Fluent Essays

Blog: Haynes, Religion in Public Schools Haynes, C. (1999) A Teacher’s Guide to Religion in the Public Schools. First Amendment Center. At the beginning of your blog, identify which of the three Rethinking chapters you will report on. Then report about each one and the major nugget you took away and why. Also watch the Its Elementary link and incorporate what youve garnered that is related to what you have read as well.  About three paragraphs. first amendment A Teacher’s Guide to Religion in the Public Schools first am endm ent A Teacher’s Guide to Religion in the Public Schools is published by the First Amendment Center. The guide has been endorsed by the following organizations: American Association of School Administrators American Federation of Teachers American Jewish Committee American Jewish Congress Association for Supervision and Curriculum Development Baptist Joint Committee on Public Affairs Christian Educators Association International Christian Legal Society Council on Islamic Education National Association of Elementary School Principals National Association of Evangelicals National Association of Secondary School Principals National Council of Churches of Christ in the U.S.A. National Council for the Social Studies National Education Association National PTA National School Boards Association Union of American Hebrew Congregations Union of Orthodox Jewish Congregations of America “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridg- ing the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” — F i r s t A m e n d m e n t t o t h e U . s . C o n s t i t U t i o n A Teacher’s Guide to Religion in the Public Schools tea ch er’s guide 137.08-FAC Teacher’s guide UPDATE inside • 6/05/08 • Anya 1 A Teacher’s Guide to Religion in the Public Schools Written by: Charles C. Haynes Editor: Natilee Duning Design: S. Watson ©2008 First Amendment Center 1207 18th Ave. S. Nashville, TN 37212 615/727-1600 firstamendmentcenter.org Publication No. 137.08-FAC Revised September 2004 Reprinted May 2008 tea ch er’s guide ach day millions of parents from diverse religious backgrounds entrust the education of their children to the teachers in our nation’s public schools. For this reason, teachers need to be fully informed about the constitutional and educational principles for understanding the role of religion in public education. This teacher’s guide is intended to move beyond the confusion and conflict that has surrounded religion in public schools since the early days of the common school movement. For most of our history, extremes have shaped much of the debate. On one end of the spectrum are those who advocate promotion of religion (usually their own) in school practices and policies. On the other end are those who view public schools as religion-free zones. Neither of these approaches is consistent with the guiding principles of the Religion Clauses of the First Amendment. Fortunately, however, there is another alternative that is consistent with the First Amendment and broadly supported by many educational and religious groups. The core of this alternative has been best articulated in “Religious Liberty, Public Education, and the Future of American Democracy,” a statement of principles issued by 24 national organizations. Principle IV states: The questions and answers that follow build on this shared vision of religious liberty in public education to provide teachers with a basic understanding of the issues concerning religion in their classrooms. The advice offered is based on First Amendment principles as currently interpreted by the courts and agreed to by a wide range of reli- gious and educational organizations. For a more in-depth examination of the issues, teachers should consult Finding Common Ground: A Guide to Religious Liberty in Public Schools. ii This guide is not intended to render legal advice on specific legal questions; it is designed to provide general information on the subject of religion and public schools. Keep in mind, however, that the law alone cannot answer every question. Teachers and administrators, working with parents and others in the community, must work to apply the First Amendment fairly and justly for all students in our public schools. Public schools may not inculcate nor inhibit religion. They must be places where religion and reli- gious conviction are treated with fairness and respect. Public schools uphold the First Amendment when they protect the religious liberty rights of students of all faiths or none. Schools demonstrate fairness when they ensure that the curriculum includes study about religion, where appropriate, as an important part of a complete education. i E 1 publicschools history 137.08-FAC Teacher’s guide UPDATE inside • 6/05/08 • Anya Teaching about Religion in Public Schools Is it constitutional to teach about religion? Yes. In the 1960s’ school prayer cases (that prompt- ed rulings against state-sponsored school prayer and Bible reading), the U.S. Supreme Court indicated that public school education may include teaching about religion. In Abington v. Schempp, Associate Justice Tom Clark wrote for the Court: [I]t might well be said that one’s education is not com- plete without a study of comparative religion or the his- tory of religion and its relationship to the advancement of civilization. It certainly may be said that the Bible is worthy of study for its literary and historic qualities. Nothing we have said here indicates that such study of the Bible or of religion, when presented objectively as part of a secular program of education, may not be effect- ed consistently with the First Amendment. Why should study about religion be included in the curriculum? Growing numbers of educators throughout the United States recognize that study about religion in social studies, literature, art, and music is an important part of a well-rounded education. “Religion in the Public School Curriculum: Questions and Answers,” issued by a coali- tion of 17 major religious and educational organizations— including the Christian Legal Society, the American Jewish Congress, the National Education Association, the American Federation of Teachers, the American Association of School Administrators, the Islamic Society of North America, the National Council for the Social Studies, the Association for Supervision and Curriculum Development, the Baptist Joint Committee on Public Affairs, the National Association of Evangelicals, and the National School Boards Association— describes the importance of religion in the curriculum thus: Because religion plays a significant role in history and society, study about religion is essential to under- standing both the nation and the world. Omission of facts about religion can give students the false impres- sion that the religious life of humankind is insignificant or unimportant. Failure to understand even the basic symbols, practices, and concepts of the various religions makes much of history, literature, art, and contemporary life unintelligible. Study about religion is also important if students are to value religious liberty, the first freedom guaranteed in the Bill of Rights. Moreover, knowledge of the roles of religion in the past and present promotes cross-cultural understanding essential to democracy and world peace. A number of leading educational groups have issued their own statements decrying the lack of discussion about religion in the curriculum and calling for inclusion of such information in curricular materials and in teacher education. Three major principles form the foundation of this 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. The purpose of public schools is to educate students about a variety of religious traditions, not to indoctri- nate them into any tradition. Is study about religion included in textbooks and standards? “Knowledge about religions is not only characteristic of an educated person, but is also absolutely necessary for under- standing and living in a world of diversity.” National Council for the Social Studies 1. 2. 3. 2 publicschools ac ad em ic 3 4.Agreement on the importance of teaching about religion has begun to influence the treatment of religion in textbooks widely used in public schools, as well as state frameworks and standards for the social studies. The current generation of history textbooks mention religion more often than their predecessors, and, in world history, sometimes offer substantive discussions of religious ideas and events. State frameworks and standards are also begin- ning to treat religion more seriously. Most state standards in the social studies require or recommend teaching about religion through specific content references and general man- dates, and many also include such references in fine arts and literature standards. In California, for example, the History- Social Science Framework and the new History-Social Science Content Standards require considerable study of religion. Students studying U.S. History in California are expected to learn about the role of religion in the American story, from the influence of religious groups on social reform movements to the religious revivals, from the rise of Christian fundamental- ism to the expanding religious pluralism of the 20th century. Teaching about religion is also encouraged in the National Standards for History, published by the National Center for History in the Schools. The elaborated standards in world history are particularly rich in religious references, examining the basic beliefs and practices of the major religions as well as how these faiths influenced the development of civi- lization in successive historical periods. While the U.S. history standards include religion less frequently, many historical developments and contributions that were influenced by reli- gion are nevertheless represented. Geography for Life: The National Geography Standards, published by the Geography Standards Project, and the National Standards for Civics and Government, published by the Center for Civic Education, include many references to teaching about religious belief and practice as historical and contemporary phenomena. Study of religion in the social studies would be expanded considerably if curriculum developers and textbooks writers were guided by these standards. How should I teach about religion? Encouraged by the new consensus, public schools are now beginning to include more teaching about religion in the curriculum. In the social studies especially, the question is no longer “Should I teach about religion?” but rather “How should I do it?” The answer to the “how” question begins with a clear understanding of the crucial difference between the teaching of religion (religious education or indoctrination) and teaching about religion. “Religion in the Public School Curriculum,” the guidelines issued by 17 religious and educa- tional organizations, summarizes the distinction this way: >The school’s approach to religion is academic, not devotional. >The school strives for student awareness of religions, but does not press for student acceptance of any religion. >The school sponsors study about religion, not the practice of religion. >The school may expose students to a diversity of reli- gious views, but may not impose any particular view. >The school educates about all religions; it does not promote or denigrate religion. >The school informs students about various beliefs; it does not seek to conform students to any particular belief. iii Classroom discussions concerning religion must be conducted in an environment that is free of advocacy on the part of the teacher. Students may, of course, express their own religious views, as long as such expression is germane to the discussion. But public-school teachers are required by the First Amendment to teach about religion fairly and objectively, neither promoting nor denigrating religion in general or spe- cific religious groups in particular. When discussing religion, guest speakers religions holidays teacher education 137.08-FAC Teacher’s guide UPDATE inside • 6/05/08 • Anya 4 many teachers guard against injecting personal religious beliefs by teaching through attribution (e.g., by using such phrases as “most Buddhists believe …” or “according to the Hebrew scriptures …”). Which religions should be taught and how much should be said? Decisions about which religions to include and how much to discuss about religion are determined by the grade level of the students and the academic requirements of the course being taught. In the elementary grades, the study of family, com- munity, various cultures, the nation, and other themes and topics may involve some discussion of religion. Elementary students are introduced to the basic ideas and practices of the world’s major religions by focusing on the generally agreed- upon meanings of religious faiths—the core beliefs and sym- bols as well as important figures and events. Stories drawn from various faiths may be included among the wide variety of stories read by students, but the material selected must always be presented in the context of learning about religion. On the secondary level, the social studies, litera- ture, and the arts offer opportunities for the inclusion of study about religions—their ideas and practices. The academic needs of the course determine which religions are studied. In a U.S. history curriculum, for example, some faith communities may be given more time than others but only because of their predominant influence on the development of the American nation. In world history, a variety of faiths are studied in each region of the world in order to understand the various civiliza- tions and cultures that have shaped history and society. The overall curriculum should include all of the major voices and some of the minor ones in an effort to provide the best possible education. Fair and balanced study about religion on the sec- ondary level includes critical thinking about historical events involving religious traditions. Religious beliefs have been at the heart of some of the best and some of the worst develop- ments in human history. The full historical record (and vari- ous interpretations of it) should be available for analysis and discussion. Using primary sources whenever possible allows students to work directly with the historical record. Of course, fairness and balance in U.S. or world history and literature are difficult to achieve, given the brief treatment of religious ideas and events in most textbooks and the limited time available in the course syllabus. Teachers will need scholarly supplemental resources that enable them to cover the required material within the allotted time, while simultaneously enriching the discussion with study of religion. Some schools now offer electives in religious studies in order to provide additional opportunities for students to study about the major faith communities in greater depth. May I invite guest speakers to help with study about religion? When teaching about religions in history, some teachers may find it helpful to invite a guest speaker for a more comprehensive presentation of the religious tradition under study. Teachers should consult their school district policy concerning guest speakers in the classroom. If a guest speaker is invited, care should be taken to find someone with the academic background necessary for an objective and scholarly discussion of the historical period and the religion being considered. Faculty from local colleges and universities often make excellent guest speakers or can make recommendations of others who might be appropri- ate for working with students in a public-school setting. Religious leaders in the community may also be a resource. Remember, however, that they have commitments to their own faith. Be certain that any guest speaker understands the First Amendment guidelines for teaching about religion in public education and is clear about the academic nature of the assignment. 5. 6. guest speakers religions holidays teacher education 5 How should I treat religious holidays in the classroom? Teachers must be alert to the distinction between teaching about religious holidays, which is permissible, and celebrating religious holidays, which is not. Recognition of and information about holidays may focus on how and when they are celebrated, their origins, histories and generally agreed- upon meanings. If the approach is objective and sensitive, neither promoting nor inhibiting religion, this study can foster understanding and mutual respect for differences in belief. Teachers may not use the study of religious holidays as an opportunity to proselytize or otherwise inject personal reli- gious beliefs into the discussion. The use of religious symbols, provided they are used only as examples of cultural or religious heritage, is permis- sible as a teaching aid or resource. Religious symbols may be displayed only on a temporary basis as part of the academic lesson being studied. Students may choose to create artwork with religious symbols, but teachers should not assign or sug- gest such creations. The use of art, drama, music or literature with religious themes is permissible if it serves a sound educational goal in the curriculum. Such themes should be included on the basis of their academic or aesthetic value, not as a vehicle for promoting religious belief. For example, sacred music may be sung or played as part of the academic study of music. School concerts that present a variety of selections may include reli- gious music. Concerts should avoid programs dominated by religious music, especially when these coincide with a particu- lar religious holiday. This advice about religious holidays in public schools is based on consensus guidelines adopted by 18 educa- tional and religious organizations. iv Are there opportunities for teacher education in study about religion? Teacher preparation and good academic resources are needed in order for study about religion in public schools to be constitutionally permissible and educationally sound. The First Amendment Center supports initiatives in several regions of the country designed to prepare public- school teachers to teach about religion. The most extensive of these programs is the California 3Rs Project (Rights, Responsibilities, and Respect). Co-sponsored by the California County Superintendents Educational Services Association, the project has created a network of resource leaders and scholars throughout the state providing support for classroom teach- ers. Teachers trained by the project give workshops for their colleagues on the constitutional and educational guidelines for teaching about religion. Religious studies scholars from local colleges and universities are linked with school districts to provide ongoing expertise and periodic seminars on the reli- gious traditions that teachers are discussing in the curriculum. The Utah State Office of Education co-sponsors a Utah 3Rs Project that is currently building a network of resource leaders in all of the state’s school districts. Other states and districts have similar programs in various stages of development. v Harvard University and the University of Pennsylvania offer master’s level programs that are excellent opportunities for both current and prospective public- and private-school teachers interested in learning more about the study of religion and religious-liberty issues in American pub- lic life. vi Other colleges and universities offer assistance to teachers, including in-service programs focused on teaching about religion. A notable example is the Religion and Public Education Resource Center at California State University – Chico. This center provides resources, including curriculum guides and sample lessons in several subject areas. vii Other organizations, such as the Council on Islamic Education, offer academic resources and workshops on teaching about specific religious traditions. viii 7. 8. school resources 137.08-FAC Teacher’s guide UPDATE inside • 6/05/08 • Anya 6 What are good classroom resources for teaching about religion? Teaching about religion in the public schools requires that sound academic resources be made readily available to classroom teachers. Fortunately, good classroom resources, especially in the social studies, are now available for helping teachers integrate appropriate study about reli- gion. Finding Common Ground: A Guide to Religious Liberty in Public Schools, published by the First Amendment Center, provides an extensive list of organizations and pub- lishers that offer classroom resources for teaching about reli- gion in public schools. Two recent publications are examples of what is now available for study about religion in a secondary school classroom: Religion in American Life is a 17-volume series written by leading scholars for young readers. Published by Oxford University Press, the series includes three chronologi- cal volumes on the religious history of the U.S., nine volumes covering significant religious groups (Protestants, Catholics, Jews, Orthodox Christians, Mormons, Muslims, Hindus, Buddhists, Native Americans, and others), and four volumes addressing specific topics of special importance for under- standing the role of religion in American life (women and religion, church-state issues, African American religion, and immigration). ix Columbia University Press has published a CD-ROM titled On Common Ground: World Religions in America. This multimedia resource uses text, primary sources, photographs, music, film, and the spoken word to bring alive the extraordinary religious diversity in the United States. Fifteen different religions in various regions of America are represented, from the long-established Christian, Jewish, and Native American traditions to the more recent arrivals such as Hinduism and Buddhism. x What is the relationship between religion and character education? As discussed previously, the First Amendment prohibits public-school teachers from either inculcating or inhibiting religion. Teachers must remain neutral concerning religion, neutral among religions, and neutral between religion and non-religion. But this does not mean that teachers should be neutral concerning civic virtue or moral character. Teachers should teach the personal and civic vir- tues widely held in our society, such as honesty, caring, fair- ness, and integrity. They must do so without either invoking religious authority or denigrating the religious or philosophi- cal commitments of students and parents. When school districts develop a plan for compre- hensive character education, they should keep in mind that the moral life of a great many Americans is shaped by deep religious conviction. Both the approach to character education and the classroom materials used should be selected in close consultation with parents and other community members rep- resenting a broad range of perspectives. When care is taken to find consensus, communities are able to agree on the core character traits they wish taught in the schools and how they wish character education to be done. For guidance on how to develop and implement a quality character education program, contact the Character Education Partnership in Washington, D.C. xi The Personal Beliefs of Teachers May I pray or otherwise practice my faith while at school? As employees of the government, public-school teachers are subject to the Establishment Clause of the First Amendment and thus required to be neutral concerning reli- gion while carrying out their duties as teachers. That means, for example, that teachers do not have the right to pray with or in the presence of students during the school day. 10. 11. 9. expression school resources 7 Outside of their school responsibilities, public- school teachers are free like other citizens to teach or other- wise participate in their local religious community. But teach- ers must refrain from using their position in the public school to promote their outside religious activities. Teachers, of course, bring their faith with them through the schoolhouse door each morning. Because of the First Amendment, however, teachers who wish to pray or engage in other religious activities—unless they are silent— should do so outside the presence of students. If a group of teachers wishes to meet for prayer or scriptural study in the faculty lounge during their free time in the school day, we see no constitutional reason why they may not be permitted to do so as long as the activity is outside the presence of students and does not interfere with their duties or the rights of other teachers. Teachers are permitted to wear non-obtrusive jew- elry, such as a cross or Star of David. But teachers should not wear clothing with a proselytizing message (e.g., a “Jesus Saves” T-shirt). How do I respond if students ask about my religious beliefs? Some teachers prefer not to answer the question, stating that it is inappropriate for a teacher to inject personal beliefs into the discussion. Other teachers may choose to answer the question straightforwardly and succinctly in the interest of an open and honest classroom environment. Before answering the question, however, teach- ers should consider the age of the students. Middle and high school students may be able to distinguish between a personal view and the official position of the school; very young children may not. In any case, the teacher may answer at most with a brief statement of personal belief—but may not turn the ques- tion into an opportunity to proselytize for or against religion. Teachers may neither reward nor punish students because they agree or disagree with the religious views of the teacher. Religious Expression of Students May students express religious views in public schools? In “Religion in the Public Schools: A Joint Statement of Current Law,” 35 religious and civil liberties organizations give the following summary of the rights of stu- dents to express their faith in a public school: Students have the right to pray individually or in groups or to discuss their religious views with their peers so long as they are not disruptive. Because the Establishment Clause does not apply to purely private speech, students enjoy the right to read their Bibles or other scriptures, say grace before meals, pray before tests, and discuss religion with other willing student listeners. In the classroom, students have the right to pray quietly except when required to be actively engaged in school activities (e.g., students may not decide to pray just as a teacher calls on them). In informal settings, such as the cafeteria or in the halls, students may pray either audi- bly or silently, subject to the same rules of order as apply to other speech in these locations. However, the right to engage in voluntary prayer does not include, for example, the right to have a captive audience listen or to compel other students to participate. xii May students express religious views in their assignments? “Religious Expression in Public Schools,” guidelines published by the U.S. Department of Education, offers the fol- lowing guidance about religious expression in student assignments: Students may express their beliefs about religion in the form of homework, artwork, and other written and oral assignments free of discrimination based on the religious content of their submissions. Such home and classroom work should be judged by ordinary academic standards 12. 13. 14. clubs 137.08-FAC Teacher’s guide UPDATE inside • 6/05/08 • Anya 8 of substance and relevance, and against other legitimate pedagogical concerns identified by the school. xiii How should public schools respond to excusal requests from parents? In “A Parent’s Guide to Religion in the Public Schools,” the National PTA and the First Amendment Center give the following advice concerning excusal requests: Whenever possible, school officials should try to accom- modate the requests of parents and students for excusal from classroom discussions or activities for religious reasons. If focused on a specific discussion, assignment, or activity, such requests should be routinely granted in order to strike a balance between the student’s religious freedom and the school’s interest in providing a well-rounded education. If it is proved that particular lessons substantially bur- den a … Rethinking Chapters I chose to discuss: ● 2: Why should study about religion be included in the curriculum? ● 13: May students express religious views in public schools? ● 16: May public schools accommodate students with special religious needs? 2: Why should study about religion be included in the curriculum? ● The curriculum in schools should study and have knowledge about religion because it is important to know the history and societal background when discussing curriculum about social studies, literature, art, music, and humanities. For students to become well-educated citizens they need to be able to have an understanding of why religion has important an impact on culture, history, politics, and society as a whole. I do think that it is very important that teachers do not express their own religious backgrounds or try to persuade or indoctrinate students to feel a certain way about religion, either for or against it. Teachers and other faculty members need to stay neutral about this topic of religion and stay subject to the First Amendment and the Establishment Clause. When it comes to the curriculum, it is crucial to educate students about religion and how it has had an impact on our society today. 13: May students express religious views in public schools? ● Students should be allowed to express their own religious views in public schools, as long as they keep it private to themselves or anyone else who joins them in expressing religion and does not bring their religious views onto someone else, especially in a rude pushy matter. Everyone is entitled to their own views and own practices but it should always be done within oneself and private. Prayer or the discussion of religion to other participating and willing people is acceptable as long as the student(s) is not being disruptive or compelling others to participate. According to the First Amendment, students can express their religious views because the First Amendment protects them and their right to freedom of religion and freedom of expression. Students can express their religion whether it is praying before lunch or a test, discussing their opinions in-class discussion (if relevant), or even expressing their religion through class assignments or homework (if relevant). 16: May public schools accommodate students with special religious needs? ● Schools or teachers can not discriminate against any student based on their religious needs. With this said, most schools are reluctant to accommodate students with special religious needs or practices. However, not all schools are willing to do so it really just depends on the school officials and how willing and accommodating they can be. I do think that no matter how willing or accommodating school officials are to be for this matter, all schools should be inclined to accommodate students for their specific religious needs and help out as much as possible. For example, if a certain student needs a quiet place to pray or has to wear a head covering where no “hats” are allowed, teachers and school officials should grant students this because it is a part of their religious values and practices. With this being said, I do think that parents need to speak to teachers beforehand about their children’s religious needs because it is not the teacher’s responsibility to enforce these requirements but they can be accommodating for the children.