DEI (Diversity, Equity, and Inclusion) and SEL (Social Emotional Learning) are buzzwords in government, business, and education these days, but did you know that both of these philosophies are fundamentally rooted in Marxist Critical theory? At their core, both DEI and SEL divide people into groups (oppressed and oppressors) based on external attributes while devaluing individuality. Recent policy and guidance from the Executive Branch has pushed back against taxpayer-funded DEI initiatives, but in public schools and other environments, this same ideology is still reported as being widely in use under the SEL or “Transformative SEL” moniker. So what do these acronyms really represent, and how should Christians respond?
Diversity, Equity, and Inclusion (or DEI) refers to initiatives, education, and training designed to affirm and encompass the breadth and depth of human experience across cultural, social-economic, political, and other demographics . Such initiatives focus on designations of so-called “marginalized” constituencies based on race, religion, color, national origin or ethnicity, age, sex, sexual orientation, gender identity or expression, height, weight, disability status, familial status, marital status, veteran status, economic status, and/or political perspective by influencing individual outcomes. DEI programs often weight the scale of opportunity based on an individual’s level of marginalized “identity” rather than their individual merit. DEI goes beyond tolerance and requires celebration and embracing of so-called marginalized or oppressed individuals or lifestyles. The problem is that all cultures, lifestyles, and behaviors are not of equal moral merit. All people do not inherently posses the same skills and talents. When differences are ignored and action is compelled based on a social-political agenda, innocent people are all to often harmed.
Social Emotional Learning (or SEL) focuses more on responses and learned behavior control than actual outcomes, but often becomes just a much of a social-political battleground as DEI. Daneil Buck of the Martin Center for Academic Renewal writes, “Last year’s “CRT” is this year’s “SEL.” For those normal folks who don’t obsessively follow education news, “social-emotional learning” (SEL) is the latest progressive fad in schools to ignite the culture war.”1 He goes on to explain that how SEL does away with all traditional moral authority, allowing individuals to humanistically become a power unto themselves. “At its best, SEL is something of a secular character education stripped of virtue. No longer do students learn of prudence, temperance, and courage but open-mindedness and acceptance. No longer do students apply an objective ethics to their lives but choose their own subjective values.” Much like in the book of Judges, SEL cultivates a culture where each person does what is right in thier own eyes (Judges 17:6, Judges 21:25). The problem with that approach is that our ideas have both earthly and eternal consequences beyond our control. As Proverbs 21:2 says, “Every man’s way is right in his own eyes, But the LORD weighs the hearts.”
Ignoring a just God and His higher moral law never goes well. It tends to “snowball” into a host of destructive consequences. SEL is no different. SEL has quickly progressed to “Transformative SEL”, which, in practice is a discipline of ‘“self-awareness” encompasses “identity,” with “identity” defined now through the lens of “intersectionality.” “Self-management” encompasses “agency,” with “agency” defined through “resistance” and “transformative/justice-oriented” citizenship. “Transformative SEL” also embraces “culturally relevant/responsive” pedagogy. This approach was pioneered by Gloria Ladson-Billings, the professor who brought Critical Race Theory to K-12 education.’ (American Enterprise Institute).2 Through SEL and Transformative SEL, children learn to prioritize feelings over truth, devalue parental authority and moral/faith teachings, embrace socially-engineered political agendas, develop a victim mentality, devalue individuals based on steroeteypes, and reject the authority of Scripture.3 In short, SEL and Transformative SEL go far beyond encouraging good behavior and develop good habits for academic learning and actively groom children for be social-political activists for secular humanist causes. According to James Lindsay of the New Discourses, they form “the central pillar of a nefarious attempt to remake and control society.”4
So how does one recognize DEI an SEL in education? In public schools, they teach staff and children to respond differently to others based on external attributes, rather than the content of their character. They rely on stereotypes: Rather than teaching children how to think, DEI & SEL teach children what to think about certain groups of people. Rather than teaching children to look past outward appearances and get to know others on the basis of their unique, individual identity, DEI & SEL teach children to make judgments about people before they know them. Rather than valuing people based on “the content of their character” as Martin Luther King Jr. advocated for, this language supports academic standards that make assumptions about people based on the color of their skin or gender. Social Emotional Learning teaches students the “virtues” of interacting differently with special needs children based on their “neurodivergent” label, rather than teaching children to value the worth, dignity, uniqueness of ever human person. Labels and stereotypes become the defining thing about a person for life. Fundamentally, such use of stereotypes devalue what it means to be a human being, uniquely created in the image of God. (Genesis 1-2, Psalm 139, Ephesians 2:10, Colossians 3:10-11).
How Christians Should Respond
Christians should understand that both ideologies run afoul of the Gospel. Like all forms of Marxist Critical theory, these ideologies offer no real opportunity for “redemption” for those labeled as oppressors. They also promote a strong sense of victim-hood. These philosophies teach that once someone is a victim of oppression, they are a victim forever—there is no hope of becoming victorious in Christ. Rather, oppressed victims are “special” and entitled to “special treatment and consideration,” rather than embracing equality at the foot of the Cross. However, perhaps the most dangerous aspect of these ideologies is the way they attempt to change the way people think about their own identity and the identity and worth of those around them. Rather than helping people find their identity in Christ, these philosophies tell people their identity is defined by their appearance or other stereotypical attributes. Ultimately, such perceived identity becomes an idol that supplants place of Christ. Where these ideas have already infiltrated churches, schools, and families (especially by shaping attitudes and worldviews of children), Christians should heed the words of 2 Corinthians 10:5 and “take captive every thought to make it obedient to Christ.”
Christian people need to “flip the script”, as they say. We need to stop talking about equitable outcomes and start talking about what equality at the foot of the cross looks like. We are equally precious in the eyes of our Creator, who made us uniquely male or female in His image (Genesis 1:17). We are all equally sinners who stand in need of a Savior (Romans 3:23). We are equal in our need for grace (Romans 3:24). The redeeming blood of Jesus is equally able to atone for your sin and mine (Titus 3:5-7). At the foot of the cross, the love that Jesus has for each of us is equally infinite (John 3:16-17). We need not concern ourselves with labels before a Savior who sees our hearts. As Romans 10:12 says, “there is no distinction between Jew and Greek; for the same Lord is Lord of all, bestowing his riches on all who call on him”
God’s people must lead the way in loving and serving with the compassion of Christ—starting in our own homes and spheres of influence. While discrimination, judgement, or disparate treatment of anyone on the basis of religion, race, sex, or another immutable attribute is unquestionably wrong, government schools ought not police thoughts and attitudes of the heart or deem themselves the sole authority in shaping the moral conscienceless of children. Parents—not government– are tasked by God with teaching their children what is right and wrong. As it says in Deuteronomy 11:19, “Teach them to your children. Talk about them when you are at home and when you are on the road, when you are going to bed and when you are getting up.” Parents must not cede this God-given responsibility to godless government schools.
If your child does attend a government school and you are concerned that these dangerous philosophies are being taught, there are multiple ways that you can help bring accountability. In an effort to ensure that all students have access to meaningful learning free of divisive ideologies and indoctrination, the US DOE and Executive branch have set up a portal for parents, students, teachers, and community members to share their concerns. State legislators are also requesting that oversight committees be notified in cases where local school districts are not following state law. Last but not least, Christian parents can speak with local school board members, share concerns, and work towards change. However, we must do more to address the root problem.
Morality is a spiritual issue and needs a spiritual remedy (Romans 2). Even for those who dismiss spiritual teaching, there is still value in viewing morality as something established apart from the government. After all, when the government defines standards of right and wrong and even dictates their practice, are they not establishing a religion of the state? The consequences of relegating such power to the government are terrifying. The Church must reclaim moral authority in culture if the destructive values of DEI and SEL are to be defeated.
- “Social Emotional Learning” is a Dangerous Fad, by Daniel Buck. The James G. Martin Center for Academic Renewal. May 15, 2023. https://jamesgmartin.center/2023/05/social-emotional-learning-is-a-dangerous-fad/ ↩︎
- “The Trouble with Social Emotional Learning” by Max Eden, American Enterprise Institute, April 6, 2022. https://www.aei.org/research-products/testimony/the-trouble-with-social-emotional-learning/ ↩︎
- “The Real and Dark Dangers of Social Emotional Learning for Kids”, by Forest Rose, June 25, 2024. https://kingdomfirsthomeschool.com/real-dangers-social-emotional-learning/ ↩︎
- “The Dark Truth About Social-Emotional Learning (SEL)”, The New Discourses Podcast with James Lindsay, Episode 92. https://newdiscourses.com/2022/08/the-dark-truth-about-social-emotional-learning-sel/ ↩︎
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