The Classical Education Paradigm has been replaced with our current public school curriculum, for better or worse. This includes Common Core, which is certainly polarizing. But what classical education was predicated upon was how the brain of a created child naturally develops and evolves through childhood.
“Regardless of their learning style, children learn in three phases or stages (grammar, logic or dialectic, and rhetoric), known as the trivium. In the grammar stage (K–6), students are naturally adept at memorizing through songs, chants, and rhymes. If you can get children in this stage to sing or chant something, they will remember it for a lifetime. In the dialectic or logic stage (grades 7–9), teenaged students are naturally more argumentative and begin to question authority and facts. They want to know the “why” of something—the logic behind it. During this stage, students learn reasoning, informal and formal logic, and how to argue with wisdom and eloquence. The rhetoric stage (grades 10–12) is naturally when students become independent thinkers and communicators. They study and practice rhetoric, which is the art of persuasive speaking and effective writing that pleases and delights the listener. Again, it is this approach to teaching students based on their developmental stage that makes this approach so very effective.” – Dr. Christopher Perrin; https://classicalacademicpress.com/what-is-classical-education/
So, in regards to teaching macro-evolution as true, is it any wonder that the books children first absorb, the fun ones about space and dinosaurs, categorically state billions of years, millions of years, repeatedly, like a broken record during that critical stage of absorbing knowledge. We do not teach a first grader in public school to reason, for they cannot. We simply introduce things to them for consumption. So by the time they begin reasoning, and asking why, and how, and what about this or that, they are in middle school. If they started reading science books at age 4, that is nine years of Big Bang, billions of years, dinosaurs extinct for 60 million years, missing link ape men, and all of the ridiculous assertions that are endlessly made before a child has a chance to ask if it makes sense.
They are not taught of its holes, its bad science, and sorted, bloody history. These flaws include considerations for the second law of thermodynamics, or first law for that matter; law of angular momentum with planets; lunar regression problem; lack of transitional fossils; lack of super novas in the sky; or how stars form; lack of weight and mass in gas clouds; deterioration magnetism problem; river deltas; genetic limits of species; soft tissue discoveries of “millions of years old” specimens; Grand Canyon; etc. They are simply given evolution as a fact to absorb, to repeat, and to believe.
By the time a child is twelve… he or she has been told that this is the only way to think, and has never been introduced to any alternate theories. They already believe it before they know to question it.
What if we explained to children that under the ice caps of Antarctica
they drilled down and hit the tops of tropical trees. How would that effect your opinion on matters, possibly global warming, or earth history, or geology?
If taught that Darwin was a racist, who stated categorically that he supported the wiping out of inferior races, would that change the opinion of whether or not students wanted to learn from him, or perhaps make them examine closer whether his opinions held water? (They do not).
So… I would ask, when they are feeding these theories that “have to be true” to children, why are they not teaching real facts that may hurt their theory simultaneously? Is it wrong for children to understand that another possibility exists? Or that the theory isn’t bulletproof? Why be scared of the conversation?
One final note on the matter. It is already the default position of many to be against God. A God evokes thoughts of rules, consequences, something to reign over you, or something to worship or humble yourself in front of. It is probable that if taught from day one of education that the world around you can be explained without a God, this would be more palatable to most, who wish to do what they please, what is “right in their own eyes.” Especially if such a position is condoned by parents, teachers, and those a child naturally looks up to for guidance.
The result, once a child reaches the developmental stage of reasoning, and independent thinking? The result will be the same for many, what many atheists have called Unyielding Despair.
They will reason, much to the chagrin of caring parents everywhere, since it is “true” that God is not necessary to explain the world around them, that the point of life will be to please self, please the collective, or that no course in life matters. These are logical conclusions, based on reason, under that world view. Unfortunately for many, it will never have occurred to question the consequence of the indoctrination they endured, or whether the world view makes sense. When they finally apply reason, it will be in terms of how to deal with the world view they were convinced of. The outcome is bleak for many reasons. But if you are truly nothing more than stardust, what does it matter?