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How Difficult a Thing to Stay Neutral

Standing Up For Your Beliefs in Class

At the Regional Convention, at least half of the videos were directed at young people. This is good because they are under more peer pressure than most not to 'go along with the crowd.' All young people experience this pressure, but Jehovah's Witnesses youth more than usual because what they stand for is more specific and the degree to which they stand is more determined. Besides, there are many young people who resolve the pressure not to go along with the crowd by going along with the crowd. Sometimes they go so far as to answer the wise words of their mama, "If everyone jumped off of a cliff, would you jump off, too?" with a "That's what I'm talkin about!"

Such talks at the convention would feature some Bible character doing something that took guts, and then the modern video application have some young person taking a bold stand based upon consideration of it. I don't remember the specific talk, but I do remember the specific video of a high school girl saying how she was really quite shy but got into the habit of, right from the start, at school's opening intro 'show and tell' session, reveal that she was one of Jehovah's Witnesses and thereafter let it be known, when all the kids are quizzing each other as to what they did on the weekend, that she engages in spiritual activity during much of that time. That is all she did.

"People started coming to me with their problems," she relates. Upon establishing herself as a member of something she thinks works better, all she has to do is be nice, cooperative, friendly, and it is easier for her to stand firm when peer pressure to do something she thinks wrong comes her way. People approached her, she said, and to the extent they did, she was ready to discuss what she had and how she found it had worked for her. Let me tell you, it works way better than haranquing people over religious doctrine, which few in the West care much about anyway, and the ones that do are inclined to do nothing but argue over it.

The Watchtower Study Sunday furthered that basic youth-supporting theme, with paragraphs discussing various situations. When another student approaches her teacher, and you know it is a science teacher because of the ascending apelike creatures on the chart in the background, she does not have to convince him to turn the whole troupe around and march them back into the slime from whence they came; he is not going to do that. All she has to do is tell him that she doesn't buy it. It is undermining to her faith and it is not sufficiently logical to be allowed to do that. To overturn the common sense model seen everywhere else that anything made has a maker and the more complicated the made thing is the smarter the maker must be will take proof more conclusive than what is offered.

Even the teacher, though he may mutter a bit, may be able to live with this because Watchtower publications speak of the six days of creation being "epochs" and the period prior to their commencement being "aeons." Jehovah's Witnesses are not young-earth creationists.

When the Watchtower wants to suggest a biology teacher, always the ascending ape chart is in the background; that's how it is done. It probably is done everywhere, not just in the Watchtower, for that one chart instantly conveys the idea as nothing else does. Icons are everywhere. Sometimes they are not even accurate. When a scientist was impressed with a discussion between he and I and wanted to reproduce it on his own blog, he represented himself with a double-helix. I got stuck with a cross! So I told him Jehovah's Witnesses do not believe that Jesus died on a cross but on an upright stake. "I knew that, actually," he said, "but an upright stake makes a ridiculous looking icon." What could I say? I had to bear my cross.

Several videos (back to the Regional Convention) feature Witness youths being put down, sometimes even by the teacher, and thereafter mustering up boldness to ask to address the whole class, always (in the cases shown) winning respect from students and teachers alike.

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