Should Schools Teach Children About All Major Religions?

The question of whether schools should teach children about all major religions has sparked a heated debate among educators, policymakers, and parents. While some argue that children should have a basic understanding of these faiths, others believe that religion should not be a focus in school curriculums. This article explores the arguments on both sides and offers a balanced view on the appropriate role of religious education in schools.

Arguments for Teaching Major Religions

Basic Understanding and Cultural Literacy: In countries with diverse religious populations, including indigenous religions, it is imperative for schools to provide students with a basic understanding of all major religions. This promotes cultural literacy and helps students respect and understand the diverse beliefs of their peers.

Historical and Social Importance: Religion plays a significant role in history and social studies. As history teacher Robin Spencer explains, 'You can’t learn about the Crusades without including religion. You can’t learn about the formation and history of Israel without including religion. You can’t cover the political and social history of certain Middle Eastern countries without including religion.' Understanding the religious context is crucial for a comprehensive understanding of historical events and current social dynamics.

Arguments Against Teaching Major Religions

Irrelevance to Productive Society: Some argue that religion is not essential for the education of a productive member of society. As career consultant John Smith states, 'Religion is entirely irrelevant to the education of a productive member of society. Making it part of the curriculum for all students would be bullshit and get a lot of schools shut down when people started pulling their kids out.' This viewpoint suggests that religious education is a personal choice separate from school curriculums.

Roles of Religion in Schools

Overview in Curriculum: A balanced perspective suggests that a general overview of each religion in a religious education class is sufficient. This approach provides students with a broad understanding without delving too deeply into specific details. For instance, a visit to a local mosque or Muslim center, as John's nephew recounts, can be a valuable educational experience that 'de-mystifies' religious practices and beliefs.

Interfaith Dialogue and Comparative Religion

Substance in Education: As David, an experienced humanities teacher, notes, 'In my humanities course, each religion we covered got an hour or two at the most out of nearly 300 hours of instruction. There was simply no way to make that "comprehensive" and "detailed".' This limitation highlights the challenge of providing a deep understanding of religions within the constraints of a school curriculum.

Interfaith Discourse Guidelines: Professor Krister Stendahl offers three key rules for interfaith discourse that can guide religious education in schools:

Avoid Criticism or Conspiracy Thinking: 'If you’re going to ask the question “what do others believe” ask them not their critics not their enemies.' This rule emphasizes the importance of hearing from believers themselves rather than relying on biased or negative sources. Compare Best to Best: 'Because most people think of their own tradition as it is at its best and use caricatures of the others.' This suggests that comparing the strengths of different religions can promote mutual respect and understanding. Leave Room for Holy Envy: 'Looking at another’s beliefs/practices and thinking “I like where they are going with that.”' Encouraging students to see positive aspects in other traditions can lead to constructive dialogue and personal growth.

Conclusion

While both sides of the debate present valid points, a balanced approach seems to be the most effective way forward. Schools should provide a basic understanding of major religions to foster cultural literacy and historical awareness, but detailed religious education should be reserved for higher education. By adopting an interfaith dialogue approach and adhering to guidelines like those proposed by Krister Stendahl, schools can promote mutual respect and understanding without oversimplifying complex belief systems.