pluralism complaint 4

San Luis Coastal Unified School District
ADMINISTRATIVE COMPLAINT
Filed August 28, 2004

The Court gave its opinion:

"The analytical difficulty with plaintiffs' approach is that it tends to divide the universe of value-laden thought into only two categories -- the religious and the anti-religious. By adopting this dualistic social outlook, and by denominating the anti-religious half of their universe as "secular," plaintiffs erect an insurmountable barrier to meaningful application of the establishment clause to controversies like this one." Grove v. Mead School District, supra

It is easily argued that by adopting a wall of separation between church and state, a controversy which still rages today, our nation has "erected an insurmountable barrier to meaningful application of the establishment clause to controversies like this one." To slowly establish pluralism as the only acceptable belief while continually strengthening a "wall" arguing that any other application would be insurmountable only displays the dire condition of government today. If the wall is to stand, then it MUST be fairly applied REGARDLESS of the cost. Of this we have staked the very existence of our nation! If this wall is "insurmountable" then the wall has been proved in error and must be torn down. To apply it unjustly is an utterly complete violation of the Constitution.

Throughout history the preservation of our Constitution and freedom for all has cost dearly. Our country underwent radical change when the slaves were freed, with Roe v. Wade, with the ruling for separation of church and state, tremendous changes were enforced on the people at deep cost. Does the wheels of justice suddenly come to a screeching halt when the same standards applied to Christians and Jews are asked to be implemented to protect religious freedom? Where does government draw the line on what Constitutional right is too hard?

If the court has staked our very existence on separation of state and religion, then the state’s opposing interests are secondary and in violation of religious freedom and must adhere to the Constitution, or tear down the wall. If religious freedom "impedes the state’s interests" then state interests must change. If there are rights and litigation to be adhered to, then it must be applied equally. Justice and freedom is for all.

Just as true belief in God has been painstakingly eradicated in public school, so must pluralism and all beliefs bent on assaulting the religious beliefs in philosophy classes, especially as philosophy is increasingly becoming "required" for degrees and credentials.

"This Court has previously recognized that the provisions of the First Amendment...were intended to provide the same protection against governmental intrusion on religious liberty" Everson v. Board of Education, supra

"Almighty God hath created the mind free; that all attempts to influence it by temporal punishments, or burthens, or by civil incapacitations, tend only to beget habits of hypocrisy and meanness..." 'Virginia Bill for Religious Liberty' by Jefferson, Id.

Humanism as Religion

Pluralism is a sect of humanism. The courts have found that the argument of humanism as a religion has merit. Footnote 11 of Torcaso v. Watkins exemplifies: "Among religions in this country which do not teach what would generally be considered a belief in the existence of God are Buddhism, Taoism, Ethical Culture, Secular Humanism and others. See Washington Ethical Society v. District of Columbia, 101 U.S. App. D.C. 371, 249 F.2d 127; Fellowship of Humanity v. County of Alameda, 153 Cal. App. 2d 673, 315 P.2d 394; II Encyclopaedia of the Social Sciences 293; 4 Encyclopaedia Britannica (1957 ed.) 325-327; 21 id., at 797; Archer, Faiths Men Live By (2d ed. revised by Purinton), 120-138, 254-313; 1961 World Almanac 695, 712; Year Book of American Churches for 1961, at 29, 47." (emphasis mine) on Torcaso v. Watkins, 367 U.S. 488

In Grove v. Mead, the court agreed secular humanism is a religion, but denied the application of it as unconstitutional because the book in question did not contain the criteria that pluralism so aptly does:

"...remains an autobiographical novel only tangentially concerned with religion. The work "is still far removed from a comprehensive belief system laying claim to ultimate truth and supported by a formal group," id. at 212, which the Court was prepared to concede in Torcaso would constitute a religion. See also Womens Services, P.C. v. Thone, 483 F. Supp. 1022, 1034 (D.Neb.1979), aff'd, 636 F.2d 206 (8th Cir.1980), vacated on other grounds, 452 U.S. 911, 69 L. Ed. 2d 414, 101 S. Ct. 3043 (1981) (concluding that nontheistic beliefs are "religions" in constitutional terms only if characterized by tenets and organization)." Grove v. Mead School District, supra

Pluralism, as outlined above, DOES lay claim to a believed "ultimate truth" that all religions have equal value and as such denies any real truth. Pluralism IS supported by a formal group" the academic elite, and is characterized by pluralist tenets, enjoying the organizational structure of public education, impeded by The Pluralism Project of Harvard and mandated for curriculum and teaching credentials. "Secular humanism may be a religion." See Rhode Island Federation of Teachers v. Norberg, 630 F.2d 850, 854 (1st Cir.1980).

The court ruled that "to pass constitutional muster, challenged state action (1) must have a secular purpose, (2) must have a primary effect that neither advances nor inhibits religion, and (3) must not foster excessive state entanglement with religion. Lemon, 403 U.S. at 612-13, 91 S. Ct. at 2111-12.

As shown above, (1) pluralism does not have a "secular" purpose. It fulfills current legal definitions of religion, (2) pluralism advances its own religious beliefs, unfairly advances select religions while inhibiting others and inhibiting true faith in all except pluralist conclusions, and (3) fosters extremely excessive state entanglement with pluralism. Thus pluralism fails in all three tests.

Public education would be loathe to recognize pluralist beliefs as a "religion" because it would be instantly recognized to violate the Establishment Clause of the Constitution. There are no benefits such as 501 status to compel the DOE to disclose the obvious: Pluralism has acquired all the necessary components of religion: structure, goals, mission, beliefs and funding are already established. It IS a religion, a belief system of moral and ethical standards as to what is right and wrong which are sincerely held BEYOND the strength of traditional religious views," and is being forcefully imposed on society.

Although the removal of pluralism would be a tremendous undertaking, the fact that it has become so entrenched in public education is the very reason that it MUST be removed. Pluralism, the Established Religion of Academia, has become so pervasive as to affect every classroom in America. By the measure that Pluralism pervades America is the measure that our Constitutional rights have been violated. Pluralism defies both the Establishment Clause as well as the Free Exercise Clause. Children CANNOT be mandated to violate their own religion to speak words of worship to other gods under the pluralist banner or be covertly reprogrammed with philosophical manipulation to destroy faith. It is a total violation of free exercise, especially if it is ruled appropriate through the process of pluralism, establishing and inflicting a new religion over their own. The efforts of pluralism to diminish faith in all religions, to apply critical thinking, to reason out matters of individual religious freedom, to forcibly impose the establishment of its own pluralist morals and beliefs is an outlandish violation of the religions freedom guaranteed every American in the Constitution.

Pluralism is shown to be a thinly veiled humanist approach to all religions as outlined in California’s textbooks and the History-Social Science Framework for California Public Schools: Kindergarten through Grade Twelve (2001). These guidelines are mandated requirements for a teaching credential today: http://www.ctc.ca.gov/default.html

"CRITICAL THINKING" AS PER CALIFORNIA’S STATE STANDARDS:

In the Social Science Framework, "critical thinking" is categorically directed to Social-Science classes which dedicates a heavy emphasis on religion. "Intense religious passions" are shown to be approached with hostility:

"Students should understand the intense religious passions that have produced fanaticism and war as well as the political arrangements developed (such as separation of church and state) that allow different religious groups to live amicably in a pluralistic society." (pg 23)

"This framework proposes that critical thinking skills be included at every grade level. Students should learn to detect bias in print and visual media; to recognize illogical thinking; to guard against propaganda; to avoid stereotyping of group members; to reach conclusions based on solid evidence; and to think critically, creatively, and rationally. These skills are to be taught within the context of a curriculum that offers numerous opportunities to explore examples of sound reasoning and examples of the opposite.

These may be lofty goals in areas of education, but NOT religion. The "sound reasoning" as determined by public school officials favoring secular humanism, proved to denigrate Christianity. The Framework states:

"To detect bias in print"

California textbooks are loaded with previously undetected bias favoring Islam while denigrating Christianity and Judaism. (Exhibit B & C)

"To recognize illogical thinking"

As defined by pluralists.

"To reach conclusions based on solid evidence"

This is the opener to attack faith. (We walk by faith not by sight).

"To guard against propaganda"

California textbooks could be used as examples of propaganda, not religion.

"To think critically, creatively, and rationally."

This is the imposition of pluralist ideals and beliefs.

"The skills involved in critical thinking enable students to question the validity and meaning of what they read, hear, think, and believe. Critical thinking requires a questioning mind and a skeptical withholding of assent about the truth of a statement until it can be critically evaluated. While such skills are developed through everyday living as well as by schooling, the history–social science classroom [including religion] is an especially appropriate setting for developing such skills." (pg. 25)

Religion is the one subject that should be "hands off" to pluralist programming seeking to evolve as the new religion of all students.