Hebrews 4:12 For the word of God is quick, and powerful, and sharper than any twoedged sword, piercing even to the dividing asunder of soul and spirit, and of the joints and marrow, and is a discerner of the thoughts and intents of the heart.
1. Now the Spirit speaketh expressly, that in the latter times some shall depart from the faith, giving heed to seducing spirits, and doctrines of devils; 2. Speaking lies in hypocrisy; having their conscience seared with a hot iron; 3. Forbidding to marry, and commanding to abstain from meats, which God hath created to be received with thanksgiving of them which believe and know the truth. 4. For every creature of God is good, and nothing to be refused, if it be received with thanksgiving: 5. For it is sanctified by the word of God and prayer. 6. If thou put the brethren in remembrance of these things, thou shalt be a good minister of Jesus Christ, nourished up in the words of faith and of good doctrine, whereunto thou hast attained.
13. For, brethren, ye have been called unto liberty; only use not liberty for an occasion to the flesh, but by love serve one another. 14. For all the law is fulfilled in one word, even in this; Thou shalt love thy neighbour as thyself. 15. But if ye bite and devour one another, take heed that ye be not consumed one of another. 16. This I say then, Walk in the Spirit, and ye shall not fulfil the lust of the flesh. 17. For the flesh lusteth against the Spirit, and the Spirit against the flesh: and these are contrary the one to the other: so that ye cannot do the things that ye would.
California’s proposed ethnic studies curriculum urges students to chant to the Aztec deity of human sacrifice.Christopher F. RufoMarch 10, 2021
Next week, the California Department of Education will vote on a new statewide ethnic studies curriculum that advocates for the “decolonization” of American society and elevates Aztec religious symbolism—all in the service of a left-wing political ideology.
The new program, called the Ethnic Studies Model Curriculum, seeks to extend the Left’s cultural dominance of California’s public university system, 50 years in the making, to the state’s entire primary and secondary education system, which consists of 10,000 public schools serving a total of 6 million students.
In theoretical terms, the new ethnic studies curriculum is based on the “pedagogy of the oppressed,” developed by Marxist theoretician Paolo Freire, who argued that students must be educated about their oppression in order to attain “critical consciousness” and, consequently, develop the capacity to overthrow their oppressors. Following this dialectic, the model curriculum instructs teachers to help students “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs” and critique “white supremacy, racism and other forms of power and oppression.” This approach, in turn, enables teachers to inspire their pupils to participate in “social movements that struggle for social justice” and “build new possibilities for a post-racist, post-systemic racism society.”
R. Tolteka Cuauhtin, the original co-chair of the Ethnic Studies Model Curriculum, developed much of the material regarding early American history. In his book Rethinking Ethnic Studies, which is cited throughout the curriculum, Cuauhtin argues that the United States was founded on a “Eurocentric, white supremacist (racist, anti-Black, anti-Indigenous), capitalist (classist), patriarchal (sexist and misogynistic), heteropatriarchal (homophobic), and anthropocentric paradigm brought from Europe.” The document claims that whites began “grabbing the land,” “hatching hierarchies,” and “developing for Europe/whiteness,” which created “excess wealth” that “became the basis for the capitalist economy.” Whites established a “hegemony” that continues to the present day, in which minorities are subjected to “socialization, domestication, and ‘zombification.’”
The religious narrative is even more disturbing. Cuauhtin developed a related “mandala” claiming that white Christians committed “theocide” against indigenous tribes, killing their gods and replacing them with Christianity. White settlers thus established a regime of “coloniality, dehumanization, and genocide,” characterized by the “explicit erasure and replacement of holistic Indigeneity and humanity.” The solution, according to Cuauhtin and the ethnic studies curriculum, is to “name, speak to, resist, and transform the hegemonic Eurocentric neocolonial condition” in a posture of “transformational resistance.” The ultimate goal is to “decolonize” American society and establish a new regime of “countergenocide” and “counterhegemony,” which will displace white Christian culture and lead to the “regeneration of indigenous epistemic and cultural futurity.”
This religious concept is fleshed out in the model curriculum’s official “ethnic studies community chant.” The curriculum recommends that teachers lead their students in a series of indigenous songs, chants, and affirmations, including the “In Lak Ech Affirmation,” which appeals directly to the Aztec gods. Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be “warriors” for “social justice.” Next, the students chant to the gods Quetzalcoatl, Huitzilopochtli, and Xipe Totek, seeking “healing epistemologies” and “a revolutionary spirit.” Huitzilopochtli, in particular, is the Aztec deity of war and inspired hundreds of thousands of human sacrifices during Aztec rule. Finally, the chant comes to a climax with a request for “liberation, transformation, [and] decolonization,” after which students shout “Panche beh! Panche beh!” in pursuit of ultimate “critical consciousness.”
The chants have a clear implication: the displacement of the Christian god, which is said to be an extension of white supremacist oppression, and the restoration of the indigenous gods to their rightful place in the social justice cosmology. It is, in a philosophical sense, a revenge of the gods.
California parents should be concerned. Under the guise of “equity” and “empowerment,” activists within the public education system have developed this radical new curriculum in order to transform California schools into factories for left-wing political activism. They have recast the United States as an oppressor nation that must be deconstructed and subverted through politics. The curriculum’s vision statement makes this aim explicit: it presents education not as a means of achieving competency, but as a “tool for transformation, social, economic, and political change, and liberation.”
The religious element of the ethnic studies curriculum, with direct appeals to Aztec gods, is almost certainly a violation of the First Amendment’s Establishment Clause. Public schools are prohibited from leading state-sanctioned Christian prayers; they would presumably be similarly prohibited from leading state-sanctioned chants to the Aztec god of human sacrifice.
The state board of education will vote on this curriculum next week. Any sane governing body would reject it wholesale. Given the nature of California politics, though, the board is likely to pass it. The best hope for opponents is to strike out some of the most galling material, such as the chants to the Aztec gods, and then devise a long-term strategy to push back against the public education establishment. For now, the activists appear to be driving the narrative—and they will not stop until they have solidified their “counterhegemony.”
Christopher F. Rufo is a contributing editor of City Journal and director of the Discovery Institute’s Center on Wealth & Poverty. Sign up for his weekly newsletter and watch his new documentary, America Lost, which tells the story of three “forgotten American cities.” This article is part of an ongoing series on critical race theory in American schools
In the old American educational institutions, before the ascent of the “Cancel Culture” & the “Wokeism Cult”, people were taught and some may remember this quote:
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
These hallowed words begin one of the most enduring & influential documents in modern history, the American Declaration of Independence.
The lists of reasons & causes follow in a detailed explanation of why resistance was necessary and armed revolt was the end result. Yet with all of the atrocities being committed against those of early America, most Pastors and Christians today cannot honestly give you an answer as to whether the violent resistance against tyranny was just or justified.
I’ve asked Pastors & Ministers, laypeople and part time pew warmers, and most either cannot or will not commit an answer to the affirmative, it’s either a resounding no or I don’t know. Yet in times past liberty was often mixed with & often preached taught from the pulpit.
The Americans combine the notions of Christianity and of Liberty so intimately in their minds that it is impossible to make them conceive the one without the other. -Alexis de Tocqueville, 1835
“In every quiet little valley and sequestered nook in New England, the pastor had taught the doctrines of freedom, and preached the duty of resistance to oppression” (Headley, Joel Tyler, The Chaplains and Clergy of the Revolution, New York: Scribner, 1854, pg.17).
We have lived to see the time when British liberty is just ready to expire—when the constitution of government which has so long been the glory and strength of the English nation is deeply undermined and ready to tumble into ruins—when America is threatened with cruel oppression and the arm of power is stretched out against New England, especially this colony, to compel us to submit to the arbitrary acts of legislators who are not our representatives, and who will not bear the least part of the burdens which, without mercy, they are laying upon us (Thornton, John Wingate. The Pulpit of the American Revolution: or the Political Sermons of the Period of 1776, Boston: Gould and Lincoln, 1860, pg. 235).
Early did the first settlers of this country discover a due concern, a provident care for themselves and posterity, in making the best provisions in their power for safety and defense. No sooner was society formed and civil government established, but, even in their infant state, they made it their care to put the militia of the country upon a respectable footing (Kennedy, Dr. James, They Preached Liberty, FL: Coral Ridge Ministries, pg. 60).
There are hundreds if not thousands of quotes from the founders and others which can give a clear picture of where Christians stood and what their perception of a just struggle entailed. They understood the liberty we received from Christ was liberty from the oppression of sin, but they inculcated the ideas of liberty from tyranny with a fervor rarely seen in our day, understanding that tyrannical governments were also evil. Yes those early days still had the blight of slavery infecting America but those sins were paid for with over 600,000 people killed during the Civil War, all our nations collective sins can be and have been rectified either in wars or courts. Ours was a system designed where the majority wasn’t suppose to oppress the minority, but those checks & balances have been destroyed.
The liberty enshrined & codified in our founding documents allow freedom of religion to worship, also allowing ones choice not to be religious. Freedom of speech, of association, use of property, rights to seek a redress of grievances, the writ of habeas corpus, along with delegated authority & limited government, these and other rights are individual and enduring all generations. We need to recognize these rights as God given and should be defended through all legal means, and lastly through the use of organized force if necessary.
If we deny these rights & the rights the founders helped to establish & codify, then we do not deserve the liberty they secured for us.
So is resistance justified? I believe at times it is.