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Education for the Real World: "Education for Time and Eternity"
192 pages, Paperback
First published August 1, 1977
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About the author
Henry M. Morris
133 books66 followersLibrarian Note: There is more than one author with this name in the Goodreads database.
Henry M. Morris (1918–2006) was an American engineer and young Earth creationist, widely regarded as the father of modern creation science. He founded the Institute for Creation Research.
Not to be confused with his eldest son Henry M. Morris III.
Henry M. Morris (1918–2006) was an American engineer and young Earth creationist, widely regarded as the father of modern creation science. He founded the Institute for Creation Research.
Not to be confused with his eldest son Henry M. Morris III.
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November 20, 2025
THE PROMINENT CREATIONIST PRESENTS HIS VISION FOR EDUCATION
Henry M. Morris (1918-2006) was one of the foremost biblical creationists of the late 20th century, and a co-founder of the Institute for Creation Research (ICR); he was also the author/coauthor of books such as 'The Genesis Flood,’ ‘Scientific Creationism,' etc.
He wrote in the Introduction to this 1977 book, “I have had the privilege of spending most of my life in the field of education. Although my original intent had been to make a career in the engineering profession, the Lord clearly led me… into the ministry of teaching… 24 years were spent teaching many different scientific subjects in secular universities, and the past 7 years teaching mostly Biblical subjects in a Christian college. I have also taught regular Bible classes in various churches for over 27 years… mostly to college-adult classes… I have had the privilege of serving as guest teacher in many scores of church and college classrooms all over the country.” (Pg. 5)
He continues, “The many years I spent in secular teaching… were marked by almost continual interaction with the evolutionary humanism being promoted in these schools… [Later] it became evident that most church colleges .. had been infected by this same malady. Evolutionary cosmogonies and humanistic philosophies were often coated with a veneer of Biblical theology and Christian sentiment, but the inroads of such paganism were deep… It is not enough merely to try to win individual students and teachers to Christ… we must win EDUCATION to Christ!… it would be greater still we we could see SCIENCE turn to Christ.” (Pg. 6-7)
He goes on, “There is … real opportunity … to re-establish a system of true education, based on the Biblical doctrine of education… God has raised up in rercent years thousands of scientists, as well as scholars in other fields, who are committed to faith in Christ and the Scriptures, and in particular to a world-view founded on Biblical creationism. Such people could … establish the necessary schools to accomplish the great ministry of bringing education and science back to God. Or at least we ought to try!” (Pg. 8) He adds, “The purpose of this book is to try to place education in its true Biblical perspective, as best we can establish that perspective through sound Biblical exegesis.” (Pg. 9)
He asserts, “True Christian education… is not narrow and restricted education … but extremely comprehensive in its scope. Nothing is to be excluded except false knowledge and harmful philosophy… the actual process of transmission is nothing less than INDOCTRINATION… the process of true teaching is nothing more nor less than indoctrinating. Teaching is not the discovery of the truth, nor sharing the truth; it is indoctrinating the truth! Such indoctrination, with no distortion or dilution, is absolutely vital in true education. Otherwise, the truth will be either corrupted or lost altogether.” (Pg. 43-44)
He contends, “For the Bible-believing Christian, the conclusion that Satan was the first evolutionist seems inescapable. It is no wonder, then, that this … philosophy and cosmogony has permeated every extra-Biblical system, ancient or modern… there can be no doubt that the evolutionary philosophy has been the basis of all anti-Biblical systems down through the ages. The tragedy is that it has been accepted and believed… in the name of intellectualism or science or philosophy, in preference to the true and simple and reasonable account of creation given in Genesis.” (Pg. 66)
He states, “It is significant that, although the New Testament was written in the period when Greek and Roman philosophy was most highly esteemed by people everywhere, the New Testament writers have NOTHING GOOD to say about it whatever! The only times the word [‘philosophy’ or ‘philosophers’] was used… in the entire New Testament, it was used in a completely negative context. Those Christian intellectuals in every age of the church who have labored to accommodate the Scriptures to philosophy have caused untold harm to the true gospel by such … compromising… the only way to ever get back to true Christian education is to make a clean break with human philosophy in any guise…” (Pg. 101)
He says, “Students need to be well equipped to ‘give an answer’… when confronted with anti-Biblical ideas and practices. They should never be exposed to such things in their formal education unless they are simultaneously shown… why they are both false and harmful. Furthermore, unless there is really a viable need for them to have such preparation, it is better usually for them not even to be exposed to such things at all.” (Pg. 148-149)
He insists, “All humanistic, evolutionary, or anti-Biblical subject matter should be deleted, even when such material is standard in the corresponding courses taught in secular schools. When it is really NECESSARY to include topics of this sort in a course (and this question should be closely studied first), the teacher must then be sure to emphasize that it is anti-Biblical, giving the class cogent and persuasive reasons for rejecting it.” (Pg. 147)
He observes, “Many Christian teachers … will defend the use of objectionable textbooks on the ground that their students should read the material firsthand. The teacher can then give the alternate and correct view in class, explaining directly what is wrong with the textbook. The problem with this procedure, however, is that students forget very quickly most of what they hear in class, whereas their textbooks are always available for quick, easy reference any time in the future. In addition, most people believe what they read in a publication much more readily than anything they hear from a teacher. Furthermore, parents and friends of the students, not having heard the counter-explanation of the teacher, will tend to judge the school by the textbook it specifies…” (Pg. 178)
He continues, “If there is no alternative to using such a textbook (and this is doubtful) the instructor should at least prepare printed or mimeographed hand-outs critically analyzing and correcting the objectionable sections in the textbook, so that these sheets can be inserted at the appropriate places in the books. In [this] writer’s judgment, however, it is better for all concerned… to use no textbook at all until a suitable one can be compiled. If enough Christian teachers would make this decision, it would not be very many years before good textbooks would become available.” (Pg. 178)
It should be noted that the Institute for Creation Research DOES sell its own purported ‘textbooks’ for use in schools, and they produce all kinds of other materials (e.g., DVDs, video downloads) intended for use with children and young people.
Personally, (as a believer in the value of a ‘liberal education’) I find Dr. Morris’s vision for educational indoctrination to be rather frightening.
Henry M. Morris (1918-2006) was one of the foremost biblical creationists of the late 20th century, and a co-founder of the Institute for Creation Research (ICR); he was also the author/coauthor of books such as 'The Genesis Flood,’ ‘Scientific Creationism,' etc.
He wrote in the Introduction to this 1977 book, “I have had the privilege of spending most of my life in the field of education. Although my original intent had been to make a career in the engineering profession, the Lord clearly led me… into the ministry of teaching… 24 years were spent teaching many different scientific subjects in secular universities, and the past 7 years teaching mostly Biblical subjects in a Christian college. I have also taught regular Bible classes in various churches for over 27 years… mostly to college-adult classes… I have had the privilege of serving as guest teacher in many scores of church and college classrooms all over the country.” (Pg. 5)
He continues, “The many years I spent in secular teaching… were marked by almost continual interaction with the evolutionary humanism being promoted in these schools… [Later] it became evident that most church colleges .. had been infected by this same malady. Evolutionary cosmogonies and humanistic philosophies were often coated with a veneer of Biblical theology and Christian sentiment, but the inroads of such paganism were deep… It is not enough merely to try to win individual students and teachers to Christ… we must win EDUCATION to Christ!… it would be greater still we we could see SCIENCE turn to Christ.” (Pg. 6-7)
He goes on, “There is … real opportunity … to re-establish a system of true education, based on the Biblical doctrine of education… God has raised up in rercent years thousands of scientists, as well as scholars in other fields, who are committed to faith in Christ and the Scriptures, and in particular to a world-view founded on Biblical creationism. Such people could … establish the necessary schools to accomplish the great ministry of bringing education and science back to God. Or at least we ought to try!” (Pg. 8) He adds, “The purpose of this book is to try to place education in its true Biblical perspective, as best we can establish that perspective through sound Biblical exegesis.” (Pg. 9)
He asserts, “True Christian education… is not narrow and restricted education … but extremely comprehensive in its scope. Nothing is to be excluded except false knowledge and harmful philosophy… the actual process of transmission is nothing less than INDOCTRINATION… the process of true teaching is nothing more nor less than indoctrinating. Teaching is not the discovery of the truth, nor sharing the truth; it is indoctrinating the truth! Such indoctrination, with no distortion or dilution, is absolutely vital in true education. Otherwise, the truth will be either corrupted or lost altogether.” (Pg. 43-44)
He contends, “For the Bible-believing Christian, the conclusion that Satan was the first evolutionist seems inescapable. It is no wonder, then, that this … philosophy and cosmogony has permeated every extra-Biblical system, ancient or modern… there can be no doubt that the evolutionary philosophy has been the basis of all anti-Biblical systems down through the ages. The tragedy is that it has been accepted and believed… in the name of intellectualism or science or philosophy, in preference to the true and simple and reasonable account of creation given in Genesis.” (Pg. 66)
He states, “It is significant that, although the New Testament was written in the period when Greek and Roman philosophy was most highly esteemed by people everywhere, the New Testament writers have NOTHING GOOD to say about it whatever! The only times the word [‘philosophy’ or ‘philosophers’] was used… in the entire New Testament, it was used in a completely negative context. Those Christian intellectuals in every age of the church who have labored to accommodate the Scriptures to philosophy have caused untold harm to the true gospel by such … compromising… the only way to ever get back to true Christian education is to make a clean break with human philosophy in any guise…” (Pg. 101)
He says, “Students need to be well equipped to ‘give an answer’… when confronted with anti-Biblical ideas and practices. They should never be exposed to such things in their formal education unless they are simultaneously shown… why they are both false and harmful. Furthermore, unless there is really a viable need for them to have such preparation, it is better usually for them not even to be exposed to such things at all.” (Pg. 148-149)
He insists, “All humanistic, evolutionary, or anti-Biblical subject matter should be deleted, even when such material is standard in the corresponding courses taught in secular schools. When it is really NECESSARY to include topics of this sort in a course (and this question should be closely studied first), the teacher must then be sure to emphasize that it is anti-Biblical, giving the class cogent and persuasive reasons for rejecting it.” (Pg. 147)
He observes, “Many Christian teachers … will defend the use of objectionable textbooks on the ground that their students should read the material firsthand. The teacher can then give the alternate and correct view in class, explaining directly what is wrong with the textbook. The problem with this procedure, however, is that students forget very quickly most of what they hear in class, whereas their textbooks are always available for quick, easy reference any time in the future. In addition, most people believe what they read in a publication much more readily than anything they hear from a teacher. Furthermore, parents and friends of the students, not having heard the counter-explanation of the teacher, will tend to judge the school by the textbook it specifies…” (Pg. 178)
He continues, “If there is no alternative to using such a textbook (and this is doubtful) the instructor should at least prepare printed or mimeographed hand-outs critically analyzing and correcting the objectionable sections in the textbook, so that these sheets can be inserted at the appropriate places in the books. In [this] writer’s judgment, however, it is better for all concerned… to use no textbook at all until a suitable one can be compiled. If enough Christian teachers would make this decision, it would not be very many years before good textbooks would become available.” (Pg. 178)
It should be noted that the Institute for Creation Research DOES sell its own purported ‘textbooks’ for use in schools, and they produce all kinds of other materials (e.g., DVDs, video downloads) intended for use with children and young people.
Personally, (as a believer in the value of a ‘liberal education’) I find Dr. Morris’s vision for educational indoctrination to be rather frightening.
Displaying 1 of 1 review