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Liberty and freedom are not the same thing · Cultural Wars | America Out Loud News

• 0:13
  Welcome to the last hope of a dying republic.
• 0:16
  I'm your host, Reverend Bill Cook, founder and CEO of America's Black Rob Regiment, and my lovely wife Judy is here with me.
• 0:23
  We're excited to be part of the Morning in America broadcast series on America out loud and hope that you will join us on a weekly basis.
• 0:30
  We have some wonderful guests lined up.
• 0:32
  We're experts on many topics.
• 0:34
  It should be of interest to everyone.
• 0:37
  As we say it every every week, the Black Robe Regiment is an historical term that the British use to describe pastors who fought in the Revolutionary War, who the British blame for what they called the rebellion.
• 0:49
  Today the Black Robe Regiment's raising up courageous pastors to secure liberty for our own and the next generation.
• 0:56
  They are the last hope of our not now dying republic.
• 0:59
  But we are not just raising up pastors, we're raising up patriots.
• 1:03
  You may be just the one needed to save this republic.
• 1:06
  I believe all of us have a part to play.
• 1:09
  For more information on America's Black Robe Regiment, go to our website, brusa.org.
• 1:14
  And our guest today is uh Dr.
• 1:18
  Marlene McMillan, and we've known you've Marlene, we think for about ten years.
• 1:23
  It's such an honor to have you with us.
• 1:25
  We've just enjoyed getting to know you over this last decade.
• 1:29
  We've heard you speak many times.
• 1:30
  We've read your book, and you've been a real blessing to us.
• 1:33
  So it's such an honor to have you.
• 1:35
  I'm going to read your bio uh briefly.
• 1:39
  Um Dr.
• 1:39
  Marlene was a homeschool pioneer.
• 1:43
  I believe you began the homeschooling, would it have been in the eighties, Dr.
• 1:48
  Marlene?
• 1:50
  The end of the 70s earlier.
• 1:52
  You really were a pioneer.
• 1:54
  She is a mother of seven, she has a masters of divinity from Southwestern Baptist Theological Seminary, a doctorate of ministry from Tyndale Theological Seminary.
• 2:04
  She's a business consultant, a speaker, and an author.
• 2:08
  And Dr.
• 2:09
  Marlene teaches what the Bible says about law, government, history, economics, and education.
• 2:16
  And you may not always agree with Dr.
• 2:19
  Marlene, but she will always make you think.
• 2:22
  Amen.
• 2:23
  Dr.
• 2:23
  Marlene, it's an honor to have you with us.
• 2:26
  And two weeks ago we had with us uh Patrick Henry Jolly, who is a fifth generation descendant of the founder, Patrick Henry, and um we of course spoke about uh liberty with him, and he did a segment of that famous speech, uh Give Me Liberty or Give Me Death, uh that Patrick Erna gave actually 251 years ago this past March.
• 2:54
  So speaking of liberty, we hear people talk about freedom.
• 2:58
  We hear freedom of the speech, you know, freedom to assemble, uh and uh freedom of sexual freedom, all kinds of freedoms, and everybody loves to talk about these days.
• 3:09
  But what would you say is the difference between freedom and liberty?
• 3:15
  Okay, well, thank you for having me, and one of our first opening thoughts is that freedom is not liberty.
• 3:23
  Now, why do we say that?
• 3:25
  Because freedom is a license word.
• 3:28
  Freedom is the uh license to do what's wrong, and liberty is the right to do what's right, or you could say to do what's righteous.
• 3:41
  Now, why does this matter?
• 3:43
  Because we live in a day where everybody wants a license to do what they want to do, to live the way they want to, to um basically believe what they want to believe and create their own system of belief.
• 4:00
  Where when you have liberty, you have a standard and you have a standard of righteousness.
• 4:07
  We often define liberty as the opportunity to make a choice to assume responsibility, but here's the catch, and accept the consequences.
• 4:20
  Well, nobody wants to accept the consequences of their choices.
• 4:24
  They all want to, you know, say, oh, that's somebody else's fault.
• 4:28
  Well, no, the way the country looks is our own fault.
• 4:32
  The way things are happening, we often say that it's Satan's fault, but it's the church's responsibility.
• 4:39
  And so when we come back to the idea of liberty, then liberty helps you look at the flow of power and force.
• 4:48
  It helps you look at what are we doing, and you can always tell, like whether a bill is good, whether policy is good, by whether that liberty is flowing toward the people or away from them.
• 5:01
  But remember, you can only have as much liberty as you have the character.
• 5:06
  I'm gonna repeat that word again.
• 5:08
  You only have as much liberty as you have the character to first of all establish, and then to maintain.
• 5:16
  So we look around us, and what do we see?
• 5:19
  We see a decline in liberty, and even though people are spending millions and millions and millions of dollars on all these save the country projects, many of them are nothing more than giving us a little more license to do what we want instead of the right to do what we should.
• 5:40
  So, well, then we come back and we look at um how does this play out?
• 5:45
  How does this work out in daily life?
• 5:47
  What kind of a child?
• 5:49
  What's the difference between a child who's taught you can do anything you want as long as you don't hurt anybody?
• 5:56
  Well, who defines what hurt is?
• 5:58
  Who defines that?
• 6:00
  Instead of um thy word have I hid in my heart that I might not sin against thee.
• 6:05
  How do we when we teach a child, even a child is known by their doings, whether they be pure and whether they be right.
• 6:13
  These are different kind of people.
• 6:15
  One of them become producers, and they become the people who can establish and maintain liberty, and the others become people who are takers.
• 6:26
  They are plunderers, and they will even want to get into power so they can set up the laws so they can plunder other people, so they can plunder the producers.
• 6:36
  So we better look carefully at how we define liberty versus freedom.
• 6:43
  That's really true.
• 6:44
  So but don't we all want the same thing?
• 6:49
  Okay.
• 6:50
  Let's talk about that, because people will say, well, we all want the same thing in the end.
• 6:55
  I'm not sure that we do.
• 6:57
  I think some people want someone to take care of them.
• 7:00
  I think they want a government that will now they want socialism like they don't they don't want real pure communism.
• 7:07
  But even our conservatives of today are often out there promoting policies that would be considered redistributive, meaning that they want the civil government to take from some and give to others.
• 7:22
  And we have to remember that a civil government that can take from you, or can take from others and give to you, can come back and take from you.
• 7:32
  So maybe we'd better reconsider what we're wanting.
• 7:36
  Maybe we'd better look and be more careful with our words, because what kind of future do you really want for you and your children?
• 7:44
  Do you really want your children to grow up in a place where the government is the plunderer and it's all legalized plunder?
• 7:52
  If you haven't read a book called The Law by Bastier, this is a book written in the mid-1800s.
• 8:01
  It was written to warn the French people of the decline of their nation into socialism.
• 8:06
  And if you read it today, uh you get the copy from the Foundation for Economic Education, and you read that book, it's a little teeny tiny book.
• 8:16
  What you'll see is it's like Bastier must have read the morning paper or watched the news, the latest news podcast this morning.
• 8:25
  Because sure enough, what he's talking about is still going on.
• 8:30
  So there's answers to these things, and a lot of it comes back to the language, to the definition, because he who controls the definitions controls the future.
• 8:42
  So why attain to a lower idea of freedom when you can attain, you can wish war, you can work toward the higher idea of liberty that requires personal responsibility, but protects the liberty of everybody else.
• 8:59
  It's not at the expense of one group over another.
• 9:03
  It's not at the expense of one privileged, we have all these divisions into groups today, and that's nothing more than a communist tactic of divide and conquer.
• 9:15
  Right.
• 9:16
  So true.
• 9:18
  So people who live in liberty, you you often say I've read it in uh some of your books.
• 9:24
  People who live in liberty think differently than people who live in bondage and tyranny.
• 9:32
  Can you expand upon that?
• 9:35
  Okay.
• 9:36
  So first of all, how you think determines what you say.
• 9:42
  What you say goes back into your brain and feeds how you think.
• 9:48
  So, yes, people who live in liberty think.
• 9:52
  We could actually put a period right there, and that would be a true statement.
• 9:56
  Because uh reading people are a thinking people and thinking.
• 10:00
  Thinking people are reading people, so you could also say people who live in liberty read, so they think, and then we teach people here how to think in liberty at Why Liberty Matters.
• 10:12
  We also teach them how to speak liberty.
• 10:14
  In fact, one of our things we talk about is speak liberty.
• 10:20
  And then in order to think and speak liberty, you have to be educated in a certain way.
• 10:27
  You have to be educated differently.
• 10:30
  So why would we send our children to the schools that teach people how to be good little basically denizens in a socialist state, teach them to be good little followers, instead of teaching them how to establish and maintain liberty?
• 10:50
  And your first domain is yourself.
• 10:54
  So today we have people they all want to rule over somebody else.
• 10:58
  And I was like, I raised my I had seven children, I had three boys first, two years apart.
• 11:04
  And you know, everybody wants to tell everybody else what to do.
• 11:07
  And I was like, okay, you cannot tell anybody else what to do till you can rule yourself.
• 11:14
  Your first domain is yourself.
• 11:17
  So it early on, I'm talking about baby.
• 11:19
  I'm talking about uh in the womb.
• 11:21
  You start teaching individual self-government, and of course, how do you do that?
• 11:26
  You model it.
• 11:27
  So parents, you have to be able to govern yourselves.
• 11:32
  And so that means you're not begging the state for help.
• 11:36
  It means you're not you're you uh you're not trying to get somebody to blame or look for somebody to blame.
• 11:43
  You're actually assuming responsibility for the choices you made, good and bad.
• 11:48
  And when you do that, you learn to rely upon the Lord.
• 11:52
  You learn how to be cautious and wise with your decisions.
• 11:56
  You learn that there are immutable laws of the universe, and these immutable laws, they don't change for you.
• 12:03
  I'm sorry to tell you, I may be the first person that's ever said this to you in your life.
• 12:09
  But these are immutable laws.
• 12:11
  I have major teachings on the immutable laws of the universe, where we go through and we explain, oh, what's immutable?
• 12:19
  It means it doesn't change.
• 12:21
  It doesn't mean you're some spatial little privileged person who gets to do something different just because you know of who you are.
• 12:29
  No, these are the immutable laws of the universe.
• 12:32
  And when you breach them, you reap the consequences.
• 12:36
  And the people who follow them, they get the blessing.
• 12:41
  Now, I'll give you a little hint here.
• 12:44
  Where do we find these?
• 12:45
  Well, part of it is found in Deuteronomy 28.
• 12:49
  The first fourteen verses are the blessings.
• 12:51
  If you'll follow the commandments, if you'll follow the laws of the Lord, the perfect law of liberty, not the law of sin and death, but the perfect law of liberty, you will reap blessing.
• 13:04
  And if you disobey, and you just want to do your own thing, well, you can have the consequences of doing your own thing.
• 13:13
  And that's the part that people don't want to talk about today.
• 13:17
  So it is exciting when you start talking about liberty and you talk start talking about see God planted this desire for liberty deep in the hearts of people.
• 13:28
  He gave them this desire.
• 13:30
  It's it's written on the fleachy tablet of the heart.
• 13:34
  But what we're not being taught today is really what when I say I teach on what the Bible says about law, government, history, economics, and education.
• 13:46
  Now, your pastors overall are are exceptional.
• 13:50
  Okay, so they may give sermons even on these things.
• 13:53
  But the average sermons across the nation don't go into what does the Bible say about these subjects.
• 14:00
  We've lost our culture a lot because we've gone to what um a psychology says, we've gone to what um you know the politician says, we've gone to what the economists say, we've gone to what the educationists say.
• 14:16
  Why don't we go back to what the Bible says?
• 14:20
  It is the first book of law.
• 14:22
  It is the first book of government.
• 14:24
  The Bible is the first book of education.
• 14:27
  It is a history book, but it's also explains how we're to view history providentially.
• 14:35
  And when you learn from the scriptures, and that becomes your in essence your textbook, not just your content but your method, you will see a changed culture.
• 14:47
  So true.
• 14:49
  I was just gonna ask you what your definition would be of tyranny.
• 14:53
  Okay, so it's a great question.
• 14:56
  Okay, so who is a tyrant?
• 14:58
  A tyrant is someone who rules without the fear of God.
• 15:02
  A tyrant is someone who has no concept of uh serving or ruling to benefit others.
• 15:14
  A tyrant is someone who wants to take from everybody.
• 15:17
  They're seeking power and control.
• 15:20
  Most tyrants are very weak people, really.
• 15:24
  But they have learned how to take the energy of the strong and channel it into a way to repress or beat down the average person.
• 15:39
  And so there's actually a TV series, uh, it's kind of an ed uh edutainment series, and it's called the Tyrant's Playbook.
• 15:50
  And it takes the different different tyrants from different times in history.
• 15:54
  And you know it's all the same.
• 15:56
  I've actually taught some of that in my webinars.
• 15:59
  Uh Saul Alinsky talks about how uh you can study the Bible for tyranny purposes, you know, for taking over things, or you can study the Bible to uh like he admires Satan because Satan set up his own kingdom.
• 16:16
  So a tyrant wants to set up their own kingdom.
• 16:19
  A biblical thinker wants to be part of the kingdom of God, and they want to learn how to bring the kingdom of heaven to earth.
• 16:27
  These are different missions, and the kingdom message is the message, it is the mission that is worth serving for.
• 16:36
  It is the answer to our young people.
• 16:38
  When our young people, I I can't blame our young people for not wanting to get involved in conservative politics.
• 16:44
  But I'll tell you you explain to them what the kingdom is, and that it's a universal assignment.
• 16:50
  It is the global assignment, and it is the desire to take liberty to the nations, and it is for you to act as a son of God, a son of Yahweh here on this earth, you can set the world right side up, and you will get in trouble for it like the disciples did, because they were setting the world right side up, and they were criticized for turning the world upside down.
• 17:16
  So true.
• 17:17
  So true.
• 17:19
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• 19:28
  Welcome back to Last Hope of a Dying Republic.
• 19:31
  We are speaking with Dr.
• 19:32
  Marlene McMillan, author speaker, and educator.
• 19:35
  So let's talk about social engineering.
• 19:38
  What is social engineering and why does it matter to our listeners?
• 19:42
  Okay, so social engineering, I often call the social engineers professional word twisters.
• 19:51
  Okay.
• 19:52
  So they are out there trying to change the world.
• 19:55
  It's uh part of social engineering is using language.
• 20:00
  To change culture.
• 20:02
  Now, if you look around, you can say, wow, the world's a mess.
• 20:06
  What happened?
• 20:07
  Well, a lot of things were redefined.
• 20:10
  Normal was redefined.
• 20:12
  And whoever determines what normal is.
• 20:15
  See, you get where you don't you don't question what's normal.
• 20:20
  So if normal can be redefined to immorality, if normal can be redefined to plundering to taking from the rich and giving to the poor or whatever words are used.
• 20:34
  However, normal can be redefined, eventually you don't question normal.
• 20:40
  So especially like in the area of morality, when the social engineers, and these are planned agendas, folks.
• 20:50
  When we have a live class, I'll say, does engineering just happen?
• 20:53
  I mean, think about it.
• 20:54
  Does engineering just happen?
• 20:56
  No.
• 20:56
  Engineering is planned.
• 20:59
  Okay, it is a it is a planned agenda.
• 21:02
  And folks say, oh, you can't talk about that.
• 21:05
  You know, you just made that stuff up.
• 21:07
  No.
• 21:08
  Go to the UN site and read what their agenda is.
• 21:12
  Go to Davos' site, uh, the World Economic Forum and read their intentions.
• 21:19
  You might wake up and go, I don't think I like this.
• 21:22
  Go look at the plank of the communist party.
• 21:25
  We took the plank of the 45 planks of the Communist Party and we put them in categories, and you'll be shocked at how many of them are already they're all they're already reached their goals here in the United States.
• 21:38
  They just made it look real sweet.
• 21:40
  They're democratic socialist, they're not communist.
• 21:45
  So communism is just another word for slavery, folks.
• 21:49
  Wake up.
• 21:50
  Look around, learn what these words mean, and learn to see that the unrestricted warfare that's going on around you is the from the root, it's the social engineers who set it up.
• 22:04
  When when Obama said the fundamental transformation of America, he knew what he was talking about.
• 22:13
  And part of that was the fundamental redefinition of America.
• 22:20
  So he would say things like, That's not who we are as Americans.
• 22:24
  Well, who said we were already defined in our documents.
• 22:28
  Our Constitution defines who we are.
• 22:31
  Our declaration of independence defines who we are.
• 22:35
  You know, not this new modern we're just going to remake the world.
• 22:42
  So people didn't know how to answer that.
• 22:45
  And we tried, folks.
• 22:46
  We tried to get in churches, we tried to get places where where there were bigger audiences, and and people would just go, oh, you know, we don't need to know that.
• 22:56
  Yes, you either understand what this thing that's called the dialectic process is, or you will become its victim.
• 23:04
  Oh true.
• 23:05
  So that's what we have all around us.
• 23:09
  How is the dialectic process, Marlene?
• 23:11
  You meant that you mentioned earlier affected the church and our culture.
• 23:14
  Is it is it infected the church?
• 23:16
  Okay.
• 23:17
  So what we basically have going on is let's first of all define the dialectic and then we'll talk about it in the church.
• 23:25
  So the dialectic process is the method or the steps by which a culture is moved from a belief in absolute truth to a belief in relativism.
• 23:38
  Or for the younger generation, it's just to make them think that relativism is normal.
• 23:44
  There is no rule book.
• 23:45
  There are there are no fixed principles.
• 23:48
  So we have like um those of us that are trained teachers, you know, we were exposed.
• 23:54
  Uh Judy's a trained teacher, you know, and we were exposed to Benjamin Bloom's uh system, Bloom's taxonomy.
• 24:02
  Every teacher had to learn it, or it at least what we learned the words.
• 24:06
  I don't think that we really understood much about it, and I got in trouble for asking why are we studying this at a Christian college?
• 24:14
  Oh, did I get in trouble over that one?
• 24:16
  I just ask a question.
• 24:18
  I mean, that's all.
• 24:19
  Um, but the head of the department was like, um, no, this is um the the head of the department was like, well, this is in the curriculum, you have to learn this.
• 24:30
  Well, what does Benjamin Bloom say in his own writings?
• 24:34
  There are no fixed principles.
• 24:37
  Everything is relative.
• 24:39
  In other words, we're starting from a uh mindset of man in control instead of the objective word of God.
• 24:47
  We are starting with how we feel.
• 24:49
  We let our feelings define what is.
• 24:53
  Remember that Bill Clinton statement on what he is.
• 24:58
  Oh, and people laughed at him.
• 25:01
  No, he was telling you he was a master dialectian.
• 25:05
  He was telling you that he knew what he was doing, and the people who knew what he said, you know, who knew the meaning of him, the initiated who understood that were going, oh wow, he just laid out what his agenda is.
• 25:20
  And he was a road scholar.
• 25:22
  So he did know.
• 25:24
  Oh, of course he knew.
• 25:25
  He was a road scholar.
• 25:26
  He was well trained.
• 25:28
  He was well trained.
• 25:30
  And I have written a book on the dialectic process.
• 25:33
  It's uh called Mountains of Deceit, how the dialectic process has infected, infected our culture, and not just has it infected our culture, it has infected the church.
• 25:46
  And so now, see the dialectic process is the method of that social engineers use to change the culture, to change the words, change the definitions, but it's much more than that.
• 25:59
  It's everywhere.
• 26:01
  It's in the music, it's in the um news, it's in the curriculum.
• 26:07
  Every time the curriculum changes, or every time that museum closes down for a little while for remodeling, I just cringe because I know they're changing the history.
• 26:18
  It's not about that the the walls didn't need painted folks.
• 26:22
  You don't have to close it down to paint the walls.
• 26:24
  No, they're changing it because they want to change what's in the displays.
• 26:29
  They want to change the history.
• 26:31
  And I know this firsthand, my own family's history is in one of the museums in Pittsburgh.
• 26:37
  I had know it intimately.
• 26:39
  Our family artifacts are in that or were in that museum, and now they came and put the most of them in storage.
• 26:46
  And they changed up this whole pioneer spirit that was in that museum.
• 26:51
  But oh no, we couldn't let people know that there was hardship.
• 26:55
  We couldn't let them know that they came, they came to settle that part of the world because of their belief in Christ.
• 27:02
  We wouldn't dare read any of that material now, would we?
• 27:05
  We wouldn't show that the the kind of life that they lived, they had that pioneer spirit that was unconquerable.
• 27:14
  Right.
• 27:15
  Okay, you know, we we wouldn't want to let people know we we have to move to the collective.
• 27:20
  And so they change the museum from the pioneer spirit to the collective spirit.
• 27:25
  This doesn't happen um accidentally.
• 27:29
  So back to how this dialectic has infected the church.
• 27:34
  Okay, so when you accept what you accept is normal becomes the norm or the standard, and one of the key words in the dialectic process is consensus.
• 27:44
  So now instead of making a decision based on what the word of God says, we now make a decision based on consensus.
• 27:54
  So we all get together and we all talk about it and we dialogue till we all agree.
• 28:01
  And aren't we happy with each other?
• 28:03
  Aren't we so glad to be with each other because we can all agree?
• 28:08
  You know, we're sure we heard from God because we all agreed.
• 28:11
  No, but it's not what the word said.
• 28:14
  And so that's what we're dealing with with the cult with with our churches, is now the dialectic process is so normal.
• 28:23
  It's how every leadership decision is made in the church, we all have a fear of man over a fear of God.
• 28:30
  Yes.
• 28:31
  Yes.
• 28:33
  Um Let me ask you a question that's been hanging on in the back of my mind here as I've listened to you, Marlene.
• 28:39
  We talked about um tyranny earlier.
• 28:43
  From your perspective, who was the first tyrant in human history?
• 28:47
  Oh, okay.
• 28:51
  So that would come back to who is the first tyrant.
• 28:54
  Okay, who was the first tyrant?
• 28:57
  Uh that would still be Satan, wouldn't it?
• 29:00
  I would think so.
• 29:01
  Okay, okay.
• 29:02
  So that's into a dialectic discussion with Eve.
• 29:06
  Yes, he did.
• 29:07
  Well, that's exactly what that is.
• 29:09
  He got into a dialectic discussion with Eve.
• 29:12
  He used all the tricks of the trade honor.
• 29:15
  Now I have a little three-column chart, and this little three-column chart is very simple.
• 29:20
  It lays out how language is used to change culture.
• 29:24
  And the first column, the left column is the is and not column.
• 29:28
  That's the column that says this is what we're um what the word says, okay, is and not.
• 29:37
  It is a lie or it is the truth.
• 29:39
  The middle column is the what if could it be?
• 29:42
  Did God say column?
• 29:44
  Does that sound familiar?
• 29:45
  That's the dialectic process column, that's the transition column.
• 29:49
  And the third column is the new world order column, the relativism column.
• 29:54
  And so that's the language of consensus.
• 29:57
  That's the language of feelings.
• 30:00
  And see, Benjamin Bloom moved education from the cognitive from the brain power, what do you know?
• 30:08
  And what do you even what you think, which can be relative, but what do you know to what do you feel?
• 30:17
  So it brought feelings into the classroom and turned classrooms that were room places of education and fact and truth into places of feeling.
• 30:28
  They changed it into laboratories and laboratories that were changing places to change the culture and raise up a generation of children who cared more about their feelings than the truth.
• 30:44
  Well, I remember when I was teaching uh reading, noticing that in the as question comprehension questions at the end of stories or chapters, reading those questions and seeing a lot of questions about how did the character feel as opposed to you know what did the character do?
• 31:08
  Um what might be the consequence of what the character did in the story with many, many questions about feelings.
• 31:16
  So I absolutely remember that while teaching a reading in an elementary level.
• 31:23
  While I was uh over Thanksgiving, we went and visited my son who lives in a very far away in another state, and I got some time with my 11-year-old granddaughter.
• 31:34
  And I took a seventh grade reading book that was just like God just told me bring this book, and it was over a hundred years old.
• 31:44
  And this book is like every textbook ought to be written.
• 31:48
  And it had these wonderful stories.
• 31:50
  It was about heroes of history, and it had world history, and it had about Alexander, Alexander the Great, and it had this very well written story with a very good vocabulary and the vocabulary words, you know, later in the book, and it had these questions.
• 32:11
  And the questions were so different, Judy, exactly what you're talking about.
• 32:15
  These questions actually said, why did Alexander put his library where he did?
• 32:20
  You know, why did he name it what he did?
• 32:22
  And these were facts that were given within the story.
• 32:26
  And she she knows to pay attention, and so she's giving back to me, you know, exactly because it was in the story what the why was.
• 32:37
  So there was none of this, you know, why did did Alexander feel bad when this happened?
• 32:42
  You know, there was none of that feeling stuff.
• 32:46
  And it was such a rich time.
• 32:48
  The book was fabulous.
• 32:50
  And that's the kind of textbooks we need again, and that was more, you know, that wasn't necessarily a Christian textbook, but today's Christian textbooks are all about there's two key questions that is dialectic questions.
• 33:03
  What do you think?
• 33:05
  And how does that make you feel?
• 33:07
  Yeah.
• 33:08
  Okay.
• 33:09
  Whenever you see that, I don't care how much Christian is on the cover.
• 33:13
  I don't care how many scriptures are in that book, I don't care how many lovely illustrations there are.
• 33:19
  If it says what do you think, and how does that make you feel, you know you're dealing with a dialectic process.
• 33:26
  Right.
• 33:27
  That makes me think about uh modern psychiatry, and you know, how does that make you feel?
• 33:32
  And that's a question that in counseling today you get asked many times.
• 33:36
  How does it how did that make you feel?
• 33:38
  I I just wanted to uh for the audience, um, have you give an even another more concrete example of the dialect and I notice a lot uh because we we've done a lot in the pro-life movement.
• 33:53
  You did just see the terminology.
• 33:56
  Can you give the listeners an example of the dialectic in the argument about uh say whether abortion should be legal and whether a woman should choose to have uh an abortion or not?
• 34:10
  What what is a good example of the dialectic in that whole realm?
• 34:14
  Well, I first of all have to explain euphemisms.
• 34:17
  Yeah.
• 34:17
  Because euphemisms, the funeral directors used to at least be the best at euphemisms.
• 34:23
  Uh you know, they never use the word death or dead or done.
• 34:28
  Okay.
• 34:28
  Right.
• 34:30
  So they still don't, okay.
• 34:33
  But if you start thinking about it, you know, with the Bible says choose life.
• 34:40
  Well, now we have all these excuses for the for the reason.
• 34:44
  We reason out this reasoning, it's like, well, the child would be better off dead than not want it.
• 34:50
  You know, like the the whole system has set up a desire toward death.
• 34:57
  It set up a love of death.
• 34:59
  And I have to say that the way motherhood is viewed also deals with this.
• 35:04
  Because motherhood used to be like you watch an old movie, and and these very brilliant girls are still, you know, kind of what's your dream.
• 35:13
  You want to be a mother.
• 35:15
  You want to, and little girls were given dollies to play with, and they took their dollies and they loved their dollies.
• 35:23
  Yeah.
• 35:23
  And then it became where you couldn't give a girl a doll, um, or it was criticized, or the girl that loved her doll was criticized.
• 35:33
  Now you may say, how do you connect whether you gave a uh uh four-year-old a dolly, or and then when she becomes twenty-four, she doesn't want to have a baby.
• 35:46
  But there's there's a difference in what you're nurturing.
• 35:49
  There's a difference, so you get more of what you subsidize and less of what you penalize.
• 35:56
  That's not just an economic principle.
• 35:58
  That has to do with if the if you have a little girl and she shows maternal desires, and you say, Oh, you're just gonna be such a wonderful mommy someday, or you teach her about let's take care of your little brother.
• 36:15
  You know, it's a totally different thing.
• 36:18
  Yeah.
• 36:19
  Versus saying, Oh, this baby's disgusting.
• 36:22
  I just can't wait till I can get back to work.
• 36:24
  I just can't wait till I can, you know, I've I've got to find somewhere to leave him because my work's more important.
• 36:31
  Yeah.
• 36:32
  And so I think that that affects the abortion situation and the choose life.
• 36:40
  And we can get into all kinds of things there about chemicals in the water, you know, your brain on birth control, that's actually the title of a book, folks.
• 36:48
  Yeah.
• 36:49
  If you haven't read it, you need to be aware of it.
• 36:51
  And you look into how the language, they change the way we talk about family.
• 36:58
  They've changed the way, and then and of course, then you we we teach in some of our webinars even about how architecture changed, and how uh Levitt Town and places like that, they were designed so there was no room for the grandparents to come stay.
• 37:14
  I lived in Levitown.
• 37:16
  Did you really?
• 37:17
  Yes, when I was home when I was uh student teaching outside of Philadelphia, that's where Love Town is, and I stayed in a with a family in Lovetown.
• 37:25
  Yes, I did.
• 37:27
  Wow, wow.
• 37:28
  Well, you you would really appreciate our webinar where we actually talk about that and the idea, think about the Amish homes where they have room for the grandparents, and then they even have the side uh apartment that's in the house, and then the grandparents live there after they don't need the big house, they switch with the new married couple and all the things that they their homes, their whole system is designed for not just a nuclear family, it's designed for a household for multi-generation, and what do they have?
• 38:02
  Successful transfer of wealth.
• 38:05
  I work with this all the time.
• 38:07
  I'm tuned into experts who really know these things as well as what I teach.
• 38:13
  And folks, we've got to change the way we value life, and we have to have a way, you know, people say, Well, we can't afford it.
• 38:21
  Well, well, you mean you can't afford it at maybe the way you want to live.
• 38:26
  I you know, I know people that had ten children that were happier, and you know, they didn't have any more money.
• 38:32
  In fact, maybe they had less than the family that had three.
• 38:36
  But God bless them.
• 38:38
  And they had they had you know those kids all age.
• 38:41
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• 38:48
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• 38:53
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• 38:59
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• 39:03
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• 40:05
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• 40:14
  Well, welcome back to The Last Hope of a Dying Republic.
• 40:20
  We are speaking with Dr.
• 40:21
  Marlene McNillon.
• 40:23
  And we have been talking about the dialectic.
• 40:26
  Um before we move on any further, Marlene, could you please uh share with us your website so people can go to your website and uh learn more about you and what you do in your books?
• 40:39
  You have so many wonderful books.
• 40:40
  So go ahead and say your website.
• 40:43
  Okay, so you find us at why, that's W H Y, Liberty Matters dot com, W H Y, why Liberty Matters dot com, and you go in and you put in your first name and email like you're wanting to sign up for a newsletter.
• 41:00
  And what happens is you get a response back that says, Do you really want to talk to those people?
• 41:04
  And you say yes, and then you'll get welcome, we're glad you're here.
• 41:09
  We produce a webinar, a weekly webinar every Wednesday night, people tune in from all around the world.
• 41:15
  We have folks who get up in the middle of the night to be there, we have folks who who stay up half the night to be on, and what you have.
• 41:24
  Uh if you're in central time in the United States, that's it's very easy, it's at 7 40 p.m.
• 41:30
  And we teach what the Bible says about law, government, history, economics, and education.
• 41:36
  We kind of alternate uh those different topics.
• 41:39
  We talk about how the Bible applies to current events.
• 41:43
  I'm known as a professor of liberty, and so and the global expert on the principles of liberty, and people who think they know these subjects have never heard them taught this way.
• 41:54
  See, we are at a dearth, folks, of people being able to think and reason and put together ideas in a logical order.
• 42:05
  We're real into issues as a culture and not principles.
• 42:09
  So this is taught in from principles, and I teach you then how to think and reason from principles, because see, principles don't change.
• 42:19
  Issues come and go, but principles don't change.
• 42:22
  So you go to why liberty matters dot com, first name and email, you won't get very many mailings from us.
• 42:29
  People complain we don't send out enough.
• 42:31
  That's a great problem.
• 42:33
  We'll keep it that way.
• 42:34
  Um, but uh we are highly productive, we produce about 46 or so of these webinars a year.
• 42:41
  We have an archive where you can find out more about us.
• 42:44
  I do a lot of radio and TV interviews via the internet, and then I also do some live speaking.
• 42:51
  I'm just back from a 16 day speaking tour, and uh, and then I've got a couple more speaking things that I'm doing here even this month that require flying.
• 43:00
  So um it's an intense schedule, but wonderful, and we have a whole army of young people, mostly homeschool parents, but we have lots of young people, lots of under 40s on our calls, and uh that's one of our goals is to especially help those young parents know how to parent because even if they had good parents who they don't know how to raise a self-governing individual, and so a lot of what I teach is how to train up a child in the way he will go, okay?
• 43:37
  And he doesn't have to go sow wild oats in between, it doesn't mean that, you know, it doesn't mean he'll eventually come back, it means train up a child in the way he will go, and he will not depart from it, not even for a little while.
• 43:50
  And so you can have that hope.
• 43:52
  You can learn how to to raise your children in the nurture and admonition of the Lord, but folks, it also means that you as parents will will be held accountable because you are God's agent in that.
• 44:05
  Deuteronomy six, you are to educate your children as if Yahweh were the educator.
• 44:11
  He has given you the agency, so you must educate as if in the way that he would.
• 44:17
  So we teach all these things.
• 44:19
  It sounds kind of crazy at first.
• 44:21
  People when they meet us, they're just overwhelmed.
• 44:25
  We have an a number of books, both ebooks and printed books, and and we have uh when you see our archives and now we have a membership, you can actually go in and see those things and find those for it for yourself.
• 44:38
  But when you look at all that, it is it looks overwhelming.
• 44:42
  But folks, this is a lifetime body of material that is being handed to you on a silver platter.
• 44:48
  It is already in a format where you can absorb the material and do something with it practically.
• 44:56
  It's not all theoretical, it's a practical.
• 45:00
  That is awesome.
• 45:01
  You know, you mentioned how long was your speaking tour recently?
• 45:04
  Sixteen days.
• 45:05
  I need to find out what vitamins you're taking.
• 45:09
  Oh, I'll tell you, I had some day I had some days where I wondered, but I actually did a uh four sessions in one day.
• 45:16
  You know, I was on duty twelve hours and smoke for eight.
• 45:19
  That's amazing.
• 45:20
  And so uh discovered the found of youth.
• 45:24
  I I really was tired.
• 45:26
  Um, but uh, you know, it was good and you got to go where people are willing to hear.
• 45:33
  This is not an easy message.
• 45:35
  I'm not saying when you hear me speak, you're gonna feel happy, okay?
• 45:39
  You're gonna be encouraged because now you're going to have a structure.
• 45:45
  It's actually a mental structure.
• 45:48
  It is the mind, it is the mind of Christ is what we teach.
• 45:52
  And our culture is so dialectically processed in the opposite mind.
• 45:58
  Uh, we have accepted this dialectic change agent stuff into our churches so that we have lost the mind of Christ and taken on the mind of man.
• 46:09
  And so it takes a while to re it's like um I call it a mental shower.
• 46:14
  It's within the word of God, and it takes a while to get that other system cleaned out of our brains.
• 46:22
  Yeah, it's like reprogramming.
• 46:24
  Well, you know, the goal of America's Black Robe Regiment is to get pastors involved in government, whether it be local government, state, or national, and uh pastors say to Bill to myself.
• 46:42
  Um, I I we don't talk about politics.
• 46:46
  We we don't want to have anything to do with politics.
• 46:49
  Like I'll even ask a pastor to come join us just one afternoon, or not even an afternoon, come for 30 minutes and pray in front of an abortion center, uh, which is one of the things that we do, uh oh, the Black Rub Regiment.
• 47:04
  Um, and they'll say, Well, I don't get involved in politics.
• 47:07
  We're talking about talking to a woman about an alternative from killing her baby, and they're calling it political.
• 47:15
  So I know that you talk about the difference between government, the governmental and the political.
• 47:21
  Can you talk about that in the last uh this last segment that we have the time we have left the difference between governmental and political?
• 47:29
  Okay, this is really important that pastors especially get this.
• 47:34
  Okay, politics is partisan and politics gets messy.
• 47:40
  But part of why politics is so messy is because pastors have not taught about government from the pulpit.
• 47:49
  That's true.
• 47:49
  Now governmental deals with who or what is in control.
• 47:54
  That's the key question.
• 47:55
  That when you're dealing with, doesn't the Bible talk about who or what is in control?
• 47:59
  Don't you have to establish who the authority is?
• 48:02
  Don't you have to establish the authority of the word of God?
• 48:06
  And so many pastors, even though they're pastors, are not convinced and convicted of the authority of the word of God.
• 48:14
  So that's part of it also.
• 48:16
  The other part of this is that okay, if you teach from the pulpit what the Bible says about government, in other words, who or what is in control?
• 48:27
  The idea that all government is not civil.
• 48:30
  Government starts with the individual.
• 48:32
  It starts with yourself.
• 48:34
  So we have individual, we have home, church, and civil government.
• 48:41
  If you have a nation of individually self-governing people, do you need a lot of civil government?
• 48:50
  If these people have home government where their homes are self-governing, doesn't that change the amount of civil government that you need?
• 48:59
  And if your churches are also self-governing, they're separate entity.
• 49:03
  These are God's divine, there are four divine governmental institutions.
• 49:08
  And I know a lot of well-meaning, wonderful organizations only teach three of them.
• 49:14
  They do not teach the individual.
• 49:17
  If you will start with the individual, if you have a home where you have individually self-governing people in the home, does there need to be any rules?
• 49:27
  Is it does dad have to rule with a heavy hand?
• 49:31
  No, it changes the way the family runs because everybody picks up after themselves.
• 49:37
  I'm not saying we we have a perfect home or it always is great.
• 49:42
  But that there's not that tension because people were self governing.
• 49:47
  They were self correcting.
• 49:49
  And if you have a lot of children, they'll self correct each other.
• 49:53
  And so it it's it's good.
• 49:56
  And so the idea of we have
• 50:00
  Have all these p pastors, they are afraid that someone will get offended and will take their checkbook with them.
• 50:09
  And we've got to come back to where our fear of God is greater than our fear of man.
• 50:14
  And we have to come back to where we love life more than.
• 50:18
  I'll often say, do you love liberty more than?
• 50:21
  And when I say liberty, I mean the gospel properly presented leads to liberty, and liberty properly taught makes someone hungry for the gospel.
• 50:30
  And there is a language and method that leads to liberty and a different language and method that leads to bondage and tyranny.
• 50:37
  If you will allow me to teach you those things, and you will start to see that these are different world views.
• 50:44
  And if you're going to claim to be a Christian pastor, and you're going to claim to have the right to speak on God's behalf, which is a very scary thing.
• 50:54
  It better work to your needs.
• 50:57
  Then if you look at that, then you have to come back and say, we choose life.
• 51:02
  We choose life no matter what.
• 51:04
  And we're unashamed about choosing life.
• 51:07
  You know, Marlene, uh, we we talked about Patrick Henry as is uh a little bit earlier.
• 51:13
  Um Patrick Henry said, but as but as for me, give me liberty or give me death.
• 51:19
  I think he knew exactly what he was saying.
• 51:21
  He understood liberty, and it was so precious to him that he was willing to lay his life down for him for it.
• 51:27
  Um but I think he was I think Patrick Henry really um really emphasized for the American people at that time what liberty really what it was and what it meant, what its value was.
• 51:40
  It's it it was to him it was worth more than than anything, worth more than life itself.
• 51:45
  And uh I'm just commenting, but if you want to say anything about that, I would love to.
• 51:50
  Well, what I want to say is see, when you really understand the gospel and you understand liberty and the law of liberty, the perfect law of liberty.
• 52:00
  Okay, what does that mean?
• 52:02
  It's in Christ that we're set free.
• 52:04
  Other religions do not have liberty of conscience.
• 52:08
  So this comes down to liberty of conscience.
• 52:11
  And if you are going to have liberty of conscience, then you must come to a point where you understand what is my conscience, what has God planted within me, and then you come back and you have to say, this liberty is so important.
• 52:27
  It not only means that we can take the gospel around the world, look at when when was the greatest missionary movement around the world?
• 52:35
  When there was the greatest politically economic, stable times where people could go around the world.
• 52:43
  In other words, they had their life at home stable enough that they weren't wondering or their families weren't wondering whether they were going to eat.
• 52:50
  Okay, well, where does that come from?
• 52:52
  Where does that economic prosperity come from?
• 52:55
  It comes from a result of having biblical government.
• 52:58
  Where do you get biblical government?
• 53:00
  You get it from a biblical education.
• 53:02
  Where do you learn how to educate biblically, but from the scriptures and from a biblical worldview?
• 53:08
  Well, today we have all this stuff, it's labeled biblical worldview, and I get so disgusted.
• 53:13
  I mean, a lot of the people I know and I love, you know, but there's a lot of this stuff out there, it's labeled biblical worldview, but it is just the world's worldview with a nice sweet, I mean, the spray Christian coding is beautiful.
• 53:27
  But what they're doing is they're they're calling something a biblical worldview.
• 53:34
  They're trying to tell you what they think it is.
• 53:37
  We actually teach you how to use a biblical method to know what the Bible says about any subject.
• 53:46
  So you're not dependent on those people out there or me.
• 53:49
  I you I don't want people saying, oh, I believe it because Dr.
• 53:52
  Marlene said so.
• 53:54
  No, you believe it because the word said, because you've learned how to do a process.
• 53:59
  It is a process, it's a step, it's a method of education.
• 54:03
  And so what we have going on, um, if you use a biblical method and the Bible, you will get a biblical worldview.
• 54:10
  But there's a lot of people who are using the Bible as their textbook or saying they are, but they're using a Marxist method.
• 54:17
  They're using those Benjamin Bloom steps we talked about in another segment, and it's their methodology.
• 54:24
  And they're going to end up with good little socialists.
• 54:26
  They may think they're Christians, but they think like socialists, not like biblicists.
• 54:32
  And so these things are all tied together.
• 54:35
  Liberty is valuable, liberty is of God, and a proper liberty allows the most prosperity for the most people, and yet at the same time makes them self-governing strong and able to defend themselves.
• 54:51
  Otherwise, we are a nation in decline instead of a nation in ascendancy.
• 54:56
  Amen.
• 54:57
  That's a lot to think about.
• 54:59
  Tell us one more time your website and when your webinar is.
• 55:07
  Okay, so to find out about the webinars, they're not open on the on the internet.
• 55:11
  You can't just go tune in.
• 55:13
  You have to sign up at Y W H Y, Liberty Matters dot com, and you put in your first name and email, you must respond to that, and then you'll find out how to sign up for the webinars.
• 55:25
  And you have to, you know, like you ought to work that through ahead uh before Wednesday night, uh Wednesday nights that they start at 7.40.
• 55:34
  We actually have people who get on ahead.
• 55:36
  We have a little pre-class, we have class uh that I teach uh very uh hardcore teaching, and then we do QA, and we have a lovely group of world changers for Christ, uh wanting to know more about how do you change the world and become world changers for Christ.
• 55:57
  I want to just say what our website is.
• 55:59
  It's America's Black Robert Regiment at Br R USA.org.
• 56:04
  Folks, if you want to, if you're a pastor, especially if you're a pastor, if you want to go there and you want to find out how to get how to get involved, become part of a movement that's changing America from the leadership of the church, go to our website at brusa.org.
• 56:18
  Thank you, Dr.
• 56:19
  Marlene.
• 56:20
  It's been awesome to have you.
• 56:21
  It's been so rich to have you here today.
• 56:23
  Thank you for having me.
• 56:25
  After the Constitution was signed, Ben Franklin was asked, What have you given us?
• 56:29
  And he said, a republic if you can keep it.
• 56:34
  Thanks for joining us today.
• 56:35
  God bless you.