Commentary
Week: September 29th - October 3rd, 2025
9/29/25 - Relational Activism
This school year, there may be times you’ll need to talk to a teacher or a school administrator because something in the classroom might not be so faith-friendly. When that happens, it is easy to think about “political” or “legal” action.
For years, public school involvement for Christians has been defined as confrontation, petitions, and protests. There is a time and place for politics and legal action. But if we are going to have lasting cultural impact we need to think differently. I like to think of it as “relational activism”—that is, being intentional about your positive influence on those within your spheres of activity at school.
You can be a gateway to better education at your school and we will show you how. For help, visit our HOME PAGE.
9/30/25 - God’s Hand in History
What is Jesus thinking as he sits in your child’s history class? History is a record and interpretation of, past events. What does the Bible say about past events? Well, in Acts 17:26-27, Paul writes:
“From one man he made every nation of men that they should inhabit the whole earth; and he determined the times set for them and the exact places where they should live. God did this so that men would seek him and perhaps reach out for him and find him, though he is not far from each one of us.”
Education is not just about learning facts. It is also about learning HOW to think of those facts. A Biblical worldview can turn every academic topic your child learns into an opportunity to worship God.
You can be the gateway to better education for your children and help them think biblically in their public school. For help, visit our HOME PAGE.
10/1/25 Geography and God
You might be more involved in your children’s education this fall. If they are learning about maps and continents, it’s a great opportunity to help them see geography as a way to learn about God.
I recommend that, together with your children, you read Genesis 1 about creation. Read Genesis 6 and 7 about the Great Flood and chapter 11 about the Tower of Babel and people moving across the earth. Then, read what the Apostle Paul said about all this in Acts 17:
“From one man he made all the nations, that they should inhabit the whole earth; and he marked out their appointed times in history and the boundaries of their lands. God did this so that they would seek him and perhaps reach out for him and find him, though he is not far from any one of us.”
You can be the gateway to better education for your children and help them think biblically in their public school. For help, visit our HOME PAGE for more resources..
10/2/25 - Assumptions Taken for Granted
It is very difficult to write about a topic without reflecting a bias. Parents and teachers need to be mindful of it in student’s textbooks.
For instance, in one elementary U.S. history textbook the authors write:
“Presidents Carter and Reagan talked about government as if it were a bad thing, and that made some people reluctant to work for the government. Which [sic] was harmful, because, like it or not, we need big government."
Well, America has over 330 million people so it’s government, of course, is large. In that sense, we need a big government. But to state we need “big government” leaves the impression that an expansive, overreaching government is good.
You can be a gateway to better education for your children and students. For an article on how to evaluate your child’s textbook, visit ARTICLE.
10/3/25 - Fishing for Evolution
What does the theory of evolution have to do with fishing?
Warren Nord, in his book, Religion and American Education, points out that when it comes to teaching about evolution, science classes today are like a fisherman who only uses a net with a three-inch mesh. Because of that he’s never caught a fish smaller than three inches, and erroneously concludes they don’t exist.
Nord remarks that the "net" science uses doesn't catch everything there is to explain life, yet only what is caught in the "three-inch net" of science is considered real. For example, science requires natural explanations of events; it has no room for miracles or God.
You can remind your children that science, by definition, cannot explain all that is real or important. Be a gateway to better education for your children. For resources, visit our HOME PAGE