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News

Health minister will protect kids from nicotine, but not castration?

Last week, the federal government announced that it will “explore legislation and regulatory options” to address the growing popularity of youth using certain “stop smoking” aids. 

Specifically, the government is focusing on restricting access to nicotine pouches, which are tobacco pouches placed between the gum and cheek, with the intent being to counteract nicotine cravings.

Zonnic is one of the popular brands approved in Canada, with Health Canada stating that the 4mg per dose “is usually recommended for adults who smoke 25 or more cigarettes a day and want to quit smoking.” These pouches release the same addictive chemicals found in cigarettes, vape products, and chewing tobacco. In July 2023, Canada approved Zonnic as a natural health product, allowing it to be sold at any store with no restrictions. 

But these products have been marketed to teens with different candy-like flavors and colorful packaging. Federal Health Minister Mark Holland was having none of that: “To the tobacco companies that continue to look for ways to use loopholes to addict people to their products: Get away. Stay the hell away from our kids.” The BC government already took action last month, ensuring this product can only be sold over the counter in pharmacies. 

Yet, this same “keep away from our kids” minister, just last month, criticized the Alberta government for new policies that focus on protecting minors from gender transition hormones and procedures, that ban males from female sports, and give more parental control over sexual education curricula. Holland stated that the policies are “deeply disturbing.” 

Holland listens to the science regarding addictive drugs harming minors. Yet, when it comes to so-called “gender-affirming care” that does irreversible harm to children including sterilization, castration, and other genital mutilations (more harm than nicotine products could do), he would rather align with an ideological stance that fails to affirm a child's God-given sex. 



Internet

Technology in Reformed schools

With great technological innovation comes great responsibility.

In an era where the digital landscape transforms the way we live, learn, and connect, Reformed Christian schools stand at the intersection, navigating the delicate balance between embracing innovation and upholding their Bible-based values. The integration of various technologies – whether computers, YouTube videos, cell phones, iPads, or the hot-button topic of Artificial Intelligence (AI) – is forcing a profound question upon Reformed Christian education: How can we ensure that the transformative potential of technology aligns with and honors our Christian worldview? Are these tools mere distractions, pulling our focus away from the godly values our schools want to foster, or can these technologies be harnessed to deepen the connection between students and their Christian identity?

As the debate rages on between an impulse to retreat from technology entirely and the temptation to embrace it wholeheartedly, Reformed Christians have some complex decisions to make about how we will use technology in our classrooms.

Survey says 

To try to get an understanding of what’s happening in Reformed schools across Canada, I asked 20 of them to participate in a survey exploring their approaches to screen time, technology policies, and the broader digital landscape within their educational environments. The participating schools ranged from elementary to high school and consisted of Canadian Reformed, United Reformed, and confessionally Reformed (but not associated with a specific church) schools. Of the contacted schools, 12 schools responded.

Questions ranged from yes or no questions to also allowing principals and school administrators to expand their answers in anonymous anecdotes. I also spoke with school principals who were willing to share more about their experiences.

Among our survey respondents, the majority (92%) have specific policies regarding the use of technology in the classroom or on school property. It’s encouraging to know that most schools are recognizing a need to regulate the technology being used on campus. Most schools had guidelines for “Computer Usage Policy” for devices owned by the school as well as an “Acceptable use of personal devices policy.”

One school said no phones at all

Marc Slingerland is the principal at Calvin Christian School, a K-12 school in Coalhurst, Alberta. Slingerland said that his school has tried a few approaches with different rules for personal devices in different grade levels. Across the board, they had a no-phone policy, “no phones allowed to be seen or in class.” However, they found that for older students in grades 11 and 12, some parents felt more comfortable with them bringing phones to school knowing that they would be driving to the campus. Taking this into consideration, the policy was changed to allow for grades 11 and 12 to use phones during breaks in the foyer. The hardest part was that this became a long haul of policing students – Slingerland says they have now reverted to the original plan.

“There’s a set time and a set place at which it’s allowed. It’s constantly policing the boundaries and if they’re just going to the locker to get a book, they can easily quickly just check it. So, we actually went back. This is now our second year with no student devices on school property at all.”

When to introduce?

When it came to the introduction of school computer labs or school iPads into classrooms, the prevalent sentiment was that the early stages of a student's development may be better navigated without the intrusion of technology.

Paul Wagenaar is the principal at Jordan Christian School, a K-12 school in Lincoln, Ontario. When it comes to the younger grades, Wagenaar says that it’s rare for their school to introduce digital tech to students under grade 5.

“We intentionally keep technology out of the classroom in the early years as much as possible. The extent of the technology would be that each classroom does have a projector. Once in a while, there will be a video or something that will be shown to the students. But no use of iPads, or any electronic device in our classrooms up until grade four.”

Regarding the survey, most schools (with elementary-aged students) said that it’s between grade 3 and grade 5, that they start introducing technology like computers or laptops. “The exposure to technology in younger grades is limited to the teacher's laptop and projector,” one principal said.

Benefits in older grades

When it comes to older grades (grades 8 to 12), some schools pair each student with their own iPad or laptop just for their own personal use. This type of “1-to-1” approach aims to enhance the educational experience by embedding technology into the curriculum. This allows teachers to foster personalized learning, and prepare students for the digital demands of the modern world.

Jordan Christian School has taken this approach in their high school. Their principal shared that each student has an Edsbee account, which is a web-based K-12 learning platform for teachers to upload assignments, and mark grades and attendance. The teacher will then enforce when the laptops should stay closed during lessons, and when the laptops can be used. Wagenaar says that he has found this useful in preparing students for post-secondary endeavors.

“We feel that they need to be prepared for the world in which they live as well. So I think the benefit of students having their own device is that in those four years, they really learn it well, and they're well prepared for college or university or the workforce.”

While some schools take the 1-to-1 approach, others opt for the use of computer labs or Chromebook carts.

“The portable laptop cart has made student access to and use of technology much more convenient, with more opportunity than a standalone computer lab,” said one principal.

In terms of technology tools deemed helpful, the respondents highlighted a variety of platforms and applications such as Kahoot, Google Classroom, Google Docs, and educational apps like IXL and Scratch Jr.

Conversely, some tools, like YouTube, were identified as unhelpful due to potential distractions and inappropriate content. Interestingly, 75% of schools also said they have dealt with emerging technologies like AI in the classroom, including instances of students using AI to complete homework assignments.

Filters and firewalls 

A large challenge in having digital devices in classrooms is the ability to monitor students, and keep them from getting into trouble online. All schools said that they use online security safeguards and firewalls to protect students from inappropriate websites and distractions (i.e., computer games). For many schools, it's up to the teacher to enforce policies on how to use digital devices in class. Some principals voiced that they turn the screens on an angle so that the teacher can see what's happening on the screen.

One survey respondent mentioned that they use an app called “GAT Shield” which gives teachers access to see all of their students on their own devices.

“Teachers can also lock webpages, close tabs, push websites, and send out individual or class-wide messages. Additionally, we have filters set up using some of their presets and our own to flag explicit material, inappropriate language, violent images – weapons, etc.,” this respondent noted. “When a student has tried to access this material, it sends a link/screenshot to the teacher and account administrator's emails.”

In some of the specific policy guidelines, if students use devices in a way that violates school policy it can lead to the device’s confiscation for a period of time.

Years of research 

With firewalls in place blocking video and audio streaming apps like YouTube and Spotify, it can help to combat distractions – yet distractions to videos or inappropriate online content are not the only things Christian classrooms should be aware of.

In 2020, researchers and professors David I. Smith, Kara Sevensma, Marjorie Terpstra, and Steven McMullen put together a three-year study on the use of technology in Christian schools titled Digital Life Together: The Challenge of Technology for Christian Schools. This comprehensive study relied on a variety of research methods from documentary video, interviews with students, staff, and teachers, as well as focus groups. Two of the authors, Marjorie Terpstra and David Smith, are researchers at Calvin University's education department. Something notable they found in their research was students' openness to talk about their online shopping habits during class. Smith noted:

“The most common form of distraction was going shopping. It wasn't playing games. It wasn't social media because that was mostly filtered out by the school. It's really quite a recent thing.”

He mentions that distractions have always been a thing with or without technology in the class. Whether it’s passing paper notes or a student hiding the book he’s reading under his desk, it's not a new phenomenon. But, online shopping in class is something all too new. During one of the student interviews for the book, Smith mentions a student who was proactively open with her shopping habits… in Bible class. She shared:

“It's great because in Bible class, you can take notes faster and you can get the assignments written faster, and then while the teacher's talking, you've got time to go shopping.”

Smith says that parents and educators need to be aware of this online shopping phenomenon because this consumerism mindset is often something that is tossed under the rug:

“Access to sexual material online, access to the wrong views about sex, some worry about cyberbullying and violence and violent material and so on. Very little worry about shopping, right? Because that's not something that the Western middle-class Christians worry about very much, we're as gung ho about that as everybody else.”

Smith says that as Christians, we need to be counter-cultural in not succumbing to the world's ideas of “spending time lusting after consumer goods.” Parents and teachers need to change their mindset to acknowledge these discrepancies by teaching students to be discerning with their online habits.

Christian education should be designed to equip students for the real world

Overall, in conducting this survey with Reformed schools it's evident that technology in the class is something that we cannot run from. Instead we should be teaching students to use it well. Terpstra alludes to an important truth, that Christian education is an opportunity for students to grow in community with one another, learning how to live and make choices.

“They get to enact their faith right now. It's not like you are in school so that someday when you grow up, you can enact your faith, but technology and other choices that we can make can help them to be Christians right now.”


Today's Devotional

March 29 - Cross purposes: Reconciliation

“For if while we were enemies we were reconciled to God by the death of his Son, much more, now that we are reconciled, shall we be saved by his life.” - Romans 5:10 

Scripture reading: Romans 5:1-11

Hostility surrounds us, mars relationships, nation to nation, husband to wife, brother to brother. There is a crying need for reconciliation, for restoration to harmony. This…

Today's Manna Podcast

Hope of the Morning Star

Serving #431 of Manna, prepared by Jake Torenvliet, is called "Hope of the Morning Star".











Sexuality

Why won’t safe-sex advocates advocate safe-sex?

A new strain of Sexually Transmitted Infections (STI’s) are proving to be resistant to treatment. Here is an extract from a BBC report: "Doctors have expressed 'huge concern' that super-gonorrhea has spread widely across England and to gay men. Public Health England acknowledges measures to contain the outbreak have been of 'limited success' and an official said: “The huge growth in sexually transmitted infections has come about as a result of promiscuous lifestyles. Previous advice has been about encouraging people to practice safe sex but I’m afraid this hasn’t worked in the past and it’s not working now. The only truly safe-sex approach that will stop the spread of STIs is rediscovering the idea of pre-marital chastity and a lifelong commitment to marriage.” Okay, so the government health official didn’t really say that. You can relax again and take a deep breath, fully reassured that our culture hasn’t actually discovered a dose of sanity. That would be really disorientating, wouldn’t it? What the head of the Sexually Transmitted Infections (STI) unit at Public Health England, Dr. Gwenda Hughes, actually said, according to the real BBC report, is that we should be “encouraging people to practice safe-sex to minimize the risk of STIs.” Okay, so Dr. Hughes wants to minimize the risk of STIs. That’s good. We can probably all assent to that. But what’s the best way of actually minimizing the risk of STIs? According to Dr. Hughes, it is for people to “practice safe-sex”, by which she means that people should protect themselves when they go about their promiscuous lifestyles. But is this the safest way? If not, why didn’t she mention what that is? A CALL FOR TROUBLEMAKERS I imagine a teenager in a sex education lesson asking the following question: “Miss. Assuming I take precautions, would it would be safer for me to have 3 partners or 300?” No brainer of course, and even the most progressive of teachers would have to admit that 3 is “safer” than 300. Simple mathematical probabilities this one: the lower the number, the “safer the sex.” In which case a really mischievous teenager – a true rebel you might say – might ask the following question: “Miss, is it safer to only have 1 partner for life, or multiple? And if it’s 1 – which it is – and if this is a safe-sex lesson – which it is – why do you not advocate it?” But of course Miss can’t advocate it, even if Miss privately knows it to be true, for fear of something that apparently involves clocks and their being turned back. However, in reality Miss can breathe a sigh of relief; she is unlikely to have to undergo the embarrassing ordeal of being asked such hard questions since the number of truly rebellious teenagers prepared to challenge modern orthodoxy is not really very high. THE COUNTER-ARGUMENT Now I know the counter argument. It runs something like this: about 60 per cent of teenagers who pledge to remain celibate until they are married end up engaging in pre-marital sex and are one-third less likely to use contraceptives than their peers who have received sex education. Well that’s what Wikipedia says at any rate. So this proves that abstinence programs don’t work and therefore it is better to deal with the reality and try to prevent STIs through safe-sex education. If ever you heard a spurious argument, that was it. Of course abstinence programs don’t work. Why would they? We have created a culture where pre-marital sex and multiple partners is absolutely expected and teenagers that try to go against the grain are called weird/stupid/backward (amongst the politer names that is). They are up against a cultural juggernaut. If they fail, pointing to their failure as evidence that this approach is wrong is plain bad logic. Was the problem really that abstinence doesn’t work? Or was the real problem that our sex-obsessed culture makes pre-marital and extra-marital sex so utterly normal, that those who do try to be different come up against such enormous pressures and unpleasant taunts that only the most determined will stand? (I can’t recall hearing much about tackling Chasteophobic bullying recently, can you?) In other words, it’s no good arguing that abstinence programs don’t work in a culture that has been designed to make them fail. And telling children that they need to make sure they are wearing safety gear when the cultural juggernaut comes hurtling towards them is not really what you would call “a solution.” The problem is the cultural juggernaut itself, and the real issue is whether we want to continue thinking that pre-marital and extra-marital sex are the norms, or whether we are prepared to make a wholesale shift in the way we think about sex. The latter is of course the unthinkable concept, since it would apparently result in clocks going back. On the other hand, though the former approach won’t mess with the clocks, it will guarantee your culture a plethora of STIs. That’s the trade-off. Now make your choice. CONCLUSION Here’s the thing. Two cultures. One treats sex as entirely separated from procreation and marriage, and most people accept that view and live accordingly. The second links sex with marriage and procreation, and most people accept that view and live within its parameters. Question: Even if the first one has all sorts of “encouragements to safe-sex” going on, which one is more likely to have the most STI’s? Clocks notwithstanding, that’s not a hard question, is it? This article appeared in the September 2016 issue under the title "Miss? I have a question...." Rob Slane is the author of A Christian and Unbeliever discuss Life, the Universe, and Everything. ...








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Today's Devotional

March 29 - Cross purposes: Reconciliation

“For if while we were enemies we were reconciled to God by the death of his Son, much more, now that we are reconciled, shall we be saved by his life.” - Romans 5:10 

Scripture reading: Romans 5:1-11

Hostility surrounds us, mars relationships, nation to nation, husband to wife, brother to brother. There is a crying need for reconciliation, for restoration to harmony. This…

Today's Manna Podcast

Hope of the Morning Star

Serving #431 of Manna, prepared by Jake Torenvliet, is called "Hope of the Morning Star".


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