Country Preacher's Almanac

COUNTRY PREACHER’S ALMANAC

Country Preacher’s Almanac: A Preacher and Parent’s Guide to Protecting the Next Generation First Edition Copyright © 2022 by Blessed Hope Foundation All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means without the express written permission of the publisher except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. Printed in the United States of America Baptist Training Center Publications www.baptisttrainingcenter.org Winter Haven, FL Library of Congress Control Number: 2022934916 Principal Author: Garner, George G. Contributing Authors: Jones, Danny S. / Harris, James A. / Varfi, Piro ISBN: 978-1-947598-18-8 (paperback) All Scripture quotations are taken from the Holy Bible, Authorized King James Version

COUNTRY PARLEMAACHNEARC’S A Preacher and Parent’s Guide to Protecting the Next Generation By George G. Garner with Danny S. Jones, James A. Harris, & Piro Varfi



DEDICATION This book is dedicated to my late grandfather, Eld. Willie Garner, and to the thousands of other hard-working, God-and-people- loving, and often “tentmaker” country preachers who serve in sometimes unknown or forgotten rural communities. Many give themselves faithfully to study of the Word, boldly declare the truth, love the people, and respectfully seek out the wisdom and knowledge of older preachers and laymen. They pastor young people who increasingly are poisoned by the lies of the world. When these kids leave home for the university, government jobs, the military or corporate America, they most often become overwhelmed and leave the church and the faith they were taught. It is my hope and prayer, and that of the brethren who joined me in developing this book, that it will become a valuable resource and reference for pastors in preparing their young people, and parents their kids, to face a corrupt and poisoned post-Christian America and anti-Christian world.



SPECIAL THANKS TO CONTRIBUTING WRITERS A huge thanks to the three brethren who contributed to this book. They have demonstrated dedication to truth and special knowledge in some key areas. Dr. Danny Jones, a long-time missionary to Thailand, noted writer, including among other writings a standard reference: The Baptist Missionary Handbook, Academic Dean at the Westwood School of Missions, and Director of the Baptist Training Center. (BaptistTrainingCenter.org); Pastor James A. Harris, the long-time pastor of Riverview Heights Missionary Baptist Church and noted writer, and lecturer on Christianity and the American Constitution. His popular Temperaments series is also at BaptistTrainingCenter.org; and Dr. Piro Varfi, who grew up under Communism, and from personal experience and study provides a timely understanding of Marxism and Socialism and its growing impact on America and the world. These men freely gave invaluable help in the writing and editing of this book.



INTRODUCTION (OVERVIEW OF THE BOOK) Better than 70% of professed Christian youth depart the faith within two years after leaving their homes and churches and going off to the university or corporate America. Surprise? Why? These institutions, and really from public grade school forward, worship the gods of secular humanism, religious pluralism, postmodernism, socialism, and Marxism- terms that most of us struggle even to define! What can we as pastors and parents do to protect our kids against the poison that is filling their mental and emotional veins? This book shares the lessons learned by a retired U.S. Army chaplain, a foreign missionary, a pastor, and a Christian who grew up under communism—writers with over a combined 130 years’ experience. Some of the lessons were taught to us by godly parents and grandparents. Some, we learned as parents by attending the University of Hard Knocks. This book is divided into two broad sections: PART I: THE CHILD JESUS’ THREE EXAMPLES starts by noting that Jesus said, “For I have given you an example, that ye should do as I have done to you.” (John 13:15)

10 Country Preacher’s Almanac Chapter One focuses on the Submission of Jesus, (something that is far less common among adolescents today) It begins by looking at Jesus’ childhood example. In Luke 2:46, After looking for three days, Mary and Joseph found the young Jesus doing three things: first, he was in the temple in the midst of the doctors (religious professors) submitting to authority, as evidenced by him “sitting.” Note: “The rabbis probably sat on benches in a circle. The listeners on the ground, among whom was Jesus the boy in a rapture of interest.” (Word Pictures in the New Testament, A.T. Robertson) Chapter Two focuses on Him Hearing. Listening is considered the most important communication skill and this chapter gives help to develop young people who are good listeners. Chapter Three notes Jesus’ example of Asking them Questions. Questions, as Jesus exemplified, often are far more effective in confronting error than charging forth with bold declarations or commands. This key chapter builds on the first two. We can ground our young people in The Word. We can then teach them how to ask respectful, wise, well-worded, and timely questions to the lost whom they encounter, whether classmate or professor. Then they will be well on their way to surviving and thriving as Christian witnesses. It will also help them develop strong personal relationships. (not just Facebook friends!) PART II: GOING DEEPER: Big Questions Facing Our Youth looks at some critical issues facing today’s youth and offers simple, doable suggestions to help them share their questions with you and discover solid, biblical responses. You will go away with a deeper grasp of why books are being burned, statutes destroyed, truth turned upside down, and Marxists lauded. You and your kid will be better equipped to counter them head-on.

A Preacher & Parent’s Guide to Protecting the Next Generation 11 We pray that you may find this to be easy reading, biblical, and practical. Most of all, we pray that you will commit to using the helps herein to prepare your kids to survive and be Christian witnesses before the world. You will know the joy of saying, “That, by God’s grace, is MY KID!” P.S. Before getting into the meat of this book, PLEASE look at the following contemporary five tools of the real enemy, Satan: IDENTIFING THE ENEMY AND HIS TACTICS As an officer at the Army Command and General Staff College, I learned this was critical to winning and even truer in our war against evil. #1 Secular Humanism: the philosophy that man is answerable only to self. Reliable answers to moral issues and any truth questions come solely through science, as limited to matter, energy, space, and time (MEST). IMPORTANT! At this point look up or have a ten-year-old look up for you.☺ The Humanist Manifesto 1, II, and III: https://americanhumanist.org/what-is-humanism/manifesto1. These three documents give the template that has led to the takeover of the public education system (one of the signatories was John Dewey, the father of modern-day, progressive public education). #2 Socialism: A system of governance for markets and societies that relies on central planning of life from every aspect. Socialism replaces God with matter and the Savior with the State. There is no redemption for the individual – only constant penance as displayed in constant obedience to the State (For a more complete definition of Socialism and Marxism, See Part II, Q#10 by Piro Varfi who grew up under socialism/communism). #3 Marxism: developed by Karl Marx in his Communist Manifesto, and more recently then by a book series called Empire,

12 Country Preacher’s Almanac published by Harvard University Press. Marxism views the private ownership of property, the basis for capitalism, as the root of all evil. Marx’s concept of dialectical materialism has proven attractive to many postmodernists. Marxism has gained main- stream acceptance through the teachings of Liberation Theology, a view that true Christianity is necessarily Marxist. More recently Marxists have used Postmodernism as a tool to create chaos and Critical Race Theory (CRT) to cause racial division. #4 Religious Pluralism: all religions are right or sufficiently right. No one religion is necessarily superior to any other. This concept makes the one who accepts Christ, describing himself in John 14:6, a religious bigot! This theology would affirm both the Christian and Muslim positions on the death, burial, and resurrection of Jesus. Those holding this position join hands in a circle of unity (Christian, Jew, Muslim, Hindu (Satanists?) and sing Kumbaya, “come by here O Lord [or lords, or?].” #5 Postmodernism, a movement that gained power following World War II. That war demonstrated that science, environment, and education were not reliable sources to solve man’s needs. Highly educated Ph.Ds. and German Generals listened to Bach at night and tortured and burned millions in furnaces by day. Postmodernism attacks the legitimacy of moral and physical laws of the universe as claimed by science and religion. It calls for everything to be looked at in terms of what makes the most sense at the moment. They reject the old view: to know nothing of the past is to understand little of the present and to have no true conception of the future! Postmodernism is captured by the term paradigm, first applied to science by the postmodernist, Thomas Kuhn. Everything is subject to change. Truth is just a matter of perspective: how you look at it; thus, no single, constant “truth.” Many see History and Statues as written and commissioned by the rich and powerful to maintain their power and thus should be burned, banned, and torn down. They not only call for thinking outside the box, they destroy the box!

PART I THE CHILD JESUS’ THREE EXAMPLES Note: Make sure you have read the Introduction in order to understand the following. Jesus said, “For I have given you an example, that ye should do as I have done to you.” (John 13:15) What were the first three examples given as a youth here on earth?



CHAPTER ONE: JESUS’ SUBMISSION “SITTING IN THE MIDST OF THE DOCTORS” LUKE 2:46b Luke chapter two tells us that when Mary and Joseph discovered Jesus was not with the party returning to Nazareth from Jerusalem, they found Him in the outer temple area modeling submission. As the child Jesus sat in the midst of the Drs. of Theology, He could have stood over them and declared, “Sit down you religious buffoons and listen to me or I will call fire out of heaven and evaporate you all.” (except for Hebrews 7:26) He could have, but He didn’t! Instead, Philippians 2:8, He humbled himself and modeled what children, and really us all, are called to: a respectful, submissive spirit toward others and especially toward those who have authority over us. NOTE: His submissive spirit and questions brought questions: Luke 2:47 “And all that heard him were astonished at his understanding and answers.” Jesus modeled the later teaching of 1 Peter 3:15 “But sanctify the Lord God in your hearts: and be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear:” WOW!!!

16 Country Preacher’s Almanac Many of today’s youth have been brainwashed by our public education system and media to have little respect for elders and institutions. • Teacher, “Don’t call me Mr. Jones, call me Bob.” • Parent, “Don’t call me dad, call me Billy.” • Pastor, “Don’t call me Bro. ____, or Pastor ____, call me Bubba.” • Policeman/Policewoman, “Hey, don’t call him or her Officer; Just say, “Hey, Cop.” *The list goes on. No wonder folks go to court in t-shirts and to church in flip flops! THE BIBLICAL CALL TO SUBMISSION: 1. TO GOD: “Thy kingdom come. Thy will be done in earth, as it is in heaven.” Matthew 6:10 *This prayer, to have meaning, must put submission to God above everyone and everything: *What does it mean to submit to our heavenly Father? Jesus put it in simple terms as He prepared to offer himself on the cross: Luke 22:42 “Saying, Father, if thou be willing, remove this cup from me: nevertheless not my will, but thine, be done.” Thus, we are called to submit to the Father, even if it should mean death as a martyr! How can this make sense? HEAVEN! The Challenge to the Parents: • Model godly submission to God in a way that will glorify His revealed attributes in Scripture: • Revere Him for who He is (Example: 20:3; Isa. 43:11, showing that Jesus who is our Savior is God, Isa. 3:4,6;

A Preacher & Parent’s Guide to Protecting the Next Generation 17 John 20:28; Revelation 1:17,18), not taking His name lightly (Example: 20:7); • Claim His grace and power in facing life’s challenges, 2 Corinthians 12:9; • Rest in the assurance that whatever we do, He will never leave us nor forsake us, Hebrews 13:5; • Trust in His wisdom and knowledge of the end from the beginning, Isaiah 46:9, 10; • Confess our failures with assurance that His grace and mercy bring true forgiveness, 1 John 1:9; and, • Celebrate, talk about that blessed hope of His glorious appearing, Titus 2;13!! • Listen for entry points to teach our children, little by little, biblical precepts about the majesty of God and our privilege to submit to Him above all! LET OUR KID SEE THESE IN OUR DAILY LIVES! 2. TO FAMILY: Submission by Children Ephesians 6:1 “Children, obey your parents in the Lord: for this is right.” Colossians 3:20. “Children, obey your parents in all things: for this is well pleasing unto the Lord.” Analysis: These verses clearly show the call not just for submission (Grk. hupotasso, “to subordinate”) by a child to parental authority, but to obey (Grk. hupakouete, “to hear and heed underneath”). However, does this mean that a child Should obey a parent’s command to steal, cheat, or even commit murder? Ephesians 6:1 presents an apparent qualifier, “in the Lord.” Ephesians 6:5-6 likewise commands the servant to be obedient to his master “as unto Christ... doing the will of God from the heart;” Colossians says, “in all things.” Do the passages conflict?

18 Country Preacher’s Almanac Possible Insight: It appears to many, including myself, that “in the Lord” and “as unto Christ” suggests a caveat: “as would be pleasing to the Lord.” And, all is used in the more generalized or as-a-whole sense as is often used throughout Scripture, i.e., Matthew 3:5-6, “...all Judea [went out to be baptized of John the Baptist].” Thus, for everyone, including the child, a basic principle of Scripture applies, James 4:17 “Therefore to him that knoweth to do good, and doeth it not, to him it is sin.” Conclusion: It would appear to this author that a child 1) is to obey one’s parent unless the parent requires that child to violate God’s law, such as murder, and 2) has the clear capacity about a specific command to know right from wrong and the capacity to comply or not comply. If the child 1) does not know God’s law as pertains to the parent’s command or 2) does not have the capacity to resist, then the parent, not the child, is liable. See Luke 23:34, where Jesus called on the Father to forgive those who knew not what they were doing. God can and does forgive two classes of people: 1) those who cannot know and have not the capacity to do right, and 2) those who know and repent. God cannot and does not forgive those who know, have the capacity, and refuse to repent, Example: 2 Chronicles 7:14, “If… then.” The challenge to the Parents: • Model as parents a biblical respect, care, and submission to our parents (Exo. 20:12; Prov. 1:8, 13:1, 23:22; 1Tim. 5:4). • Listen for entry points to teach our children, little by little, the biblical precepts pertaining to parent-child relationships. • Explain the obvious confusion that results when God’s plan for parent-child relationship is rejected. Submission in Marriage Husband to wife: (Ephesians 5:28-29) “So ought men to love their wives as their own bodies. He that loveth his wife loveth

A Preacher & Parent’s Guide to Protecting the Next Generation 19 himself. For no man ever yet hated his own flesh; but nourisheth and cherisheth it, even as the Lord the church:” Analysis: Q. How can a man love his wife even as the Lord His church without studying the Word and learning Christ’s love for His church? Q. Does the husband’s authority as head give him the right to make his wife steal, cheat or even murder? Does he have the right to make her do anything? Q. Does the husband have a right to exercise more power over the wife than Christ chooses to exercise over the church? Note: God leads, but He never makes His church do anything. He is a leader, not a dictator of the church: Shepherd, not Cowboy! He never leads His church to do wrong! Wife to Husband: (Colossians 3:18) “Wives, submit yourselves unto your own husbands, as it is fit in the Lord.” (Ephesians 5:22) “Wives submit yourselves unto your own husbands, as unto the Lord.” (Titus 2:5) “To be discreet, chaste, keepers at home, good, obedient to their own husbands, that the word of God be not blasphemed.” Q. Does the wife’s submission to her husband require her to commit any sin, including murder, at his command? Again, we see the caveat: as it is fit in the Lord or as the Lord would have it to be done. Competing definitions of family: The 2015, Obegerfell decision of the Supreme Court redefined marriage as same-sex marriage or heterosexual marriage and they’ve further broadened that definition. The “Identity Politics” movement seeks to confuse language and render sexual identity labels meaningless. They have replaced sexual orientation (which identifies one based on their physical

20 Country Preacher’s Almanac DNA) with gender orientation. (which has resulted in definitional chaos. Just what Satan loves!) The University of Wisconsin Milwaukee Lesbian, Gay, Bisexual, Transgender, Queer+ (LGBTQ+) Resource Center provides a myriad of sexual identity pronouns such as Zie, E, Ve, Ey, Tey, and Sie to name a few. https://uwm.edu/lgbtrc/support/gender-pronouns/ (Cite 4/23/2021) The challenge to the Husband and wife: • model a healthy, biblical marital relationship before our children. • Listen for entry points to teach our children, little by little, the biblical precepts pertaining to marriage. • Study the changing definitions of family and human sexuality that are being taught our children from kindergarten onward. • Research websites such as afa.net (American Family Association), concernedwomen.org (Concerned Women for America), and focusonthefamily.com (Focus on The Family). 3. TO CHURCH: Submission in discipline as a member: (Matthew 18:17) “And if he shall neglect to hear them, tell it unto the church: but if he neglect to hear the church, let him be unto thee as an heathen man and a publican.” (1 Corinthians 5:12-13) “For what have I to do to judge them also that are without? do not ye judge them that are within? But them that are without God judgeth. Therefore put away from among yourselves that wicked person.” *The topic here is church responsibility toward one whose conduct is 1) causing division within the church and/or 2) damaging the church’s testimony and witness before the world.

A Preacher & Parent’s Guide to Protecting the Next Generation 21 Submission to one another as brothers and sisters in Christ: (Ephesians 5:21) “Submitting yourselves one to another in the fear of God.” Submitting (Grk. hupotassomeno) calls all members of the body (the church) to be subject to one another. Listen to, learn from, be open to the sharing of their hearts and knowledge. This is in contrast with conduct of greedy, self-serving, selfish, heathen behavior. See Garner-Howes Baptist Commentary on Ephesians 5:21. Also, 1 Peter 5:5 and Philippians 2:3. The challenge to parents: • Model the respect that God wishes from us and our children to His Church and its ordained servants. • Model godly submission as a member of the body, His church. • Listen for entry points to teach our children, little by little, the biblical precepts pertaining to submission to His body, the church (I Cor. 5:13; Rom. 16:17; 2 Thes. 3:6). • Study the biblical principles given in this section concerning the church. 4. TO GOVERNMENT: Respect governmental authority. 1 Peter 2:13-14a “Submit yourselves to every ordinance of man for the Lord’s sake: whether it be to the king, as supreme; Or unto governors as unto them that are sent by him [such as policeman] . . .” Titus 3:1 “Remind your hearers to respect and obey the Powers that be, to be ready for every kind of good work, to speak ill of no one, to avoid quarreling,” Romans 12:18-20, Our Personal Authority: Show love and compassion even to the enemy and live peaceably with everyone as much as possible. Do not become a “Rambo” and assume authority and responsibility given to government.

22 Country Preacher’s Almanac Romans 13:1-7, Our Public Duty: Be a “conscientious subjector” supporting our country’s military and paying tribute (taxes) so much as is possible and not in violation of the Higher Law, see below. *The Higher Law: Acts 5:29 “Then Peter and the other apostles answered and said, We ought to obey God rather than men [Grk. Anthropos - human being male or female].” Note: Only refuse government when it demands violating God’s law: “for Jesus’ sake.” Example: I could not rape children “for the Lord’s sake.” Example: If ordered by my General to rape an enemy in combat, I could not obey him. Why? 1) It would go against God’s Word on rape, and 2) In the U.S. Army, thank God, it would go against the Uniform Code of Military Justice. If I were in a foreign army that did permit such atrocity, I would be compelled to refuse based on God’s higher-authority command. The challenge to Parents: • Model a healthy, biblical response before our children to the authority of government and those charged with enforcing our laws. • Listen for entry points to teach our children, little by little, (Isaiah 28:10) the biblical precepts pertaining to our personal authority and our duty to submit to government. (See verses above) 5. TO EMPLOYERS/EMPLOYEES: (Colossians 3:22) “Servants, obey in all things your masters according to the flesh; not with eyeservice, as menpleasers; but in singleness of heart, fearing God:” See also, • Ephesians 6:5-8, servants’ (employees’) responsibility to masters (employers);

A Preacher & Parent’s Guide to Protecting the Next Generation 23 • Ephesians 6:9, masters’ (employers’) responsibility to the servants (employees). OVERRIDING PRINCIPLE IN EACH OF THE ABOVE CASES: (Acts 5:29) “Then Peter and the other apostles answered and said, We ought to obey God rather than men [Grk. Anthropos- human being male or female].” The challenge to Parents: • Model a biblical example of respect, honesty, hard work, and faithfulness to God as an employee or employer. • Listen for entry points to teach our children, little by little, the biblical precepts pertaining to employer/employee relationships and responsibilities. (See verses above) CONCLUSION TO CHAPTER ONE A Parent’s Specific Challenge in building children of biblical submission: • Model daily before our children biblical submission, and • Listen daily for entry points to teach Scripture: Isaiah 28:9-10 “Whom shall he teach knowledge? and whom shall he make to understand doctrine? them that are weaned from the milk and drawn from the breasts. For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little.”



CHAPTER TWO: “HEARING THEM . . .” LK 2:46b BY DANNY JONES Rule #1 The first step to reaching and impacting the lives of young people is to genuinely listen to them. We must find a way to break down the walls that separate us and create a relationship that is open to communication. Regardless of who you are speaking to, if you are not listening to them, they will eventually stop listening to you. There seems to be a disconnect between our generation and the next. You want them to come to you with their problems so you can guide them in the right way, but “They won’t listen to me!” you might say. The question that needs to be addressed is: are you listening to them? Consider the words of the psalmist in Psalm 116:1-2, “I love the LORD, because he hath heard my voice and my supplications. Because he hath inclined his ear unto me, therefore will I call upon him as long as I live.” WOW! The writer of this Psalm has great love for the Lord for a very specific reason – God listens to him, hears his requests, and has “inclined his ear,” or in other words, is always open to listening to him. Because he knows that the Lord will always listen to him, he states that he will call upon the Lord as long as he lives. This is the type of relationship that we need to build with our young people. Theodore Roosevelt said, “People don’t care how much you know until they know how much you

26 Country Preacher’s Almanac care.” Unless you can establish a caring, trusting environment for open communication, you will never hear their needs. If you do not hear them, they will not listen to you. Establishing this type of relationship is a process that includes garnering trust, soliciting openness, providing feedback, showing empathy, and directing thoughts. Effective communication is often hindered by the barriers that people build between each other. These barriers are built from mistrust, doubt, and sometimes disappointment. A person may never open up unless you find a way to tear down those walls and build a relationship of trust between you. Perhaps the person does not know you well and there is instinctive mistrust because you are a stranger. Perhaps you have never connected on a personal level and there is doubt about how much you actually care; you are an emotional stranger. Perhaps your relationship runs deep but somewhere along the way you have built walls of disappointment and eroded the trust they once had in you. Whatever the current relationship, you must build trust to break through the barriers and effectively communicate. The question remains, how can we garner trust? The following are effective tips on doing just that: Establish non-judgmental conversation Have you ever had a conversation with someone whose every word seemed like an attack on your character, your judgment, or your actions? It is not a great feeling. You probably reacted in one of two ways: 1) You fought back and defended yourself or, 2) You shut down and retreated from the conversation (either internally or physically walked away). These two reactions are called fight or flight and are the natural human reactions to danger. If we want to garner trust to establish an open line of communication, we cannot come across as dangerous. To protect that line of communication, we must establish a non-judgmental conversation. If we begin by pointing out a person’s faults, it may put them in a defensive mode. If your goal is to get them to open up to you, don’t start out attacking them. Start by listening to them. James 1:19 states,

A Preacher & Parent’s Guide to Protecting the Next Generation 27 “Wherefore, my beloved brethren, let every man be swift to hear, slow to speak, slow to wrath.” Be swift to hear What if the other person begins with an attack? What then? Let’s look at the three points of advice in this verse. First, be “swift to hear.” Listen to what they have to say, even when it’s hard to hear and even when you don’t agree. As soon as you retaliate, you have built a barrier and shut down the line of effective communication. Proverbs 15:1 says, “A soft answer turneth away wrath: but grievous words stir up anger.” Be soft in your response and you will de-escalate the high emotions. Respond softly with an open- ended question such as, “Could you tell me why you feel that way?” Be slow to speak Secondly, be “slow to speak.” Many conversations are one-sided. Some people will listen to others for the sole purpose of finding a good point to interrupt and segue into what they want to talk about. The comments of others are just jumping boards from which to speak. They have no genuine interest in what others are saying. They are thinking only of the next thing that they will say when given the chance. The best conversations are those in which you show genuine concern, empathy, and love by actively listening to the other person rather than being the one who is doing all the speaking. Most people will walk away from a counseling session feeling better about themselves and believing that the counselor is a great conversationalist even if the counselor said little to nothing at all. The reason is that the person felt validated by the counselor who truly listened to their concerns. Think about what they are saying rather than what you are about to say. Be slow to wrath James 1:19 gives a third word of advice: be “slow to wrath.” Don’t show up to a conversation with a chip on your shoulder, ready to explode at the first word that you don’t like. There will always be differences of opinion. Sometimes you will be dealing with someone actively involved in something that is morally wrong.

28 Country Preacher’s Almanac We can have righteous indignation at the act of sin, but if our anger is directed toward the person rather than the sin, we can easily lose the opportunity to reach them and affect change in their lives. Proverbs 26:20-21 has great advice for someone who wants a peaceful conversation, “Where no wood is, there the fire goeth out: so where there is no talebearer, the strife ceaseth. As coals are to burning coals, and wood to fire; so is a contentious man to kindle strife.” The Bible tells us to be slow to anger. In other words, keep your angry mouth shut. Incline your ears In Psalm 116:2 the go-to person was the Lord. “Because he hath inclined his ear unto me, therefore will I call upon him as long as I live.” If you “incline your ears” to others, they will call on you. Establish yourself as a person who truly listens, genuinely cares, and sincerely loves. Even if the person that you are trying to reach has walls that you can’t seem to penetrate, you can slowly break through by showing honesty, love, and sincerity to others around you. If they see that you have become a go-to person who cares for others, they may eventually come to trust you enough to come to you themselves. Make yourself available whenever they need you. Ask yourself, “Is this person more important than what I am doing right now?” Be willing to put aside your current task to focus solely on them. If they can feel comfortable coming to you and feel important when they come to you, they will come to you. Show genuine interest This point is worth re-emphasizing. The best conversations are those in which you show genuine concern, empathy, and love (i.e., genuine interest). Don’t let your mind wander when others speak. Maintain eye contact. It is not only important that you are listening to them, but also that they know you are listening to them. Maintaining eye contact doesn’t mean staring them down; however, don’t look away for extended periods of time while they are talking. Put your phone down. Turn the television or radio off. Step away from your device. Give them your full attention. Show them you are genuinely interested in them. If you are not, then

A Preacher & Parent’s Guide to Protecting the Next Generation 29 ask yourself, “Why am I taking time if I don’t truly care?” (or words to that effect. Fake it til you make it, no!) Give their words the consideration that they deserve, and they will give you the respect that you deserve. To build trust and open effective lines of communication, they must know that they are being heard. Avoid dominating the conversation Don’t interrupt! Ecclesiastes 5:1-3 gives us some great advice on keeping our words few, “Keep thy foot when thou goest to the house of God, and be more ready to hear, than to give the sacrifice of fools: for they consider not that they do evil. Be not rash with thy mouth, and let not thine heart be hasty to utter any thing before God: for God is in heaven, and thou upon earth: therefore let thy words be few. For a dream cometh through the multitude of business; and a fool’s voice is known by multitude of words.” (Multitude here implies dominating the conversation, not knowing when to shut up!) The Bible calls talking too much the “sacrifice of fools.” If you are talking, you are not listening, and if you are listening, you are not talking. Show them that you are listening by not interrupting. Give verbal and non-verbal responses Show them you are genuinely interested by giving active nonverbal cues. Nod your head in acknowledgment of what they are saying. Lean in closer and used hand gestures to show with your body language that you are interested and actively listening to what they are saying. Along with nonverbal cues, provide verbal feedback to show your active participation and concern in hearing their voice and their message to you. Statements that acknowledge the other person without interrupting their speech can be as simple as phrases such as “ok,” “yes,” “I understand,” “uh huh,” “I see,” “wow!” “Tell me more about that!” Get them to open up You are breaking down barriers. You are building their trust. Now you are sitting there, and you are both staring at each other in silence. How can you get them to open up and tell you about their feelings, their problems, their issues in life? First, ask the

30 Country Preacher’s Almanac right questions. Start out with questions rather than statements. Remember that you want to have a conversation, not a lecture. Your goal is to get them to talk. Make your questions open ended. Don’t use “yes” or “no” questions or your conversation will be very short. Ask things such as “How do you feel about…?” or “Could you tell me more about…?” Empathize with the emotions of the speaker If you are genuinely concerned about the person speaking, you will genuinely empathize with their emotions. Imagine yourself in their shoes to feel the emotions they are feeling. How? —Find out why they think the way they think, feel the way they feel, or act the way they act. A person who cannot see a different perspective or another’s point of view will never effectively hear what they are saying. This does not mean that you have to agree with what they are saying or doing, but you should provide validation of their feelings, even if their reasoning is flawed. You may not agree in their actions or solutions, but you can both agree when they are hurting. If you validate the fact that their emotions are real, they may allow you to help them navigate through those emotions. If your words are dismissive (“Suck it up!” “Nobody should feel that way!” “I don’t believe you!”) you will push them away. Sometimes, empathizing with the feeling of others means listen to the unspoken. At times, what remains unsaid is louder than the words that are spoken. Pay attention to their body language and non-verbal cues. One of the best things to do to comfort a friend who is hurting is just to be there. No words need to be spoken. Maybe they need a shoulder to cry on. Maybe your presence is good enough. Whether their feelings are spoken or unspoken, you should try to feel what they are feeling. If you do, you will be a better conversationalist, better counselor, better parent, better friend. Romans 12:15 says it best. “Rejoice with them that do rejoice, and weep with them that weep.” Conclude with a goal or expected outcome Don’t impose solutions. The end goal is to direct them to come up with their own solution, their own conviction. This is an important

A Preacher & Parent’s Guide to Protecting the Next Generation 31 principle. A child may live by their parent’s convictions and standards at home, but if it never becomes their own conviction, they will not live by it in adulthood. As they are speaking, wise counsel will guide their thoughts through active listening and guided questioning. Rather than saying “You should do this!” or “that’s a bad choice,” guide their line of thinking by statements such as “Have you considered these options?” or “Between what you are saying and this other option, which would lead to the best outcome?” As your conversation comes to a close, Reiterate the most important points of the conversation. Summarize their comments. “So, what you’re saying is...” Watch closely for non-verbal clues as to the accuracy of your summary. They will let you know if you misunderstood what was said.” As you restate what they said, you will emphasize the fact that you listened. They will feel and know that they were heard. Not every conversation has to end in something being fixed. Often, just having a shoulder to lean on and a listening ear is all that is needed. Other times, there are problems that need to be solved. In those instances, try to direct them toward an achievable goal or outcome. You could offer options, but at the same time ask for their thoughts on the correct solutions that might lead to that correct outcome. Remember that a good decision made by them is better than a good/better decision forced upon them. Finally, you should prompt them for an active decision to action. “Here are the things that we discussed today, and the options going forward. Which path will you choose? Which way are you going to go? Now is a great time to do it!” You should strive to establish a dialogue that shows your kid that you love them, value their thoughts and heart, and want to listen and understand their questions and struggles. How: by words such as— “Hey son, gotta a few minutes? [try to listen first to be sure he does have a few minutes. Timing is everything] I was thinking back to when I was your age and I remember confronting a lot of ideas and emotions I had never faced before. I knew I was loved

32 Country Preacher’s Almanac and had one, in my case my dad, that I could share my thoughts and questions with. He listened. Sometimes he didn’t have a clue, but he was always a good sounding board. Sometimes he could truly understand, and his life experience and knowledge helped me. I’ll always be grateful for those times. Son, I would like to be able to give my son that same gift that dad gave me. Please know that I want to be one who you can share your questions and your heart with any time.” [if you say it, be sure you mean it!] IF HE/SHE DOES COME TO YOU: “What you just said is interesting. I am so glad you are sharing it with me [creates an atmosphere of openness and/or looking for answers together]. I would like to hear more of what it means to you.” [opens the door for the kid to share thoughts, feelings, and perhaps other even more pressing questions, knowing that the initial question is often NOT their real question]. The challenge to Parents: • model a biblical example of listening to self and others • Listen for entry points to teach our children, little by little (Isaiah 28:10), the biblical precepts pertaining to listening. (See comments and verses above)

CHAPTER THREE: “AND ASKING THEM QUESTIONS.” LK 2:46b By George G. Garner When I left home for a secular university, my dad, Albert Garner, offered me some solid advice: “Son, you will face classmates and professors, people, who say things about Christianity that you know are wrong. You can immediately pull out your Bible, stick it in their face, and proceed to prove them wrong, or you can ask them respectful, wise, well-worded, and timely questions. Son, you will find that questions, unlike the frontal attack, do not put one on the defensive and can often cause them to question their beliefs. And, remember: people never change their beliefs until they question their beliefs.” Reflecting on those days, I am reminded that when I confront people whom I think are wrong with the frontal attack of a General Custer, it tends to end in disaster. On the other hand, when I confront wrong using wise and truly caring questions, the conversation tends to be far more productive with less of what we in the Army call “collateral damage.” I am still learning to be gentler in my voice and expression! You see, my dad helped me understand by precept and example that two of the most valuable gifts he could lovingly give me as his child were: 1) make sure that by the time I left home I was grounded in The Word, sanctified: “Sanctify them through thy truth: thy word is truth.” (John 17:17); and 2) help me know how to ask respectful, wise,

34 Country Preacher’s Almanac timely, and well-crafted questions. IS THAT WHAT YOU WANT FOR YOUR KIDS? Note: throughout this book you will find “Marks,” referring to a book, Marks of a Worthy Mentor, by George. G. Garner. *Also, a super resource for grounding/sanctifying our kids through The Word is a book by my dad, Albert Garner, Bible Analysis or How to Understand the Bible. In it, he explains the 5-point Question Rule and Proper Application Rule for Bible study. My dad hired my son, James Garner, as a boy and as a part of the job, dad took James through Bible Analysis and another of his books, Defense of the Faith. Not a bad idea!!! Both books are available in print through The Baptist Sunday School Committee Bookstore, Texarkana, TX., 1.800.264.2482 or 903.792.2783. MY DAD THEN TOOK ME THROUGH FOUR OTHER POWERFUL QUESTIONS: 1. Why do you say that? This question often can help the claimant and you see what biases brought him/ her to say such a thing: intellectual, emotional or “want to” volitional. 2. What do you mean by that? Until folks can agree on the definition of words they use, there can be no further real, verbal communication. 3. Where can I find the evidence for that? (“Where’s the beef?”) So often the evidence is just hearsay and based on no evidence or fallacious evidence and reasoning. 4. How did you come to that opinion? This last question listens for the reasoning (logic and/or emotion) behind the claim. Professors especially do not like to have their declarations defined as merely their opinions. After all, they are authorities! The reality is that usually the claim is just that - their opinion.

A Preacher & Parent’s Guide to Protecting the Next Generation 35 WHY THE USE OF QUESTIONS? 1. The Bible calls us to question false teachings. Notice, 1 John 4:1 “Beloved, believe not every spirit, but try the spirits whether they are of God: because many false prophets are gone out into the world.” Try in this verse means to question, as in a court of law—put one who makes a claim on the witness stand. 2. No one (including your kid) changes his or her belief until he/ she questions the belief. 3. A well-stated question can be the first step to an answer. 4. Questions can often be more powerful than statements or commands in developing an open and effective dialogue with others. 5. Questions often can open doors for biblical input and lead the hearer to ask questions of us! Luke 2:47 “And all that heard him were astonished at his understanding and answers.” Note: this began by Jesus asking questions, Luke 2:46! 1 Peter 3:15 “But sanctify the Lord God in your hearts: and be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear:” 6. One mark of healthy children is their curiosity to ask respectful questions. One mark of a healthy parent or pastor is to welcome their questions! NOTE: God of course knew all this, and Satan knew it, too! • God’s first recorded conversation with Adam after he succumbed to the poison of Satan’s Secular Humanism was a question: “Where art thou?” (Genesis 3:9) • Satan’s first conversation with Eve was a question: “Hath God said...?” (Genesis 3:1), and • The young man Jesus’ first recorded interaction with others notes that 1) he was found sitting before religious leaders in the temple area, 2) he was hearing them, and 3) he was asking them questions. (Luke 2:46)

36 Country Preacher’s Almanac Pastors and Parents will find: Questions are often far more effective than direct statements or commands in helping youth and adolescents deal with false claims that confront them, be they from media, classmates, friends, or teachers. SIMPLE INSTRUCTIONS FOR SUCCESS 1. Consciously seek to apply the principles of listening given in Part I, Chapter I Listening. 2. Teach your kids to apply the four simple questions in responding to those who make what they suspect are false claims. 3. Learn how to question in a way that invites discussion, not debate. Along the way, you also will find vignettes from the Immaculate Conniption State University campus: Professor Pop-off who is the authority on everything! Charlie Christian, who is a freshman at the university; and finally, Alvin Atheist, who is Charlie Christian’s roommate!

A Preacher & Parent’s Guide to Protecting the Next Generation 37 The following four questions invite dialogue with one who seems to be making a false claim, without being confrontational: #1 WHY DO YOU SAY THAT? (Identify the Bias) Case Study #1 (Professor Pop-off’s class): Professor Pop-off:“Science has shown that the Bible is not reliable for our day.” Charlie Christian: “Sir, why do you say that?” [or Charlie could have incorporated Rule#1 and said something like, “Sir, I appreciate your openness to share your feelings about the Bible, but why do you say that?” —A “your feelings” approach might help get to his real barrier to the Truth] Professor Pop-off: “Oh, so you are one of those Bible thumpers. Please, prove me wrong!” Charlie Christian: “Sir, I am just here to learn, and you made this claim. I would just like to know why you say that.” NOTE: Charlie Christian, back at the dorm with Alvin Atheist (case study #2), doesn’t get around to asking him, Question #1 “Why do you says that?” We will join their conversation a little later.

38 Country Preacher’s Almanac ANALYSIS: A. Professor Pop-off makes a claim. HE MAKES THE CLAIM! B. Charlie Christian responds by asking a respectful, wise, well- worded, and timely question. C. Pop-off, instead of answering Charlie’s question, tries immediately to put Charlie on the defensive. (This can usually be expected since Pop-off is the authority figure here and has a need to make Charlie look ignorant!) D. Charlie Christian, instead of falling for the trap, reminds the Professor that he made the claim; therefore, he is the appropriate one to show WHY he made the claim. DON’T LET THE PROF PUT THE STUDENT ON THE DEFENSIVE! Note: One of the best vignettes expanding on the above is given in Gregory Koukl’s Tactics in Defending the Faith. Koukl’s works are easily understood and practical. CHARLIE HAS ALSO LEARNED TO LISTEN FOR ANY BIAS THAT LEADS ONE TO MAKE A CLAIM THE POWER OF BIAS We all have certain biases. My bias led me as a boy to like the Detroit Tigers, who spring trained in my hometown, better than the Yankees. I prefer Strawberry Yogurt over Vanilla. Are these moral truth biases or just preference biases? Bias means “a bent toward or away from something.” Moral biases come from several sources: Bible and conviction of the Holy Spirit, nature, parents, peers, respected educators, politicians, preachers, and even movie and sports stars. Whether these biases are trustworthy or not will be looked at later.

A Preacher & Parent’s Guide to Protecting the Next Generation 39 College professors often challenge the faith of young students with their own biases, “Science has shown that the Bible is unreliable,” or “Tell me when God began, and we will talk.” The first statement comes from a bias based on hearsay or Pharisaical distortions and misrepresentations of biblical claims. The second comes from a basic misunderstanding of who God is: not limited by matter, energy space or time (MEST)! When only has meaning in the dimension of time. We will look at this more, later. Key for now: Charlie knows to listen carefully to see what bias/biases block the professor from accepting the Bible as reliable. 3 BIAS BARRIERS TO RECEIVING CHRISTIANITY’S TRUTH CLAIMS: One might ask, “Why would anyone put up a barrier to the simple message of love, forgiveness, eternal life, and hope offered by Jesus?” Good question! Apologists such as Norman and David Geisler in Conversational Evangelism and Gary Habermas in Dealing with Doubt, remind us of the basic barriers that stand between Jesus and the lost person. #1. THE INTELLECTUAL BARRIER A. Some have not heard the truth or have been blinded by false claims/evidence concerning the truth Example: Richard Lewontin, Harvard University professor of biology and an avowed Darwinist and secular humanist, confessed, “Moreover that materialism is absolute [emphasis mine] for we cannot allow a divine foot in the door.” Richard Lewontin, “Billions and Billions of Demons,” The New York Review of Books, January 9, 1997, 31.

40 Country Preacher’s Almanac NOTICE: “we cannot allow a divine foot in the door.” Their presuppositions close the door to any challenging evidence! So much for the scientific principle: let the evidence lead where it may! B. Some have been presented false logic (stinking thinking!) Example: Sue Brown notes: “Image has replaced the word, music has replaced the book... Music and the image, then, the two most potent influences on young people today, conspire to bypass the reasoning powers of the mind and to encourage thinking by association rather than by analysis.” (S. Brown, 200) READ THE ABOVE CAREFULLY FOR THIS IS A KEY TO UNDERSTANDING TODAY’S KIDS!!! Sue Brown’s quote captures how kids think! Sadly, Hollywood knows this! #2. THE EMOTIONAL BARRIER A. Some are angry or despondent over seemingly unfair tragedies that make them question whether there really is an all-powerful, all-knowing, all-powerful, all-loving God. and/ or, B. Some have fears of family, friends, or work-place rejection if they accept The Truth. While lecturing in Japan, I was reminded of how powerful this is in the Shinto and Buddhist communities. By my brother-in-law, a formerly staunch Catholic, I was reminded of how certain religious groups in America can persecute or reject those who depart from their faith or cult.

A Preacher & Parent’s Guide to Protecting the Next Generation 41 NOTE: as you go through this book, you will be reminded of the role emotion makes in decision making. #3. THE VOLITIONAL BARRIER (UNWILLING TO KNOW) A. The Apostle Peter put it this way: “For this they willingly are ignorant of [a volitional choice], that by the word of God the heavens were of old, and the earth standing out of the water and in the water:” (2 Peter 3:5) B. Simply put, some people don’t want to know The Truth. WHY? Because they know they would be accountable. See: Acts 17:30. They do not want to answer for their life choices! NOTE Appendix 1 discusses the Three Barriers at length and gives suggestions on how to respond to each of the identified barriers (great pastoral and parental material!). What Gems has Charlie Christian learned so far? 1. Respectfully ask questions that reveal how and why the claimant leans (bias) a certain way. 2. Avoid letting the claimant turn the tables and put you on the defensive. Respectfully remind the prof that he or she made a claim; thus, it is up to them to help you as a student understand why they made the claim. 3. Listen closely to determine which of the three barriers keep or keeps the person from being open to the claims of Christianity. If he or she is open, then great! You can point them to some of the many resources referenced in this book that show why the Bible is reliable.

42 Country Preacher’s Almanac #2 WHAT DO YOU MEAN BY THAT? (Definition of Terms) A major problem in communication involves different definition of terms. In marriage, it may be what is said (words, sentences) or just how it is said (gesture, voice inflection). Anyone who is married understands the problem! Husband, “All I said was...” Wife, “But it is how you said it!” One may look at a newborn baby and say, “That boy is really something.” Something could mean big, strong, handsome, or “the ugliest little glob I have ever seen.” Question #2 necessarily involves the first law of logic: The Law of Identity (LI), A is A. Thus, a rose by any other name is still a rose. Someone might call a weed a rose and a rose a weed. Using a different word to describe something doesn’t make it different than what it really is. Also, calling two different things by the same name doesn’t in reality make them the same. Selah!!! In issues of faith and moral truth, it is critical that there be an agreement of definitions for meaningful communication. For instance, one could say that Christians, Moslems, and Hindus all worship God. Likewise, the Christian and the Mormon say they are born again. Baptism may be used in a way clearly incompatible with biblical use of the word. EXAMPLE: The biblical meaning of GOOD in context. Jesus applied #2 by challenging one to define in his mind Good, God, and Jesus. Mat 19:17 “And he said unto him, Why callest thou me good? there is none good but one, that is, God: but if thou wilt enter into life, keep the commandments.” In this context either Jesus is God or Jesus is not good. This example emphasizes difference in what is called the denotative [dictionary]versus the connotative [contextual] meaning of a word.

A Preacher & Parent’s Guide to Protecting the Next Generation 43 Case Study #2 (Charlie Christian and Alvin Atheist - back at the dorm) Alvin, “It’s a woman’s right to abort a fetus if she doesn’t want to have a kid.” Charlie, “Alvin, to kill an unborn infant like that is just wrong!” Alvin, “Charlie Christian, you are just being judgmental!” [Have you ever heard this one?] Charlie Christian, “Alvin, what do you mean by judgmental? Are you judging me to be judgmental? Are you saying I am wrong to say you are wrong? Help me understand.” ANALYSIS: A. Charlie blows it from the start! He forgets to ask Question #1 “Why do you say that?” and listen for Alvin’s emotional bias/ barrier (hint: Charlie has no idea at this point that Alvin’s sister and his mother both have had abortions) Have you ever jumped in to “defend the truth” before listening for the barrier/bias? I have! B. Ok, where do we go from here? As might be expected, Alvin Atheist immediately puts Charlie on the defense by the all- powerful “YOU ARE BEING JUDGMENTAL!” C. Charlie could reasonably go to “What do you mean by right?” He could have asked him about the source of human rights and whether or not they are inalienable. He didn’t. Instead, when Alvin accused Charlie of being judgmental, Charlie respectfully

44 Country Preacher’s Almanac and now with kindness in his voice, regroups: 1) He challenges Alvin to apply the same “judgmental” claim to himself. A logical challenge he learned from a pastor’s sermon: applying what is called “Turn the Tables.” Here, like with Dr. Pop- Off, Alvin makes a claim, “Charlie, you are just being judgmental.” 2) Alvin now must either agree that he is being judgmental or define what he means by judgmental and hopefully be willing to talk about what it really means to be judgmental. 3) Notice that Charlie Christian softens his confrontation with “...help me understand.” NOTE: PLEASE READ PART II, Question #2. You will find a more detailed help with the judgmental argument and what the Bible, in context, really says a about it.! WHAT GEMS HAVE CHARLIE LEARNED FROM QUESTION #2? 1. Remember to listen for the bias/biases of the one making a claim, see Question #1. 2. Charlie was put on the defense by, “That’s just wrong.” UGH! Whenever you respond to a false claim by making a claim, then you put yourself on the defensive as well! Better be prepared! 3. Don’t immediately go on the attack! Fools rush in! 4. Listen carefully for the words in the claim that are critical to a common understanding of meaning, i.e., judgmental. 5. When attacked with the charge of being judgmental, remember to “Turn the Tables.” Alvin makes the claim; it is his responsibility to defend the claim. What does Alvin mean by judgmental, and how is Charlie being judgmental?

A Preacher & Parent’s Guide to Protecting the Next Generation 45 6. Be careful to respond with an attitude of meekness, not arrogance. Charlie wisely regroup and invites Alvin to help him: “Help me understand.” 7. Remember: Scripture cautions that making judgments is serious business, Romans 2:1. It warns two groups: 1) the hypocrite, Matthew 7:5; and 2) The one who puts what he himself thinks above what Scripture declares, James 4:11. • HOWEVER, we cannot go through life without every day judging whether something is right or wrong. • HOW THEN ARE WE TO JUDGE? John 7:24 “Judge not according to the appearance, but judge righteous judgment.” • HOW ARE WE TO KNOW? Romans 1:17 “For therein is the righteousness of God revealed from faith to faith: as it is written, The just shall live by faith.” ANSWER: by learning, following, and proclaiming, “as it is written,” • THE BIBLE is our standard, rule, or yardstick (2 Corinthians 10:7-13) by which we can make sound judgments based on what God has judged, not just what we think!!! OH, WHAT ABOUT CHARLIE CHRISTIAN AND PROFESSOR POP-OFF? Case Study #1 continued (Professor Pop-off’s class): “Professor, what do you mean by reliable? Reliable for what? Do you mean like reliable to teach Calculus or Quantum Physics? Sir, the Bible was not written for that purpose.” *Charlie could have continued: “The Bible claims to have been written so that we might know we cannot personally attain victory over all our inward and outward flaws, that we might know and experience the true meaning of love, that we may accept and give to others true forgiveness, have the gift of eternal life, and things like that.”

46 Country Preacher’s Almanac “Sir, what do you see as the Bible’s purpose? What do you find in the New Testament regarding its purpose that is not unreliable?” NOTE: Charlie’s questions here almost always put the professor in checkmate! HOWEVER, POP-OFF COULD GIVE A SECOND “full of errors” RESPONSE: Pop-off says, “By unreliable, I mean it is full of errors.” Then Charlie could follow: Charlie, “You mean errors that negate the purpose, the truth-claims, for which it was written or maybe just scribal slips or typographical variants? If our textbook has some typographical errors [which almost every school textbook does], should we necessarily reject the textbook?” • I have found that getting into the swamp of manuscripts, for most people, only distracts from the simpler discussion around “reliability of the purpose for which it was written.” The “brains” that you confront rarely have any concept of its purpose! Here folks are quickly forced to see the Bible as having more influence for good than any other book ever written— including any “scientific” book. Once people see this, they, who have a ear to hear, are then shown how that it offers a hope beyond any other book! AMEN! NOTE: The leading agnostic textual critic of the Bible, Bart Ehrman, admits, “...the essential Christian beliefs are not affected by textual variants in the manuscripts of the New Testament.” (Ehrman, Misquoting Jesus, 252) i.e., no “so-called” typographical errors in the Bible affect any foundational Christian doctrine. Strain at a gnat, swallow a camel!

A Preacher & Parent’s Guide to Protecting the Next Generation 47 DANGER!!! I do not recommend the reading of Misquoting Jesus. Ehrman is the most highly educated, professing himself to be wise, antagonist/biblical denier of our day. His writings have offered the most prolific academic, yet readable, attacks on the Bible of the last century. If you find yourself confronted with his writings, there is, however, a wealth of sound rebuttals on the internet on what is called “textual criticism.” NOTE: Part II will briefly document the superiority of the Christian lifestyle. #3 WHERE CAN I FIND THE EVIDENCE FOR THAT? Case Study #2, continued (Charlie Christian and Alvin Atheist back at the dorm) Charlie, “Alvin, can you show me where I can find evidence that the unborn fetus is not really a human being?” Alvin [his possible response; you might think of others] “Charlie Christian, if you just followed the news, you would know that important people, like the Governor of Virginia and powerful, knowledgeable politicians, affirm the right of abortion and see the unborn or newly born as having no rights. If the fetus has any rights, they are clearly less than the right of the mother, I mean woman!” Charlie, “Alvin, I have heard politicians say all sorts of things, often contradicting themselves after only a short period of time. I haven’t heard about the Virginia Governor. I would, however, like to know where can I find the Governor’s evidence for his position? Will you help me with that? Alvin, while we are looking at the evidence

48 Country Preacher’s Almanac about human life before birth and abortion, would you also be willing to consider the evidence that science, our American culture, and the Bible show regarding a woman’s rights and the life of the unborn and newborn baby?” ANALYSIS: A. IfAlvin has an “ear to hear,” then by the time they get to Question #3, Alvin Atheist either accepts the Bible as a standard for making judgments or he is left with a relative, often changing, standard most likely one of the following: 1. Local community consensus (a lot of communities in the world believe in beheading the infidel; Some still sacrifice their babies in fires) OK? 2. Local, State, National, or International Law (Laws frequently change. Does this make truth change? What is their basis for changing laws: legal precedence or observation of changing societal values? How do they judge these changes?) 3. Personal conscience (Some have consciences that allow them to steal, murder, rape, etc. Does personal conscience provide a reasonable standard?) Note: Regarding conscience, Scripture speaks of those who are “Speaking lies in hypocrisy; having their conscience seared with a hot iron;” [1 Timothy 4:2] and other Scripture speaks to the moral quality of one’s conscience: 1Timothy 1:5, Titus 1:19, and 1 Peter 3:16. These verses specifically refer to a good conscience. B. Charlie doesn’t claim to know everything. He mentions Alvin’s reference to the Virginia Governor. In doing so, he shows an open, receptive mind to evidence. He gives Alvin the same expectation. C. Charlie further challenges Alvin not only to defend his position with evidence, but he also charges him to be open-minded to evidence that answers Alvin’s claim on abortion and the woman’s rights.