Should Face Masks be Mandatory for Students in Classrooms?

Jennifer Araiza

May 27, 2020

The global COVID 19 pandemic has brought with it a change in the way class instruction has occurred. With the anticipated return to the classroom, there is much discussion about mandatory face coverings for students and school personnel. When face masks became a requirement for the public at large, there were increasing complaints of anxiousness, headaches, fatigue and overall feelings of discomfort. In response, numerous articles have been published suggesting these feelings are not related to face mask specifically. At the same time, there is consensus across the board that face masks are unsafe for young children. This paper seeks to review literature regarding the impacts of CO2 and face masks on children; especially within the classroom. Based on the review, face masks do not appear to be conducive to classroom safety; however, more research is needed.

HUMAN BREATHING – GAS EXCHANGE

The human body and plants have a dependency upon one another. During human respiration, the body inhales oxygen and exhales carbon dioxide. The carbon dioxide exhaled by humans is then used by plants during the photosynthesis process. The carbon dioxide moves from the air into the leaves. During plant respiration, oxygen is produced and released. Humans depend on plants for oxygen while plants depend on humans for carbon dioxide. Humans depend on oxygen, yet carbon dioxide is their waste product. Plants depend on carbon dioxide, yet oxygen is their waste product. Hence the interdependency of humans and plants upon each other. 

CARBON DIOXIDE AND HUMANS

Carbon Dioxide is emitted by humans during the respiration process, as it is a waste product that is harmful to humans in high levels. Carbon Dioxide is an odorless, colorless and nonflammable gas that makes up less than 4% of Earth’s atmosphere (Easterbrook, 2016). Carbon dioxide is essential to normal day to day activity. “It is a key factor in the control of respiration and cerebral circulation. It acts peripherally, both as vasodilator and as vasoconstrictor, and is a powerful cerebral vasodilator. At high concentrations, it exerts a stimulating effect on the central nervous system, while excessive levels exert depressant effects” (NIOSH, 1976). Multiple studies have indicated that high levels of carbon dioxide can cause hyperventilation, a loss of consciousness and other psychological effects. In a study, 37 young adults were exposed to 30% carbon dioxide by mask for 50-52 seconds. On average, consciousness was lost within 24-28 seconds and regained after 110 seconds (NIOSH, 1976).

Carbon dioxide exposure, in excess levels, can cause many health issues such as headaches, dizziness, restlessness, tingling, difficulty breathing, sweating, tiredness, increased heart rate, elevated blood pressure, coma, asphyxia and convulsions. As carbon dioxide is a gas, it is measured in parts per million (ppm). Normal levels in outdoor air are 250-400 ppm and 400-1000 ppm in indoor spaces with good air flow. Effects of excess exposure begin being experienced at 1,000 ppm and above.  At 1,000 – 2,000 ppm complaints of drowsiness are typical. Headaches, sleepiness, poor concentration, loss of attention, increased heart rate and slight nausea can be experienced at 2,000-5,000 ppm. Over 5,000 ppm is considered toxic and can lead to oxygen deprivation. This is the maximum permittable exposure limit in adult workplace environments (WDHS, 2019). One study suggested psychological changes begin occurring at exposures as low as 500 ppm while cognitive performance is affected at 1000 ppm (Azuma, Kagi, Yanagi, & Osawa, 2018).

Respiratory symptoms have been indicated in children exposed to indoor carbon dioxide concentrations exceeding 1000 ppm. Experimental studies have suggested short term exposure to CO2 levels of 1000 ppm or higher also affect cognitive performances including decision making and problem resolution (Azuma, Kagi, Yanagi, & Osawa, 2018). 

STUDENTS AND CLASSROOMS

With the prevalence of cognitive and psychological effects as a result of excess levels of carbon dioxide, the impact on children and classrooms must be considered. “The accepted standard CO2 levels in classrooms is 1000 ppm. This level is easy to maintain when students aren’t present. The levels are harder to maintain within a classroom filled with students. A study of California classrooms revealed CO2 levels as high as 2200 ppm and even higher in office and computer lab settings. Likewise, in Texas, 21% of classrooms tested were found to have levels over 3000 ppm. These levels are not effective for learning environments (Kilpatrick, 2014). 

Often times, proper consideration isn’t given soon enough, resulting in tragic consequences. In 2020, two 14-year-old boys died in China while wearing a face mask during physical activity. In response, Dr. Sarah Fankhauser, assistant professor of biology and infectious disease expert at Oxford College, stated “wearing masks while exercising comes with a risk, since covering your face restricts air flow” (Harris, 2020). Michael Figueroa, EdD, further explained, “a mask will restrict airflow in and out of the mouth and nose, creating a situation where oxygen and carbon dioxide exchange are compromised.” The levels of carbon dioxide increase resulting in faster breathing and increased heart rate. Carbon dioxide could become trapped inside with levels that could result in fatigue (Harris, 2020). While excess physical activity can be minimized for children in classroom settings, there are additional health and mental considerations for this type of limitation. 

Another consideration is the impact of face coverings for those with respiratory conditions. Children with underlying conditions such as asthma or cystic fibrosis may be unable to tolerate further constriction of their airways. Asthma UK advises that those with respiratory conditions shouldn’t wear a face covering if breathing is compromised by doing so (Asthma UK, 2020). The American Academy of Pediatrics advises “children with severe cognitive or respiratory impairments may have a hard time tolerating a face mask, so special precautions may be needed with children, such as monitoring with a pulse oximeter” (AAP, 2020). Confirming that face masks can compromise oxygen so greatly that external monitoring is required. 

While those with severe respiratory conditions have plans in place to control excruciating circumstances; those with milder conditions are mainstreamed into traditional environments. Twenty-five million American’s, approximately 8.4 percent of all American children, have asthma (AAFA, 2020). Teachers and school personnel must be prepared to address the compromised conditions that may come with prolonged use of facial coverings.

ARE FACE MASKS EFFECTIVE?

There is a plethora of conflicting data regarding the effectiveness of masks in the prevention of airborne illnesses. Surgical masks are “primarily designed to prevent the passage of relatively large particles, such as sputum droplets and hair. A high-tech version – the so-called N95 respirator – seals tightly around mouth and nose and is made of material certified to block 95% of particles 0.3 μm or larger in diameter, roughly the size of a single virus.” Yet multiple research studies have provided conflicting evidence on the effectiveness of either. Overall, N95 masks seem to provide the greatest level of protection but are intolerable for those with respiratory illness. N95 mask provide the best protection but are difficult to breathe through causing feelings of suffocation and claustrophobia (Phend, 2009). 

In 2010, a study was conducted to test the effectiveness of alternative face coverings in the event of face mask shortages. The study analyzed the ability for viruses to pass through fabrics such as cotton shirts. It was found that “the use of fabric materials may provide only minimal levels of respiratory protections to a wearer against virus-sized submicron aerosol particles…Similarly, home-made face masks made of tea cloths tested on human subjects provided marginal protection.” These results were consistent with surgical masks indicating both surgical masks and fabric materials “may be of some value compared to no protection.” The study did find that N95 respirators were the most effective. In conclusion, “The penetration values obtained for common fabric materials indicate that only marginal respiratory protection can be expected for submicron particles taking into consideration face seal leakage” (Rengasamy, Eimer& Shaffer, 2010). 

The FDA warns that N95 masks can make it more difficult for the wearer to breathe. A version of the N95 has been designed with an exhalation valve however they are not conducive to sterile conditions. They are also not designed for children or people with facial hair due to improper fitting which will not provide full protection (Center for Devices and Radiological Health & FDA, 2020). 

The CDC advises that surgical masks “do NOT provide the wearer with a reliable level of protection from inhaling smaller airborne particles and is not considered respiratory protection. Leakage occurs around the edge of the mask when user inhales” (CDC, 2020). The CDC confirms N95 is effective in filtering small particles, reducing wearers exposure when properly fitted and can cause difficulty breathing (CDC, 2020). 

In two separate studies of health care workers, N95 masks showed an increase in CO2 levels and a decrease in oxygen levels. A two-phased controlled clinical study found that volume of oxygen consumption and carbon dioxide expired were significantly reduced. “Although no changes in the inspired oxygen and carbon dioxide concentrations were demonstrated, breathing through N95-mask materials during low intensity work reduced expired oxygen concentration and increased expired carbon dioxide” (Pearl et al, 2015). In a second study, health care workers were monitored while wearing masks and conducting realistic levels of exertion. Results of the study showed that oxygen and carbon dioxide levels did not meet OSHA standards (Roberge, Coca, Williams, Palmiero, & Powell, 2010).

Another study investigated whether surgical masks could be a source of bacterial exposure. The study found an increase of mask bacteria after 2 hours (Zhiqing, et al., 2018). A second study tested used masks for bacteria and found viable bacteria present on all masks immediately after loading and up to 98% of mask showed recovery of bacteria 5 days after storage (Brosseau, Mccullough, & Vesley, 1997).

MANDATORY FACE MASKS FOR STUDENTS

In light of the anticipated return to school date for California amid the COVID 19 pandemic, Superintendent Tony Thurmond said, “We know that having access to this personal protective equipment is a critical factor in the ability to reopen. Quite frankly, our schools cannot reopen without it” (Mays, 2020). The CDC is also recommending that students and school personnel wear face coverings. It is recommended that cloth face coverings be worn in an effort to reserve surgical and N95 masks for health care professionals (CDC, 2020). 

ARE FACE MASKS SAFE FOR STUDENTS?

Nationwide Children’s Organization reports that face coverings should never be used on children under age two. Due to smaller airways and the potential of suffocations, face masks are not deemed safe for this age group. They also advise that younger children are not able to remove the mask if needed and are likely to touch their face and mask more often. It is also explained that N95 masks are not approved for young children (Eby & Vegh, 2020). 

“An effective face mask seal requires moulding of the top of the mask over nasal bridge, and the bottom of the mask pulled down over the chin. Masks are not effective once they are wet or soiled…When masks are worn, they increase the resistance against breathing coupled with an increase in the levels of carbon dioxide in the dead space contained behind the mask. This may result in hypoventilation in infants and children below the age of 3 (who have smaller lung capacities) and poorer clearance of carbon dioxide. This accumulation of higher levels of carbon dioxide can be dangerous.” Furthermore, they explain that most N95 masks on the market are designed for ages 12 and above. There have been studies to support the use of masks of this type for 7 to 12 years, if they fit appropriately (Rajakulendran, 2020). 

DISCUSSIONS

There is a lot of conflicting data on the effectiveness of masks, especially for children. There is agreement that young children should not wear masks due to issues associated with compromised breathing. There is consistency that masks are breeding grounds for bacteria and should be changed and cleaned regularly. Some studies suggest that face coverings should be changed every two hours and should not be touched or handled in an effort to contain bacteria captured within the material. 

Data regarding carbon dioxide levels are inconclusive and have recently been challenged during the COVID pandemic. However, it cannot be disregarded that studies have proved elevated levels of CO2 in many classrooms. Consider these increased levels with the potential of trapped CO2 due to face coverings. At the very least it could be argued that more studies should be completed. Without conclusive studies on the impact of mixing high level CO2 levels in classrooms with facial coverings, it should be assumed there is potential for compromised breathing, drowsiness and loss of attention. 

Without properly fitting face masks, there is a potential for particles to escape open spaces. If students are constantly touching their masks, there is an increased potential to spread bacteria through touch. Combine this with the barrier that muffles sound preventing for clear communication between students and teachers; masks do not seem to have a place within a classroom. Instead social distancing, regular hand washing, and surface cleaning seem to be more effective and conducive to learning and the health and safety of our students.

References

American Academy of Pediatrics. (2020, April 9). Retrieved from 
https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/masks-and-children-during-covid-19/

Asthma and Allergy Foundation of America. (2020). Asthma Facts and Figures. Retrieved May 
24, 2020, from https://www.aafa.org/asthma-facts/

Asthma UK. (2020). What should people with asthma do now? Retrieved from 
https://www.asthma.org.uk/advice/triggers/coronavirus-covid-19/what-should-people-with-asthma-do-now/#Facemask

Azuma, K., Kagi, N., Yanagi, U., & Osawa, H. (2018). Effects of low-level inhalation exposure 
to carbon dioxide in indoor environments: A short review on human health and 
psychomotor performance. Environment International, 121, 51–56. doi: 10.1016/j.envint.2018.08.059

Brosseau, L. M., Mccullough, N. V., & Vesley, D. (1997). Bacterial Survival on Respirator 
Filters and Surgical Masks. Journal of the American Biological Safety Association, 2(3), 32–43. doi: 10.1177/109135059700200308

CDC. (2020, April 13). Use Cloth Face Coverings to Help Slow Spread. Retrieved from 
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/diy-cloth-face-coverings.html

Centers for Disease Control and Prevention. (n.d.). Understanding the Difference. Retrieved May 
21, 2020, from https://www.cdc.gov/niosh/npptl/pdfs/UnderstandDifferenceInfographic-508.pdf

Center for Devices and Radiological Health & FDA. (2020, April 5). N95 Respirators and 
Surgical Masks (Face Masks). Retrieved from https://www.fda.gov/medical-devices/personal-protective-equipment-infection-control/n95-respirators-and-surgical-masks-face-masks#s4

Easterbrook, D. J. (2016). Evidence-Based Climate Science, 163–173. doi: 
https://doi.org/10.1016/B978-0-12-804588-6.00009-4

Eby, M., & Vegh, M. (2020, April 6). Mask Safety 101: Why You Shouldn't Mask a Baby. 
Retrieved from https://www.nationwidechildrens.org/family-resources-education/700childrens/2020/04/mask-safety-101

Harris, N. (2020, May 14). Is It Safe for My Family to Exercise with Face Masks? Retrieved 
May 21, 2020, from https://www.parents.com/health/should-you-be-exercising-with-a-face-mask/

Kilpatrick, K. (2014, January 13). Sick Classrooms Caused by Rising CO2 Levels. Retrieved 
from https://energyalliancegroup.org/sick-classrooms-require-energy-efficient-solutions-2/

Mays, Mackenzie. (2020, May 20). California education chief says schools can’t open without 
masks. Politico. Retrieved from https://www.politico.com/states/california/whiteboard/2020/05/20/thurmond-students-teachers-need-masks-before-schools-can-reopen-1284942

National Institute for Occupational Safety and Health. (1976). Criteria for a Recommended 
Standard... Occupational Exposure to Carbon Dioxide. Department of Health, Education and Welfare. doi: 10.26616/nioshpub76194

Pearl Shuang Ye Tong, Anita Sugam Kale, Kailyn Ng, Amelia Peiwen Loke, Mahesh Arjandas 
Choolani, Chin Leong Lim, Yiong Huak Chan, Yap Seng Chong, Paul Anantharajah Tambyah & Eu-Leong Yong. (2015). Respiratory consequences of N95-type Mask usage in pregnant healthcare workers—a controlled clinical study. 
Antimicrobial Resistance & Infection Control, (28). Retrieved from https://aricjournal.biomedcentral.com/articles/10.1186/s13756-015-0086-z

Phend, C. (2009, October 5). Unmasking the Surgical Mask: Does It Really Work? Retrieved 
from https://www.medpagetoday.com/infectiousdisease/infectioncontrol/16278

Rajakulendran, M. (2020, February 5). Are Surgical and N95 Masks Effective for 
Children? Retrieved from https://www.parkwayeast.com.sg/healthplus/article/masks-children-effectiveness 

Rengasamy, S., Eimer, B., & Shaffer, R. (2010). Simple Respiratory Protection—Evaluation of 
the Filtration Performance of Cloth Masks and Common Fabric Materials Against 20–1000 nm Size Particles. The Annals of Occupational Hygiene. doi: 10.1093/annhyg/meq044

Roberge, R. J., Coca, A., Williams, W. J., Palmiero, A. J., & Powell, J. B. (2010). Surgical mask 
placement over N95 filtering facepiece respirators: Physiological effects on healthcare workers. Respirology, 15(3), 516–521. doi: 10.1111/j.1440-1843.2010.01713.x

Wisconsin Department of Health Services (WDHS) (2019, December 20). Carbon Dioxide. 
Retrieved April 29, 2020, from https://www.dhs.wisconsin.gov/chemical/ carbondioxide.htm

Zhiqing, L., Yongyun, C., Wenxiang, C., Mengning, Y., Yuanqing, M., Zhenan, Z., … Zanjing, Z. 
(2018). Surgical masks as source of bacterial contamination during operative 
procedures. Journal of Orthopaedic Translation, 14, 57–62. doi: 10.1016/j.jot.2018.06.002

Why Theism

“Many are the plans in a person’s heart, but it is the Lord’s purpose that prevails.” Proverbs 19:21

Is the purpose of life to merely exist? Purpose is defined as the reason for existence (Random House 2019). Everything within the natural world, every living and nonliving element, exists with a specific purpose. The sun, air, water and even dirt have a specific purpose for existence. It could be argued that each naturally occurring element in our world exists for human existence. Why then would human life, the most significant of all things that exist in the world, be the only thing in the world to exist without a specific purpose? One cannot begin to make sense of the views of our world without first making sense of the purpose of our existence.

The Purpose of Life
Without the sun, soil and water, plants could not grow. Without plants, life could not be sustained. Without human life, well, earth may be better off. If you look at the earth as a whole and ecosystems at large, most will agree human life is destructive. While every element of the natural world can be linked to a specific purpose or byproduct of a purpose, humans are quite the contrary. Humans destroy earth more than aiding in its natural preservation. If this is true, then why are we here and why do we continue to destroy our home?

There is a widely accepted argument that earth, and all its inhabitants happened by accident and through evolution. Even if that is truth, how is it that every element was accidentally created or evolved with a defined purpose, with the exceptions of one small detail, the most advanced of all living creatures. Humans, or homo sapiens, benefit from all of earth’s intricate details. This accidental and evolutionary theory then suggests that these evolving accidents intricately work together for the united benefit of man and everything ends there. That is, by nature, man is the end of the accidents and of evolution. If this is truth, then we must look at one other detail, the idea of nature.

Nature is defined as “the material world, especially surrounding humankind and existing independently of human activities” (Random House 2019). Therefore, by definition and as it relates to these accidental and evolutionary ideologies, nature surrounds humans but is independent from humans. However, humans could not exist without nature. So, here is this natural world that occurred accidentally and exists independently from the most evolved and significant of all species; but purposefully exists to support this purposeless accidental species. More simply put, the universe happened by accident to purposefully support a purposeless species.


Nature of Truth and Reality
Within the natural and purposeful world there are patterns and cycles that can be observed, documented and agreed upon as truth. The food cycle, water cycle, life cycle, moon cycle and the carbon cycle; just to name a few. Man can observe and document these cycles and realities, eventually agreeing they are truth. Reality is that these systems are accepted as truth because they are divinely flawless. They work together with such intricacy and complexity that man could never recreate or even fully explain how they were created. Instead man watches in awe of their presences.

This level of detail is unlikely to have happened by accident. The mere dependence of each cycle upon each other supports that there must be a greater power at work that set forth with intention. This greater power must be all powerful and perfect to have created so many flawlessly perfect details. It only makes sense that humankind must also have purpose and meaning within the greater plan of this creator.

The specific purpose and dependency of each worldly element on one another supports that everything was created from nothing, with a distinct beginning and likewise will have a distinct end. Meaning time is temporal as it is relative to the creation and ending of the world (Geisler & Watkins 28).

Within our world exists many complex and interdependent systems, including human life. Given its complexities it only makes sense that the world was created by a supernatural power. This power is not observable from our vantage point; therefore, it must be apart from our world. Yet the power continues to sustain the world with a continued presence; therefore, it remains as a present force. This power created everything within the world with purpose and intention. This includes man who’s purpose we have not yet established. If man is the greatest of all creation, could it be that he was created in the image of the higher power to assist with the sustainability of the greater purpose? Making the purpose of human life to act in the image of the creator to fulfill the greater purpose of the creation.

Nature of Man and Deity
If these realities are true and accurate then what is this greater power and how is man to act in its image? Considering this idea of greater power and the extent of the creation, one may wonder if this is a single power or multiple powers working together. The complexities of creation and the flawlessness of their dependency supports the assumption that there is only a single creator.

Looking at complex and simple systems alike will reveal that multiple points of management or control give way to an increased potential for flaws. When you have competing powers, let’s say in government, you decrease the likelihood of systematic harmony due to competing forces. Commonly referred to as “too many cooks in the kitchen.” It is unlikely that a complex system, such as our universe, could be so flawless with numerous leading powers.

Therefore, it is more likely that creation was facilitated by a single power, a deity, a God. Like any good system led by a single power, it is reasonable that this God established representatives to sustain his work. These representatives are man, created in God’s image to assist with fulfilling a greater purpose. Man is held to high moral standards but is also given free will to have the ability to differentiate between right and wrong. How is man held accountable? Rights and wrongs will be judged and will lead to eternal rewards or punishment. As these consequences are eternal, the soul is far more valuable than the body (Geisler & Watkins 25).

Theism
This worldview, of an infinite God beyond and in the universe, is known as Theism. Theism declares there is more than just the physical world. There is a God that is personal. A supernatural God that created, sustains and acts within our world. This is the worldview for major religions such as Christianity, Islam and Judaism (Geisler & Watkins 15).

Saint Augustine and Saint Thomas Aquinas, traditional theists from A.D. 354 – 430 and A.D. 1224-1274 respectively, established many widely accepted theological truths. The world is ex nihilo or created from nothing. God is tripersonal, morally perfect and performs miracles. Man is created in the likeness of God and has free choice, making way for both good and evil (Geisler & Watkins 23-32).

In more recent times, A.D. 1898 – 1963, C.S. Lewis accepted Augustine’s and Aquinas’ truths; stating “something which is directing the universe, and which appears in me as law urging me to do right and making me feel responsible and uncomfortable when I do wrong. I think we have to assume it is more like a mind that it is like anything else we know – because after all the only other thing we know is matter and you can hardly image a bit of matter giving instructions.” In his book, Mere Christianity, C.S. Lewis does a profound job of establishing the idea of free will and right verse wrong, good verse evil and man’s relationship to God (Geisler & Watkins 23-32). He argues that “human beings, all over the earth, have this curious idea that they ought to behave in a certain way, and cannot really get rid of it. Secondly, that they do not in fact behave in that way. They know the Law of Nature; they break it. These two facts are the foundation of all clear thinking about ourselves and the universe we live in” (Lewis 8).

From Augustine to Aquinas to Lewis, there are clear basic beliefs of the theism worldview. God exists in and beyond the world: the world was created by God and sustained by his continued presence. The world was created ex nihilo: the creation of the world was by God out of nothing. Miracles are not only possible, they have happened. Creation of man in God’s likeness: man has free will, is God’s representative on earth and therefore should be treated as sacred. There is a moral law: God is moral, man is created in God’s image, therefore man is subject to moral law. Man is immortal: mans moral actions will be judged and the sustainability of his soul will be determined by his time on earth. A day of reckoning: man will be either rewarded or punished on the day of judgement (Geisler & Watkins 38-40).

What makes these theologians even more interesting and convincing is the fact that they began apart from Theism but found their way, not only convinced in the ideas but advocates for the beliefs. Augustine is said to have begun as a “near-pagan,” exploring dualism and pantheism, finally landing on Christian Theism (Geisler & Watkins 23-32). C.S. Lewis explains that when he was atheist, he tried to persuade himself that most of the human race has always been wrong, while as a Christian he was able to take a much more liberal view (Lewis 35). There is a level of comfort knowing great contributors to the worldview did not come to accept this worldview until spending time dabbling in others.

Pantheism and Atheism
C.S. Lewis also wrote, in his book Miracles, that some get the impression that “Christianity
gives the ‘obvious’ accounts of God, the one that is too easy to be true.” Is this the appeal of theism
and why is it one of the leading worldviews? To better understand this, we must explore other leading worldviews, how they differ and where they fall short from theism.

As discussed, the idea of many gods doesn’t make sense from a systematical perspective; especially a systematically perfect system such as our world. Therefore, the ideas of polytheism are not a top contender to support the described natural world. Looking further at the idea of one God, we cannot overlook pantheism. C.S. Lewis describes pantheism as congenial because “it is as old as we are. It may even be the most primitive of all religions” (Lewis 131).

Pantheism, one of the views Augustine considered, is the idea that God is the universe and the universe is God. This worldview can be seen represented in Hinduism and Zen Buddhism (Geisler & Watkins 17). Like theism, pantheism believes in one infinite God. The main difference is that theism believes there is a world plus God while pantheism believes the world is God.

While this idea, in and of itself could be conceptualized, there are so many variations within Pantheism that gives way to a variety of established truths among followers; as opposed to commonly and widely accepted truths. In particular, the variations of how God and the world are to be identified (Geisler & Watkins 101-105). How can truth be considered truth if it varies so much within a common belief?

Further, pantheism believes that God is an unchanging absolute while man goes through a change called Enlightenment in which he reaches an awareness that he is God. Pantheism believes the world is God and man reaches an awareness that he is God through a process of change; yet God is unchanging. This adds a layer of complication and contradiction that discredits the overall
view.

While Hinduism is one of the oldest religions still practiced, there are many inconsistencies in which the truths and realities are not balanced. There is an attractiveness to be pulled toward something so old and foundational to worldviews, however when the basis of the beliefs contradict itself, it is hard to follow. “To deny that logic applies to reality, one must make a logical statement about reality. But if no such logical statements about reality can be made, how can the pantheist even explain his views?” (Geisler & Watkins 105).

Theism is appealing for its simplicity and alignment of truth and reality to the natural world, while pantheism is overly complicated yet has been accepted for a very long time; yet both believe in one God. On the other end of the spectrum is a world without god, defined as atheism. Atheists believe the world is all there is, there is no god in or beyond. Other beliefs are that the world is eternal, evils exists, man is material and destined for death, and ethics are relative. While it may be tempting to just believe in nothing due to truths that cannot be clearly seen or proven; atheism fails to support the rationality of our world. It goes back to this idea that man lacks purpose and makes way for a life of emptiness. “Chance does not explain the origin of all things; an intelligent cause is needed” otherwise we are accepting that “nothing produced something” (Geisler & Watkins 62).

“Pantheist and Christians agree that we are all dependent on God and intimately related to Him. But the Christian defines this relation in terms of Maker and made, whereas Pantheist (at least of the popular kind) says, we are “parts of Him, or are contained in Him” (Lewis 135). Atheism on the other hand believes the world is completely absent of a God. With all these conflicted worldviews, what is truth?

Truth and reality support there is a supernatural power and that man does have purpose. The world was formed by something, is presently sustained through that something and is proven by all creation within our world. Theism does the best job of consistently supporting these ideas and aligning them with history, science and psychological needs. Perhaps Lewis is right, “the old atomic theory is in physics what Pantheism is in religion – the normal, instinctive guess of the human mind, not utterly wrong, but needing correction. Christian theology, and quantum physics, are both, by comparison with the first guess, hard, complex, dry and repellent” (Lewis 133).

Natural human tendencies beg to prove there is more to life than mere existence because our natural world supports these ideas. Our world, and everything within it, was created intentionally by God. Humankind was created in God’s likeness and image to be his representatives here one earth. With that responsibility comes moral accountability, which can only be measured by how well we operate within our God given freewill. This freewill must then exist alongside good and evil. There will be a day of judgment in which we will be either rewarded or punished for our deeds during our time on earth. This may lead one to wonder how to navigate through these ideas. Romans 8:28 states “And we know that in all things God works for the good of those that love Him, who have been called according to his purpose” (Zondervan 1995). God has not left us to figure this out on our own. He has provided us with people, relationships and words to help decipher through our freewill according to His will. For Christian Theists, those teachings and morals can be found within the Bible; which is a historically supported collection of documents. The Bible supports the theism worldview over and over again.

Atheism leaves humans empty and purposely. Pantheism was a good start but did not provide full fulfillment. Theism, particularly Christian theism, provides a clear set of beliefs and values that supports this natural need for explanation and purpose. It provides us the freewill to act within our own understanding. In this world where we are given the freewill to believe in anything, I would rather choose to believe and be wrong; than choose not to believe and be wrong.

“Now all glory to God, who is able, through his mighty power at work within us, to accomplish infinitely more than we might ask or think.” Ephesians 3:20


Work Cited
Geisler, N.L., & Watkins, W.D. (2003). Worlds Apart: A Handbook on World Views. Eugene, OR: Wipf and Stock Publishers.
Lewis, C.S. (2001). Mere Christianity. New York, NY: HarperOne Publishing.
Lewis, C.S. (2001). Miracles. New York, NY: HarperOne Publishing.
Purpose. (2019) Retrieved October 8, 2019, from http://www.dictionary.com/browse/purpose?s=t. Random House.
Zondervan Corporation, L.L.C. (1995). BibleGateway. Retrieved October 2019, from
https://www.biblegateway.com/.

Recipe to ‘Success’
3 Ingredients

One question I hear all the time, “How do you do it?” It’s asked so often it actually gets to be somewhat annoying. The first response that almost always comes to mind is “how are you not?” Not in arrogance or pride. I know it’s hard and exhausting; but I also know it’s doable.

Today, as I sit in our patio chair in the dead heat of summer, I watch the kids playing contently with water squirters and slip & slides. I have worship music in the background and my Bible in my lap; everything seemingly so appealing. Even so, I find myself wondering that very annoying question, “How do we do it?” Considering how we went from continuous chaos to more and more occasions of calmness and contentment. How did we get to this place of perceived ‘success’?

Now don’t get me wrong, my life is far from perfect. We struggle with our kids’ behavior, we struggle financially from month to month and wonder how long we can sustain our current situation. I get frustrated, I get angry and I get annoyed more often than I’d like to admit. But lately, we’ve had more picture perfect moments than any other time in life. So I wonder ‘how.’ How did we get here and how do we maintain this state?

I’m left with the opinion that each person’s current state, whether good or bad, is influenced by three main ingredients.

1. Priorities - Once you understand what is important to you, you can intentionally work towards those priorities. When we embarked on this journey I made a physical list which I continue to return to from time to time. Among that list includes spiritual development, strengthening family bonds and healthy habits. Do we make the mark every hour of every day? Absolutely not. In fact we miss the mark way more than we achieve it. However on days we achieved a level of comfort, we gain hope in all the other moments. We now know it’s achievable. But you can’t get there if you haven’t defined where there is.

2. Response - Early in our marriage I remember my husband coming home with a book titled Don’t Sweat the Small Stuff. Well let me tell you I was insulted and definitely sweated the hidden message in that action. As I cleared my mind and was open to considering the teachings within the book, I had a new outlook. I wanted more insight into this idea and found another book called A Guide to Rational Living. It became clear that it is more important how we respond to circumstances rather than what actually happens. Controlling our response, puts us in control of our outcomes. Sometimes this gives the perception that we have all the luck. In actuality we have the exact same issues, we just choose to respond differently.

3. Opportunities - One of my main mottos in life is “We all have choices.” Every day we have choices and opportunities. We can choose to pursue or ignore. Knowing your priorities and practicing controlled responses will give you the confidence to seek opportunity. I hear all the time, ‘they are so lucky’ or ‘they are so smart.’ While there may be some truth in this, there is more to it. We all have choices, with those choices come opportunity. Seek opportunities, identify them when they do make their way to you and be ready to respond.


That’s it. While we can’t control what happens to us we can control how we respond. That response will be influenced by our priorities and our willingness to respond to opportunities aligned with our defined priorities.

So Now What

This all sounds great in theory but what can I do with it? I write this to my future self and invite anyone else to consider it as well.

If you find yourself in a rut, trying to figure out how to get past your current situation, consider these steps.

1. Redefine your priorities. Brainstorm what is important and make a physical list of these priorities. Order them by importance and refer to them often. Make decisions based on these priorities and surround yourself with like minded individuals.

2. Breath before responding. Call a friend who will give honest feedback and not make the situation even worse. Then respond appropriately. Consider picking up a book on this topic and read when things are good, so you know how to respond when things go bad. My personal favorite, for continued growth in this area, is the Bible.

3.Dare to be bold. Seek opportunities and act appropriately. Things can’t change if you’re not willing to make a move.

It’s tough, it’s exhausting, but it’s worth it. The moments of perceived perfection melt away all the other attempts. You’ll find yourself striving more for those great moments. The more you strive for great moments, the more often you’ll find yourself wrapped up in them. You can’t win the lottery if you don’t play.

California to Oklahoma - A Culturally Rich Summer Road Trip

Nine days, a limited budget and no itinerary is how we began our summer road trip. With no specific plan, other than heading east and stopping at the Biosphere 2, we departed from Southern California for what ended up being more history, science and art than we could ever imagine! Here are our top 20 favorite highlights.

Before we set out we selected a read aloud book (had I realized the rich Native American influences we were about to see, I would have selected something to correlate. However we picked from our book wish list and ended up with Island of the Blue Dolphin). We also brought a printed US map to mark off states as we seen their license plates and of course plenty of snacks. Since we didn't have hotels booked in advance, we brought along the tent and some camping supplies, just in case.

With a full tank and full bellies we set out on interstate 10 headed east to Arizona. Our plan was to continue until we ran out of time or money. We expected a great family adventure but found so much more along the way.

1. Palm Springs Windmills: Sustainable energy in action.
2. Quartzsite Arizona: A geology dream! There are many places to stop and study rocks and minerals. We selected T-Rocks and loved the way in which they organized their supply!
3. Casa Grande Ruins, Coolidge AZ: A legendary sacred place of the Ancestral Sonoran Desert People. An amazing glimpse into the earliest communities, irrigation, trade and more.
4. Biosphere 2: A man made replica of Biosphere 1 (or earth). From biomes and engineered lungs to underground technosphere, all ages are sure to be wowed. The land was once home to Native Americans, followed by ranchers and miners until eventually the Biosphere 2 campus.
5. Salt Lake River, AZ: A tributary of the Gila River with a beautiful scenic drive. Pima (Native American river people) resided along the river before the arrival of Spanish explorers.
6. Landforms and Desert Landscapes: Check out some living books from the library, there is much to see and discuss!
7. Route 66: Historic route, the road well traveled.
8. Gallup New Mexico: Rich in Native American tradition. Authentic Native American art, trading posts with items made in nearby Taos (another must see), nightly Indian Dances and Native Arts Market.
9. Continental Divide: the point in the continent that determines the path of water flow. This divide was home to Zuni and Acoma Tribes. It is also still the home of many Native Americans.
10. San Felipe de Neri: Oldest Church in Albuquerque, New Mexico.
11. Old Town Albuquerque: Pueblo-Spanish style architecture preserves the historic aspects of this principal settlement of Rio Abajo.
12. Cadillac Graveyard: The neatest interactive art display I've ever seen.
13. Texas Air & Space Museum: Interact with a variety of air crafts. The NASA air craft has an air pressurizer that makes for great discussion after seeing the Biosphere Lung.
14. The Big Texan: Just a fun experience of cowboys and Indians. Plus kids meals served in cowboy hats.
15. Boise City, Oklahoma: small farming town and the site of an accidental bomb drop during WWII. Move from the Native American desert into the farming towns.
16. Pioneer Statues: the Daughters of the American Revolution marked out the "Old Trails Road" from Maryland to California. Pioneer Statues can be found along this trail in cities such as Lamar, Colorado; Albuquerque, New Mexico; Springerville, Arizona and Upland California.
17. Trinidad, Colorado: Explored by Spanish and Mexican traders. Located close to the Santa Fe Trail.
18. Sunset Crater and Wupatki National Monuments: Volcanic lava fields and Native American Ruins near Flagstaff, AZ.
19. Las Vegas Nevada: Originally home to the Paleo-Indians.
20. Calico Ghost Town, CA: Old West Mining Town, home to the largest silver mining camp in California.

This road trip allowed us to explore the nation's rich Native American history, the influence of settlers and pioneers and the science of future advancements. History, science and art in a way textbooks alone could never teach!