Religious Study: How it was taught and where it is going

by Ashley RhodesEDUC 6001Spring 2010

“…it might as well be said that one’s education is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization.”

–Justice Clark remarking on the Schempp

decision of 1963

(Romanowski, 137)

A Historical Look at Religious StudiesColonial times: The primary

purpose of school besides learning the three R’s, was to teach the lessons of the Bible.

1800s: There were no state-authorized public schools and education was the job of the church.

Historical Look Cont’dMid-to late 1800s: Public schools as we know

them began. The “Establishment Clause” states that the government cannot “promote or endorse a religion, nor may it stop people from freely practicing their religion” (Passe, 103).

Late 1800s: The state supreme courts in Ohio and Wisconsin take away mandatory Bible reading in public schools.

Historical Look Cont’dMid-1900s: The U.S. Supreme Court rules that “the

Bible may be studied for its literary and historical merits, but may not be used for daily religious exercises” (Manzo). Religious and educational organizations issue guidelines for teaching about religion in public schools. They recommend an approach that is academic, not devotional.

Late 1900s: The Bible and Literacy Project and First Amendment Center issue a guide on how to teach using the Bible. Due to massive Asian immigration, a movement for “multicultural education” was endorsed.

Present Practices of Religious Studies in Our High SchoolsStudents make comparison charts

to see differences and similarities between various religions, which does not require religious belief from students

Students examine religious texts’ literary structures and how ideas are taught through these literary works

Mandating a World Religions Course

Since 2000, the Modesto, CA school district mandates for high school graduation a ninth grade semester-long course in world religions. It is the only district in the country that has this policy and is part of its “safe schools” policy intended to create a comfortable environment for its students.

How Modesto’s World Religions Course was Prepared and TaughtTeacher-led committee created the curriculum

with local community involvement in the process

Teachers identified each religion they would cover and they worked in teams to research the different faiths

Religious leaders and representatives were invited to attend meetings to get their input and to review the textbook, which dedicated equal number of pages to each religion

World Religions Course Preparation Cont’d

Teachers participated in 30 hours of in-service training preparation

Administrators applied stricter teaching guidelines for this course to prevent teacher bias

An opt-out policy for parents uncomfortable with the curriculum was provided by the district

Modesto’s World Religions CourseThe semester-long course began with an

overview of the First Amendment. Teachers stressed the importance of

respectful questioning. Students studied an equal amount of time on

units covering Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism.

Each unit studied the history of each faith, the basic doctrines, and examples of each religion’s influence on society.

Modesto’s World Religions Course Cont’dTeachers were not allowed

to share their personal faith backgrounds during the semester.

Outside speakers were not allowed.

Teachers followed a prescribed lesson plan where every class watched the same videos and read the same textbook, The Usborne Book of World Religions.

Modesto’s World Religions Course Effects

(Lester, 27)

Modesto’s Effects Cont’d

(Lester, 28)

Modesto’s Effects Cont’d

(Lester, 29)

Modesto’s Effects Cont’d

(Lester, 37)

Benefits of Religious StudyStudents’ respect for the rights of other religions

increasesStudents are more willing to protect the rights of people

of other faithsAfter 9-11, Modesto did not have a single schoolyard

harassment against Muslim students during the 2001-2002 school year

Leads to a stronger society where the United States adjusts to the challenges that come with globalization

Develops active citizensKindles intellectual and moral thoughts regarding what is

important in life and how what we believe shapes our lives

Challenges of Religious StudyHigh-stakes, end-of-grade tests seldom

include questions about religious knowledge and so emphasis on religion may be diminished

Teachers lack the knowledge and skills to effectively teach about world religions

Teachers are confused about the legality of teaching religion and fear personal and legal conflicts from students and their parents

Ways to Support Religious StudiesProvide a comprehensive training program

for teachersAdministration must strongly support

religious studyClearly communicate to parents and other

community members that schools are teaching about religion and not what to believe

Clearly state and reinforce the educational program’s objectives

Tips for Starting a World Religions Curriculum1. Involve the community.2. Engage diverse voices.3. Build trust.4. Be sensitive.5. Get district buy-in.

(Kilman, 19)

Tips Cont’d6. Recognize that you can never

have enough training.7. Opt-in for teachers.8. Communicate with parents.9. Lay the groundwork for

respect.10. Maintain neutrality.

(Kilman, 19)

Meaningful Ways to Integrate Religion into Social Studies ClassesTeachers identify historical time periods or

movements in which religious influences are key reasons

Provide students opportunities to analyze the beliefs that support political and social positions of religious groups

Critically examine how religion and faith have shaped the American culture and our daily lives

Meaningful Ways Cont’dAnalyze how faith and beliefs of U.S. key

figures have played a role in influencing their actions and decisions

Allow students to compare and contrast their own religion and beliefs to those of historical figures

“Knowledge about religions is not only a characteristic of an educated person, but is also absolutely necessary for understanding and living in a world of diversity.”

National Council for the Social Studies

(Romanowski, 136)

Works CitedDiversity02_transparent image. (2010). Retrieved May 2, 2010,

from http://blogs.freshminds.co.uk/talent/?p=794. DiversityConnects Logo. (2010). Retrieved May 2, 2010, from

http://www.cde.state.co.us/cdelib/DiversitySummit/index.htm. Kilman, C. (2007, November). One Nation, Many Gods. Education

Digest: Essential Readings Condensed for Quick Review, 73, 14-20. Retrieved May 2, 2010, from ERIC database.

Lester, E., & Roberts, P. S. (2006). Learning About World Religions in Public Schools: The Impact of Student Attitudes and Community Acceptance in Modesto, Calif. Arlington, VA: First Amendment Center.

Manzo, K. K. (2007, May). The Bible Makes a Comeback. Education Week, 26, 25-27. Retrieved May 2, 2010, from ERIC database.

Works Cited Cont’dMeredith, S. (2006). Usborne Book of World Religions. London, England:

Usborne Books.Modesto City Schools. (2009). Retrieved May 2, 2010, from

http://mcs.monet.k12.ca.us/default.aspx. Nobles, S. (2009, September). Head Scarves and Stocking Feet: Pushing

Boundaries through Literature. Phi Delta Kappan, 91, 65-67. Retrieved May 2, 2010, from ERIC database.

Passe, J. (2009, May). Teaching Religion in America’s Public Schools: A Necessary Disruption. Social Studies, 100 , 102-106. Retrieved May 2, 2010, from ERIC database.

Pur17 Image. Retrieved May 2, 2010, from http://www.nd.edu/~rbarger/www7/pur17.jpg.

Romanowski, M. H. (2000, January). Addressing the Influence of Religion and Faith in American History. Clearing House, 73, 134-137. Retrieved May 2, 2010, from ERIC database.

Wikimedia Image. (2008). Religion symbol. Retrieved May 2, 2010, from http://www.jameslogancourier.org/index.php?itemid=3390.

“This project work is original and I have not submitted it for credit in any other course at ECU or any other higher education institution.”