The implementation of a religious curriculum in secular school settings has been controversial worldwide. Across the world, many countries require religion to be taught in state-owned schools, not just in private denominational schools. However, the manner in teaching these religious classes can vary greatly, discerning the effectiveness of the implementation of a religious course or religious curriculum in a public school setting. By employing a religious curriculum in secular schools, students across the globe can learn about world religions with increased cultural knowledge, historical knowledge, and multi- religious tolerance without bias to a specific religion.
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“ Implementing Religious Curriculum in Public Schools: Controversies and Benefits ”
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Although the teaching of religion in public schools has been widely discouraged, public schools are allowed to analyze and teach about religious documents regarding their great historical significance and contribution to the world today (Anti-Defamation League 1). On a high school level, religion can be implemented in social studies, literature and the arts. These classes offer many opportunities for discussion and including information about religions and their ideas and themes. At an elementary level, opportunities to teach religion in the classroom occur in discussions of family and community life and in teaching about festivals and a variety of cultures. Many scholars believe that assimilating study about religion into existing courses is an academically rigorous method to familiarize students with the role of religion in history and in society. Religion may also be taught about in special courses or units such as world religions, the Bible as literature, and the religious literature of the West and of the East (Haynes and Thomas 110).
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Even though public schools can teach about religion in a secular context, all religions must be tolerated without a bias for any particular religion. The Bible is allowed to be taught in public schools, but only for its historical, cultural, or literary value. In secular schools, the Bible cannot be taught in a devotional, doctrinal manner, or in a way that encourages acceptance of the Bible as a religious document, but it must be taught in a way that is unbiased to all religions, including Christianity. Also, public schools may not sponsor religious practices (Haynes and Thomas 125). Public schools demonstrate impartiality when they ensure that the curriculum includes study about religion, where applicable, as an imperative part of a comprehensive education (Haynes and Thomas 17). When teaching the topic of religion, all religions major or minor, must be discussed, not in bias to any certain religion (Anti-Defamation League 1). Concerning the legal grounds of exposing children to religion in secular schools, a school is allowed to expose students to a diversity of religious views, but may not impose on the students any particular view. Education officials are making a better effort to accommodate their own surrounding religious communities. This has led to criticism that the concern surpasses the separation between church and state, ruled by the Supreme Court (Feldman 1). The Supreme Court has repeatedly ruled that it is unconstitutional to "preach" religion in public schools. Teachers are not allowed to lead prayers, or read from the Bible in a devotional manner in secular schools, but the nation's highest court has also continually given its constitutional stamp of approval to teach about religion. Furthermore, it has described religious studies as a civic necessity in public schools (Prothero 1). This is truly important concerning the religious education of student's today in secular schools. A key concern in the world today is the harmful effects of religious courses in public schools. Many people are concerned that a religious education can have negative aspects on children regarding discrimination of religious beliefs and cultural values, different teaching styles, and a lack of multi-cultural awareness in schools. Discrimination is one of the most substantial issues regarding religion in education. This problem can cause so much harm on the people or groups being discriminated against, most of the time without the aggressors even knowing the amount of harm they are causing the afflicted people (Religion in Schools 1). Diversity and multicultural awareness are factors that should surround all children during their learning experience, and it is significant that teachers keep different religions and backgrounds of their students in mind when instructing students in order to avoid extreme controversy such as discrimination. Also, all students should learn about a variety of world cultures so that they can be well-rounded individuals and not only have a single-minded perspective, but can have a broadened perspective of religions and cultures in order to avoid the harmful effects of discrimination due to cultural misunderstanding and a lack of awareness. Jim Maechling, a teacher at Palos Verdes Peninsula High School in California, is one of the few teachers in the United States that teaches a course about world religions in a public school setting. Maechling only knows of one other high school in the state that teaches a class about world religions out of the eight hundred and sixty public high schools in California. Most public schools choose to ignore religion due to extreme controversy, but according to Maechling, our culture is extremely ignorant about the fundamental beliefs of Jews, Muslims, Buddhists, Hindus, and even Christians. Religious beliefs play a fundamental role in the history, culture, and art both in the United States and abroad (Coeyman 1). In a Modesto, California public high school, the implementation of a religious curriculum has significantly benefited students of a multitude of different backgrounds. Students are learning about religion from a viewpoint of geography while also examining a variety of world religions. This unique religious curriculum provides a comprehensive look at the world's religions, including non-theism in instruction. The class was initially developed in order to lighten tensions in the California community after the terrorist attacks on September 11, 2001 on New York City. The implementation of the class has been so effective at uniting the previously divided community that the California Assembly has praised the addition of the class for reducing the bullying of Sikh children, who are often mistaken for Muslims (Jones 1). The success of the implementation of the religious curriculum at this California high school has raised awareness of religious instruction and its benefits in a public school setting. Now, assembly members in this area have proposed that the course be introduced in districts all over the state of California. In Modesto, Board president Cindy Marks said, "I believe our students have a much better grasp of world events" (Jones 1). When the Modesto, California district launched a ninth-grade comparative religions class, it confirmed that the teachers were well equipped for the class. They worked to give teachers a firm understanding of First Amendment issues referring to the Constitution of the United States and its content. Teachers attended workshops to become better prepared for teaching the class. The California district understood the significance of the topic of religion in history, and ensured that it would be constitutional and enriching for students to learn (Kafer 52). The course's inclusive curriculum ensures that it meets constitutional standards. From the course's design and from emerging evidence, it is inevitable that the course succeeds in providing a thorough and objective education regarding world religions. Studies have shown that taking the world religion course has increased student's support for the rights of others. Additionally, students leave the course with a better understanding of the major world religions and a greater appreciation of the moral values shared across religious and cultural differences. Also, learning about various religions does not encourage students to change their own religious beliefs (Lester 9). For this reason, this is a crucial example of how religion should be taught in secular schools (Jones 1). In addition, other public high schools have been very successful in the offering of a religious course for high school students. By offering a religious course, students have an opportunity to explore cultures, worldviews and traditions with a profound depth that is not reasonable in other courses of comparison. At Columbia High School and Rock Bridge High School in Missouri, public school students have the opportunity to take a world religion course, allowing students to explore their religious identities and to better understand the world they live in. The class has been taught by focusing on religious education from an academic standpoint. Irwin, a first year religious education teacher, said he is using his own personal experiences and the students' interests with the intention of building the curriculum. "My goal for the course and the curriculum is that students would be able to really consider the wisdom of any given religious tradition, but also look at critically, what are some of the weaknesses it's exhibited throughout its history," said Irwin, a teacher at Rock Bridge High School (Ornitz 1). By adding the world religion course at public high schools, many students have experienced life-changing decisions regarding their personal faith, beliefs, and by further examining traditional and cultural values of a variety of world religions. While the successes of well-developed religious curriculums have been evident in several public schools, some flaws have been discovered as well. Steve Green, the owner of the popular chain Hobby Lobby, believes that public high schools should teach classes using Bible-based curricula. With Green's upmost support, a suburban Oklahoma City public school district has voted to institute a Bible-based curriculum, but the American Civil Liberties Union (ACLU) and Freedom from Religion Foundation (FFRF) are challenging the constitutionality of the decision. The inadvertent risk of turning public schools into Sunday schools has also been heavily criticized by the ACLU and FFRF. Andrew Seidel, a lawyer with the Freedom from Religion Foundation, wrote to Mustang School District complaining that the Bible course ignores the negative aspects of God, such as jealousy, murder, and punishing children for their parents' actions. Seidel also believes that the course unfairly favors a Christian perspective. Although the class would be offered as an elective course, students who do choose to take it may be deceived into thinking they are receiving objective and scholarly instruction, not biased religious instruction (Universal Life Church Monastery 1). Religion plays an important role in Social Studies content. Many educators tend to avoid the topic of religion altogether. Some school leaders avoid addressing religion and school issues, convinced that raising questions may cause controversy where there is not any. While it may be true that a practical approach to religious liberty questions is risky, it could be debated that the greater risk is to do nothing (Haynes and Thomas 33). The separation of church and state is a vital argument in this controversy. The challenge is not getting world religion in public school curriculums; it is getting teachers to teach the content. By creating a campaign to reintroduce a religious school curriculum in public schools can help the United States to better understand religious differences. Teachers can be leaders of implementing this curriculum in secular schools, having a positive effect (Passe and Willox 1). In Texas public schools, the decision on whether to teach religious-based social studies in public schools in Texas has subjugated a broader discussion concerning the schools' curriculum. The curriculum is undergoing a review by Texas state officials, ultimately hoping to improve the nation's second-largest school system. The outcome of this review could possibly influence the textbooks used by students in other parts of the country where there appears to be little or no petitioning for religious-based material used for educational purposes. Of the people reviewing Texas' K-12 curriculum, three have said they would like to see more attention paid to the religious aspects of American history and the basis on which the United States of America was founded upon. "The foremost problem that I see is that there is not nearly enough emphasis or credit given to the biblical motivations of America's settlers and founders," says Peter Marshall, Evangelical minister and the president of the Massachusetts-based Peter Marshall Ministries (Friedman 1). David Barton, president of the Texas-based Christian heritage advocacy group Wall Builders, is another expert on the panel that agrees with Peter Marshall. "I think there should be more of an emphasis on history in the social studies curriculum. If there is an emphasis on history, there will be a demonstration of religion," said Barton. (Friedman 1). In Barton's written review of the social studies curriculum, Barton argues that in order for fifth-grade students to fully understand and comprehend how the American government was formed, they must also understand that it was rooted in religion. Although both Barton and Marshall's position agree that religion plays a defined role in American history, many propose they are violating the principle regarding the separation of church and state. When asked about the criticism regarding religion introduced in a public school system, Barton said, "it's just a part of history that certainly should be presented" (Friedman 1). Marshall also states, "If you're going to properly teach American history, you need to teach the Christian world view motivation of the people who made the history" (Friedman 1). The National Council for the Social Studies states the following, emphasizing that religion is an important part of a well-rounded Social Studies curriculum: "Knowledge about religions is not only characteristic of an educated person, but is also absolutely necessary for understanding and living in a world of diversity" (Haynes and Thomas 55). Overall, the addition of religious education in the subject of social studies could greatly affect how American History is taught in a public school setting. Because religion plays a significant part in history and civilization, studying about religion is essential to understanding both the history of the United States of America and the world. The purposeful omission of truths about religion can give students the untruthful impression that the religion of humanity is insignificant or unimportant. The inability or failure to understand and comprehend the basic symbols, practices, and concepts of various world religions makes much of history, literature, art, and contemporary life difficult for students to comprehend. Studying about religion is also essential in order for students to value religious liberty. Furthermore, the knowledge, awareness, and familiarity of the roles of religion in the past and also the present, endorses cross-cultural knowledge that is necessary for democracy and peaceful relations among the countries of the world (First Amendment Schools 1). It is essential to study religion in public schools because it increases cultural awareness and knowledge of all religions. Without the study of religion present in secular school settings, religious illiteracy can become prominent. It is essential to study religion in public schools because it increases cultural awareness and knowledge of all religions. Without the study of religion present in secular school settings, religious illiteracy can become prominent. There are many consequences that come from this illiteracy, including the ways that it fuels prejudice and antagonism (Moore 5). Religious illiteracy hinders efforts intended to endorse respect for diversity, peaceful coexistence, and cooperative activities in local, national, and global settings. Religious illiteracy can be defined as a lack of understanding about the world's religious traditions and other religious expressions that are uncategorized by tradition. It is also seen as the lack of understanding concerning the diversity of expressions and beliefs within traditions and the profound role that religion plays in social, cultural, and political life in the past and today (Moore 4). It is possible to diminish religious illiteracy by teaching about religion from an academic, non-biased perspective in primary, middle, and secondary schools (Moore 6). By teaching about religion in secular schools, students will gain a basic understanding of the history of religion including the beliefs and practices of several of the world's religious traditions and expressions as they continue to be shaped by today's culture. Also, students will gain the ability to discern and fully explore the religious dimensions of social, cultural, and political expressions based on places and different time periods, centered by the academic studies of geography and history (Moore 4). Enhancing literacy about religion can create a better understanding among people of different faiths, ethnic groups, and worldviews. This knowledge can supplement the civic dimensions of education and can better prepare students for participation and contributions in democratic processes in our multi-religious nation, the United States. Training, discipline, and preparation in favor of religious literacy provides citizens of all ages with the tools necessary to better understand the idea and value of religion as a complex and cultivated social and cultural asset. It also helps people to better understand individual religious traditions or expressions themselves as internally diverse and constantly progressing as opposed to unchanging, absolute, and unvarying. Learning about religion as a social and cultural asset in our society also helps individuals to identify, comprehend, and analytically examine how religion has been a key role in our society and will continue to be used to inspire others and transform our society. (Moore 6). Overall, studying religion in secular schools has many positive aspects and benefits. These include the increased amount of cultural awareness, a deeper knowledge of the historical background of religion, and the increased multi-religious tolerance to religions and cultures worldwide. By learning about world religions, students of all ages are able to examine their own personal beliefs while discovering the vast array of other theories and possibilities (Ornitz 1). By having a greater religious background in public schools, students are allowed to go above and beyond to have a fuller comprehension of history and the arts (Coeyman 1). Although risks and complications can be an issue, the implementation of a religious curriculum in public schools has proved to be beneficial by research, showing greater comprehension and knowledge of other cultures, beliefs, and societies in our world today.
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