Revelation Movement

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The Bible Created the ‘Steel Frame’ of India

by Vishal Mangalwadi, Samuel Davidson and Ishita Davidson Sardar Vallabhbhai Patel (1875–1955), India’s first Deputy Prime Minister and Home Minister, described the colonial Civil Services as “The Steel Frame of India.” Who or what built that frame?  The short answer is: the Bible.  Between 1765 and 1820, British rulers were as corrupt as today’s Indian civil servants. Most Indians feel that our criminal politicians use civil servants to loot our tax money and extract bribes from helpless citizens. Now they are also using the police to persecute political opponents and religious minorities. Why then did Patel, India’s “Iron Man,” describe colonial-era civil services as the “steel frame” of justice and fairness that held India together?  Vallabhbhai Patel, who fought against the British Raj, praised civil servants on 21 April 1947 at Metcalf House in Delhi. He argued that after independence, the Indian Civil Services (ICS), created by colonial rulers, should continue serving the new nation. Its name would change from ICS to IAS (Indian Administrative Services). Patel’s phrase “the steel frame” came from a 1922 speech by British Prime Minister David Lloyd George.  Management guru Peter Drucker described colonial civil services as a model of public administration and management. It was the reason, he asserted, that colonialism survived for two centuries. Many of its cadre were sons of British pastors. Their parents and churches prayed that these young men would serve India with diligence and integrity. Their prayers were answered.  Drucker does not defend colonialism. He knew that the British Raj was marked by muddled policies, indecision, misdirection, and failures.  It survived for as long as it did because the Bible-based Evangelical movement built the Indian Civil Services. The ICS, says Drucker, was Britain’s “supreme administrative accomplishment”:  [The Civil Servants] were younger sons of poor country parsons, with no prospects at home and little standing in English society.  Their pay was low, and such opportunities for loot or gain as their predecessors had enjoyed in the swashbuckling days of the East India Company a hundred years earlier had, by 1860, been completely eliminated by both law and custom. These untrained, not very bright, and totally inexperienced youngsters ran districts comparable in size and population to small European countries. And they ran them practically all by themselves with a minimum of direction and supervision from the top. Some, of course, became casualties and broke under the strain, falling victim to alcohol, to native women, or—the greatest danger of them all—to sloth. But most of them did what they were expected to do and did it reasonably well. They gave India, for the first time in its long and tragic history, peace, a measure of freedom from famine, and a little security of life, worship, and property. They administered justice impartially and, at least as far as they themselves were concerned, honestly and without corruption.  They collected taxes by and large, impartially and equitably. They did not make policy, and in the end, they foundered because they had none. But they administered, and administered well. (Peter Drucker. Management: Tasks, Responsibilities, Practices, pp. 403-404. Emphasis added.) Robert Clive, a clerk in the Madras office of the East India Company, laid the foundations of the British Raj in 1757 by defeating Bengal’s Nawab, Siraj-ud-Daulah. Clive supported the appointment of the new Nawab, Mir Qasim, who ruled until 1763. In 1762, Mir Qasim described British corruption in a letter to the Governor and his council. And this is the way your gentlemen behave; they make a disturbance all over my country, plunder the people, and injure and disgrace my servants… They forcibly take away the goods and commodities of the peasants, merchants, etc., for the fourth part of their value, and by way of violence and oppression, they oblige the peasants to give five rupees for goods which are worth but one rupee. (Philip Mason. The Men Who Ruled India. pp. 38-39) As mentioned earlier, seven decades later, one of Britain’s greatest historians, Lord Macaulay, confirmed Mir Qasim’s testimony regarding the corruption of British rulers. In his Essay on Clive, Macaulay wrote that the British East India Company was a “gang of public robbers” that “had spread terror through[out] the whole plain of Bengal.” Its governance was as “oppressive as the most oppressive form of barbarian despotism… strong with all the [military] strength of civilization. It resembled the government of evil Genii rather than the government of human tyrants.”  The British Parliament denounced Clive as a corrupt “Nabob.” He was followed by Governor-General Warren Hastings, who expanded British rule in India. Hastings, too, was tried for corruption. During his trial, Edmund Burke, the father of modern conservatism, put his finger on the root of a philosophical problem. Accusing the British East India Company, Burke said, “. . . these Gentlemen have formed a plan of Geographical morality, by which the duties of men in public and private situations are not to be governed by their relations to the Great Governor of the Universe or by their relations to men, but by climates, degrees of longitude and latitude…. As if, when you have crossed the equinoctial line, all the virtues die… as if there were a kind of baptism, like that practiced by seamen, by which they unbaptise themselves of all that they learned in Europe and commence a new order and system of things.”  Burke’s charge was that in India, a corrupt East India Company was practicing a ‘Geographical’ or relative morality that was not governed by God’s moral (absolute) laws. In his influential work, The Men Who Ruled India, Philip Mason points out that this moral relativism was justified to maintain British rule and trade in India. Trade interests overruled God’s moral law.  The Company presumed that “to be fair to Indians was to be prejudiced against the English.”  Burke’s accusation, confirmed by Charles Grant and others, inspired  British Evangelicals to reform the Company. Anglican Evangelicals were  just beginning to emerge out of the Wesleyan revival of the late eighteenth century. They were

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A Revolution in Education: Truthpedia

This is a revised version of the chapter “Towards a Third Education Revolution” first published in the book The Third Education Revolution. (Pasadena, Sought After Media, 2020. Truthpedia is a vision becoming reality. It is a 3-in-1 education ecosystem—high school, university, and encyclopedia—that reintegrates knowledge, truth, wisdom, virtue, skills, research, and community. Using available educational technologies such as AI, Truthpedia attempts to restore education to the Church as her God-given obligation—to disciple nations (Matthew 28:19–20) and to fill the earth with the knowledge of God (Isaiah 11:9). The success of this education revolution will depend on the Church shedding anti-intellectualism and proactively seeking the “Spirit of Truth” to cultivate the spirit, mind, body, character, and relationships (John 14:16–17; 15:26–27; 16:13). For a thousand years, the church has sent students to the universities for their education. Truthpedia will bring professionals into the church, making it possible for schools and universities to send students to the local church. Imagine students enrolling in accredited universities and schools but attending classes from their local church. Expert teachers will come to their church online. Even the poorest student will get to learn from the world’s best teachers. Academic Pastors (APs) trained by Truthpedia, credentialed by universities, and approved by local churches, will mentor students individually and in small groups. Students will save up to 75% on tuition. Learning from the best teachers within a local church-based educational community will free the students to contribute to their family’s economy and health. Students who cannot live with their parents will room and board with elders and deacons trained to teach necessary life skills. Students will go to universities, science labs, industries, institutions and offices to learn what cannot be taught online. “Academic Pastor” (AP) revives the lost idea that teachers are God’s gift to build up wisdom and godly character. A youth pastor, teacher, homeschooling parent or grandparent can be trained to serve as an AP if he/she is able and willing to help students study and blossom. In other words, an Academic Pastor (AP) is a Youth Pastor version 2.0, trained to assess students, oversee studies and organize face-to-face seminars and webinars with experts. APs will teach students to love their neighbors. They will devote at least six hours a week to serving the needy in their family and local community. An AP will organize internships for students to develop vocational and leadership skills. Recognizing that she is the body of the One in whom are hidden all the treasures of wisdom and knowledge (Colossians 2:3), the worldwide Church will organize global networks of scholars and professionals. Together, they will create a knowledge bank and a truth-based educational ecosystem. Students will learn to critically examine ideologies, trends and fashions.  Education will cease to be indoctrination that corrupts truth and morals. It will stimulate students to discuss and discern what is true, beautiful, good and wise. Truthpedia will assist Subject Matter Experts (SMEs) to create, edit, adapt and translate online curricula for school and university students. Professionals who understand the strengths and weaknesses of online learning, assessment formation, lecture scripting, videography and contemporary worldviews will assist SMEs to create innovative and meaningful online curricula. Imagine Albert Einstein coming into a poor church to teach Relativity in Hindi or Arabic, or John Milton appearing in a mud hut to explain “Paradise Lost.” Educational microfinancing will make it possible for resource-deprived churches to become centers of education. Scholarship funds and grants will supplement educational banking. Incidentally, Truthpedia’s partners, such as Virtues Campus, are already enabling students to go to a local church to study college courses. Truthpedia will be designed to help students develop the art of research, critical thinking and effective communication. Students will learn languages and master classics. Local churches will partner with existing facilities to teach physical fitness. The curricula will cultivate a sportsman’s spirit and personal discipline. Students will learn how to organize teams that turn local needs into opportunities for service. Church networks will help students travel across continents to learn and serve in different cultures as they grasp international relations. Truthpedia will train thought leaders by offering courses in classic books, ideas and biographies that have impacted history for better or for worse. The details of this vision can be found in our book, ‘The Third Education Revolution.’ A New Dark Age A new dark age has descended upon the world of education. Secularization has robbed teachers of the respect that the Church had bestowed upon them. Teaching is no longer a sacred calling. Many teachers have become vendors in an educational shopping mall (the university) where they sell their department’s wares. Without divine revelation, universities no longer know what logic and language are, or the difference between right and wrong, male and female. Some of the best minds in the West no longer know what sex and love, marriage and family, nation and justice, or self and God are. An intellectual revolution is required to restore the soul of education. Once again, learning must earn public respect as a pursuit of truth and virtue. If students go to college mainly to pursue pleasure, power, and prestige or a license to get a job, then how can a college expect greater respect than a club or a workshop? This corruption has already made universities the matrix of our new dark age. Amoral universities are swamps breeding corrupt politicians, civil servants, businessmen, journalists and judges. They can teach students how to make a great robot, but not how to be a good spouse, parent, neighbor or citizen. This revolution is intended to make education a training in servant-leadership. It will do more than prepare students for job markets. It will guide them to find the meaning and purpose of life, to discern their personal calling, and to prepare to fulfill their vocation. Truthpedia will reform education to become a civilizing process—not a breeding ground for immorality and corruption. It will nurture the “habits of the heart,” enabling students to love God more deeply,

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