GMD Theology: With Applications and Explanation of the
Role of Education Toward Creating a
Perfect World
Humanity is a babe in time, arriving in only
approximately 200,000 BCE (Before the Common Era), almost 14 billion years
after the universe banged into existence and over 4.5 billion years after the
creation of planet Earth.
Over the course of humankind’s 200,000 years or so of
existence, people sought explanations for natural phenomena and for the meaning
of this one earthly sojourn. The search
resulted in a rich literature of myth and in time induced the development of
the world’s major religious, belief, and ethical traditions: Judaism, Hinduism, Buddhism, Confucianism,
Daoism, Christianity, and Islam. These
traditions advanced interesting explanations of Creation and compelling ideas
as to life’s meaning and proper ethical conduct.
Not until a period extending from the very late 15th
century through the 18th century CE (Common Era) of the Enlightenment did systematic
scientific experimentation and reasoning offer alternative explanations of
natural phenomena and a different timeline for Creation. The advent of the development of scientific
processes challenged the world’s traditional belief systems and engendered
counterforces in opposition to scientific fact and
reasoning.
Rational thought led to great advances in the
interest of human equity and those political and economic systems that most
further the cause of human equality. In
time, the Western world moved substantially beyond the hypocritical
imperialistic tendencies that impeded the advancement of equity, and in the
United States specifically a much fairer and just society developed from the
mid-1950s through this very year of 2024.
This has been a time in which women and nonwhite citizens, and people of
various sexual and gender identities, advanced their case for full
participation and leadership in American society. As with scientific and rational thought,
these advances toward expanded citizenship rights and shared power among people
of various gender and racial identities elicited a powerful counter-current
among those, especially white males, who saw advancement of the previously
abused as a threat to their own prerogatives.
In this edition of Journal of the K-12
Revolution: Essays and Research from
Minneapolis, Minnesota, I discuss these matters of prehistoric and historic
development; and the forces and
counterforces that have created the world that we now witness. With great respect for the world’s great
belief systems, I articulate the fundamentals of a new theology that
incorporates the insights and ethical codes of those systems into my own vision
for a theology and system of ethical conduct compatible with science and full
of promise for moving society toward that optimal social environment conducive
to the best life possible for all humanity on this one earthly sojourn.
And, consistent with the ideational principles that
undergird this journal and my other platforms of expression, the role of
education in creating an optimal existence for humanity, as explained
especially in Article #5, is integral.
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