country, and to grow in virtues—justice, courage, wisdom, and temperance. But we are losing the freedom and losing these virtues as a nation, because we are losing our foundations of faith.
One indicator of this erosion is the decline in the spiritual foundation of the leaders of this nation. Rev. Albert Mohler, in his recent Daily Briefing podcast show, provided an analysis of the religious background of the recently formed congress, and explained that there is a growing religious diversity among the congressman, and a shift away from conservative Christianity into a more liberal strains of Christianity.
So, what is the solution? The solution cannot be simply politics or policies, even though they are important as manifestations of faith. The solution is to rebuild the broken foundations. The solution must be in raising a new generation of leaders who are firmly grounded in their faith in God, and trained in thinking and submitting to Christ. In 2 Cor 10:3-5, the apostle Paul reminds us that “for though we walk in flesh, we are not waging war according to the flesh, for the weapons of our warfare are not of the flesh, but have divine power to destroy strongholds. We destroy arguments and every lofty opinion raised against the knowledge of God, and take every thought captive to obey Christ.” Notice the last words. We need to take every thought captive, and train our children to take every thought captive, so that we and our children can first learn how to obey Christ. That’s God’s long-term solution to the problems we are facing.
C. S. Lewis, in his essay on “Learning in War-Time,” encourages us that, even in times of war, it is just as important, if not more, to teach and learn the truth, because that’s where the real battle lies, the long-term solution lies.
Dr. David Kim | January 8, 2021