|Statement||by C.E. Phillips.|
|LC Classifications||LC114 .P45|
|The Physical Object|
|Number of Pages||15|
Since children spend a great deal of their productive hours each day in the school setting, the propagation or non-propagation of religious ideas is a legitimate issue. Many parents, especially those located outside the coastal elite states, believe that religious acts belong in schools as a crucial part of child-rearing. This book examines the core questions of what is and what is not. In this book, one of America’s leading constitutional scholars asks what role religion ought to play in public schools. Kent Greenawalt explores many of the most divisive issues in educational debate, including teaching about the origins of life, sex education, and when — or whether — students can opt out of school activities for. In Religion in Schools, R. Murray Thomas uses case examples from twelve countries around the world, covering all regions of the world and all the major religions, to examine and answer these questions. He reveals the complexities of the conflicts, and shows what brought them by: The relationship between religion and public education has been fraught with misunderstanding, confusion, tension, and hostility. Perhaps more so than other forms of identity, for many, religion evokes a strong sense of exclusivity. Unlike other forms of identity, for many, particularly the religiously orthodox, religious identity is based on a belief in absolute truth.
consensus on teaching about religion in public schools: 1. As the Supreme Court has made clear, study about religion in public schools is constitutional. 2. Inclusion of study about religion is important in order for students to be properly educated about his-tory and cultures. 3. Religion must be taught objectively and neutrally. Public schools may not teach religion, although teaching about religion in a secular context is permitted. 1 The Bible may be taught in a school, but only for its historical, cultural or literary value and never in a devotional, celebratory or doctrinal manner, or in such a way that encourages acceptance of the Bible as a religious document. 2 SPECIFIC ISSUES & QUESTIONS. Public schools do so — indeed, are legally and culturally compelled to do so — in completely anti-Christian ways: as either not worthy of mentioning, as one religion . And the Supreme Court conceded in the Eversion case () that Secularism is in fact the religion of the public schools. “Our public school,” it said, “is organized on the premises that secular education can be isolated from all religious teaching so that the school can inculcate all needed temporal knowledge ”.
“And, this freedom extends into our public schools.” What is allowable In fact, ADF points out that the U.S. Department of Education (USDE) issued guidelines on freedom of religious expression in public schools in and during the Clinton administration, and in under the Bush administration. Religion Online is designed to assist teachers, scholars and general “seekers” who are interested in exploring religious issues. Its aim is to develop an extensive library of resources, representing many different points of view, but all written from the perspective of sound scholarship. "Public schools can neither foster religion nor preclude it. Our public schools must treat religion with fairness and respect and vigorously protect religious expression as well as the freedom of conscience of all other students. In so doing our public schools reaffirm . To encourage more religious studies in public schools, the American Academy of Religion (AAR) published in "Guidelines for Teaching about Religion in K public schools in the United States." Religious illiteracy that "fuels prejudice and antagonism," the AAR states, "can be diminished by teach ing about religion in public schools using a.