IN THEORY:Can public schools offer religion classes to educate?

Boston University professor Steve Prothero has written a book, “Religious Literacy,” due out soon that contends that although more than 90% of Americans say they believe in God, just a smattering of them know basic facts about religion. For instance, he said, most people could not name the first five books of the Old Testament. Prothero argues that in today’s world it’s important that people know more about religion, and he proposes that religion be taught in public schools. Prothero says the classes should aim to educate, not proselytize. Do you think it’s possible to include religion in a public school education without it violating separation-of-church-and-state principles?

Knowledge is always good. The truth shall set you free, as the saying goes. But the fact that many people who claim to believe in the Christian God cannot name the first five books of the Old Testament, as author Prothero regrets and supposedly uses as a justification for his new book, “Religious Literacy,” does not seem to be particularly important in the overall scheme of things or a decent reason to teach religion in public schools.

But, admittedly, it would be good to teach not religion but about religion. That means about all religions, not just Christianity. And about all aspects of religions. How and where and why the different religions were created by mankind. How extremely different they are, but how similar they are in other ways. How religions developed over the years, how their sacred books (Torah, Talmud, Bible, Koran, Bhagavad-Gita, Dhammapada, Tao Te Ching, Vedas, Upanishads, etc. ) were originally written, translated and modified over the years. What language scholars say regarding the accuracy of the translations made along the way. Why some people find comfort in believing that there is some God up there in the sky that they can pray to, ask for help, so that they can somehow justify not trying to solve their problems themselves. And why, for instance, some people can believe that every word in the Bible is sacred and must be taken literally in spite of the questionable provenance of many of the original sources and the questionable accuracy of the language translations. And why so many people who don’t really know anything about their religion are so convinced of its truth — and the untruth of all other religions.

Aside from that, there are many great stories in the Bible and in some of the other religious books that are worth reading as literature. But it doesn’t seem any more important to know the details of such stories than, say, details from “Moby Dick” or “Gone With the Wind.”

JERRY PARKS

Member

Humanist Assn. of Orange County

In the diverse society that we live in, ignorance breeds contempt. It would only help the cultural sensitivity of us all to be educated on the basics of the religious beliefs of our neighbors (including atheism, which is really the religion of self). How can I be convinced of my own faith if I haven’t explored them all? How do I know if I like Coke more than Pepsi if I haven’t tasted them both? You can’t believe the commercials! It is the same with religion and faith.

I teach a comparative religions course on a regular basis to our congregation, and we study each of the major faiths. One component of the class is to invite one of the followers of the faith studied to have a conversation with us so we can put a face on the belief system. We have had Muslims, Mormons, Buddhists, Seventh-day Adventists and more in our groups. It has been very helpful. It is enlightening when we realize that we are not just talking about doctrines and dogma, but the very core issues in the lives of very real people who love their children just like we do. In Israel, the army requires religious education of every recruit so that as they come across a situation in a Christian or Muslim area, they are educated as to why the situation might be about more than a simple skirmish.

I do believe such classes would be helpful, and possible. In fact, I know a school in Long Beach that has such a class. If people would have faith in their own religion, believe that it is strong enough to stand up to study and questioning and participate in the process, it’s certain a class like this could be taught without violating church and state issues.

RIC OLSEN

Lead Pastor

The Beacon

Anaheim

Teaching about world religions in a public academic setting is quite different from the instruction offered by religious organizations to their members. The Supreme Court has consistently held that teaching about religion, as distinguished from religious indoctrination, is a valuable part of education. I suspect the people most opposed to the teaching of religions in a scholarly manner are those who want only their version of religion taught. Others may be opposed out of concern that once any discussion of religion is allowed, the door will be open to proselytizing.

In California, our public universities and community colleges offer excellent choices for those who wish to study about religion. In schools like Cal State Fullerton, college students may take introductory survey courses such as Religions of the World or more specialized courses, for example History of Development of the Islamic Tradition and The Bible as Literature. In the Spirituality and Aging course I teach, we sample and compare the wisdom of all of the world’s religious traditions on aging and preparations for death.

I think that in high school and middle school, courses on the religions of the world, religious literature and religious issues in current events should also be offered as electives. In addition, in every grade, factual information about religion at an age-appropriate level should be taught as part of history, social studies and literature curricula. The teacher-credentialing process could further ensure that elementary and secondary teachers are competent to teach about religion traditions, are knowledgeable about constitutional issues and are prepared to respond to the concerns of students and parents. Supreme Court rulings make it clear that students can be excused from classroom discussions or activities for religious reasons, and they may also be released for off-campus religious instruction.

I believe the current religious illiteracy is caused by the decision of so many parents not to provide religious instruction for their children at home or through a religious organization. I suggest that a good question for future In Theory discussions would be “Why do you think so many parents are reluctant or opposed to sending their children to a church, temple or synagogue for religious instruction, and why would you encourage them to reconsider?”

REV. DR. DEBORAH BARRETT

Zen Center of Orange County

Costa Mesa

Education is a primary responsibility of public and religious authorities and organizations. I wish secular powers-that-be would take seriously that humans are spiritual as well as physical and intellectual beings — but the dynamics of that dimension of whom we are seem permanently delegated to churches, synagogues, mosques, temples and other centers of religious life.

I’d rejoice if 90% of Americans could name five of the first 10 amendments to the Constitution — the Bill of Rights — or even our first five presidents more than if 90% could name the first five books of the Bible. I’d be glad if public schools simply taught that there are sacred books, honored over millennia as powerful because they contain wisdom from beyond our senses and speak to us always. Why can’t all schools teach that the Bible, Koran, Shastra and Bhagavad-Gita, and scripture like Buddhism’s Pali Canon are high among the great literature in human history and also provide an overview of their content?

(THE VERY REV’D CANON) PETER D. HAYNES

Saint Michael & All Angels Episcopal Church

Corona del Mar

One-time presidential candidate Howard Dean said the Book of Job was his favorite chapter in the New Testament. A recent survey confirmed that two out of every three American teenagers could not identify who asked, “Am I my brother’s keeper?” and 28% could not reference Moses.

Such ignorance is best addressed in the home and house of worship. While schools may teach, within courses on civilization, that the Bible is history’s most influential book, and touch on areas in which religion has had an effect, it is not the school’s role to insist students know the first five books in Scripture or the differences between Judaism and Christianity.

A study titled “The Coming Crisis in Citizenship: Higher Education’s Failure to Teach America’s History and Institutions” featured a test administered to 14,000 freshmen and seniors at 50 institutions. The average score among seniors was 53.2%, a woefully failing grade. When many graduates of America’s elite centers of higher learning identify Douglas MacArthur as the victor at the battle of Yorktown, we should prioritize instructing Americans in America’s history over teaching about religion.

It is more urgent to inform our students of the Constitution’s contents than those of religious documents.While I am loath to quote Sen. Robert C. Byrd, his championing of civic literacy is welcome: “Without constant study and renewal of our knowledge of the Constitution and its history, we are in peril of allowing our freedoms to erode. If we fail to understand the importance of checks and balances, we will not be in a position to know when these checks are threatened. We study the Constitution because it is the foundation and the guardian of our liberties.”

A proper agenda for public school educators is ensuring that students attain deep familiarity and respect for our secular bible, the Constitution, rather than sacred writ. What should give us pause is not Biblical cluelessness, but that two-thirds of American adults cannot correctly identify the three branches of government.

Knowledge of the first 10 amendments to the Constitution is more vital to an informed electorate than being able to recite the Ten Commandments.

RABBI MARK S. MILLER

Temple Bat Yahm

Newport Beach

I would love to see a basic course offered in our public schools about what religion is, how it functions in people’s lives, uses stories to explain creation, structures your relationship with the higher power, and helps people form moral and ethical frames in which they can live.

You would, of course, have to be careful not to favor any one religion and still be inclusive enough to expose students to all possibilities. But think of how much fun it would be to have your kids come home and discuss all the wonderful variations of traditions and meanings and how they compare to your own traditions?

Something like this would go a long way in creating a greater sense of acceptance, tolerance and celebration.

You could even have representatives from different religions come and address the classes.

PASTOR JIM TURRELL

Center for Spiritual Discovery

Costa Mesa

One can teach the Bible in the public schools, especially in high school or college in history or literature courses, where God simply becomes a character, and teach how God relates to humanity. This would make available to the general student a selection of a considerable amount of material not easily accessible in the average syllabus of the public school.

These two approaches — as history and literature — work in theory on the higher levels of education, such as high school or college, and are not meant for younger ages. I do not believe religion can be taught in the public schools without violating the separation of church and state principle. I have never seen it done without public protest by somebody or some religious group.

RABBI MARC RUBENSTEIN

Temple Isaiah

Newport Beach