Public Education vs Christian Education

Public schools in the United States actively teach religion. One aspect of a religious worldview is origins: the question of where everything, and of course humans, came from. Public schools in America are commissioned, under threat of legal action, to teach evolution as the origin story. And evolution is not observational science since it’s not observable, repeatable, or testable. Instead, evolution is a religious doctrine that is dependent upon naturalistic principles, yet it lacks unambiguous evidential support. But that doesn’t stop public schools from teaching it.

There are several ways to demonstrate evolution as a foundational element of education in our country. One way is to review recommendations from powerful public-school teachers, unions, and associations. For instance, according to the 40,000 member-strong NSTA,

The National Science Teachers Association (NSTA) strongly supports the position that evolution is a major unifying concept in science and should be emphasized in K–12 science education frameworks and curricula. Furthermore, if evolution is not taught, students will not achieve the level of scientific literacy needed to be well-informed citizens and prepared for college and STEM careers. (emphasis mine)
The NSTA’s recommendation is the ruling guideline for science education in our country. When that guideline is challenged, legal action ensues. For instance, in 1981 the state of Louisiana prohibited the teaching of evolution in public schools with its “Balanced Treatment for Creation-Science and Evolution-Science in Public School Instruction Act,” aka the Creationism Act. The Supreme Court struck down the Act in Edwards v. Aguillard in 1987. Since then, it’s only become worse. Various courts have upheld the dominance of evolution indoctrination in public education in multiple venues and states.

1990: In Webster v. New Lenox School District, a teacher claimed the school district violated his First Amendment rights by prohibiting him from teaching creationism in his classroom. The US Court of Appeals for the Seventh Circuit ruled against the teacher.
1994: In Peloza v. Capistrano School District, the Ninth Circuit Court of Appeals held a teacher can be ordered to teach evolution even when the theory conflicts with their religious beliefs.
2000: In LeVake v. Independent School District #656, a teacher stated he would only teach evolutionary theory alongside “the difficulties and inconsistencies of the theory.” The district reassigned him, and a court upheld the teacher’s demotion.
2005: In Kitzmiller et al. v. Dover, a US district court rejected the teaching of non-sectarian intelligent design as a religious view. Evolution won again.
Every challenge a school district or teacher has brought against teaching evolution in public schools has failed in the courts. The religious origins narrative of evolution is protected by law. When public schools get out of line, lawyers straighten them out.

The teaching of evolutionary origins is just one demonstration of the religious nature of public education. But it’s not the only one. Public schools, to varying degrees, actively promote unbiblical views not just in science but sex education, LGBTQ+ ideology, critical race theory, and a host of other worldview and religious issues. This does not suggest that all public-school teachers reject the Bible. Many teachers and students in the public school system follow Christ but are very limited, leaving the religious nature of public education unchanged.

Public schools cannot support biblical Christianity because they are founded on a different, naturalistic religion. At its core, public education is anti-Christian. Going back to your child and those 2,210 days in the classroom: if she attends a public school, those 2,210 days will indoctrinate her into an anti-Christian worldview. Even if that is not the intent, it will be the effect.