Religion In Public Schools Argumentative Analysis
As the United States of America was founded on the values of Christianity over two hundred years prior, several diverse religions have staked their claim in our great nation. While learning history and the normalities of various cultures is vital to our nations tolerance and culture, there is a strong debate in legislature as to if religion should be taught in public schools or not. These specific sources were chosen to recount the argument, because of their credibility and variety.
Blanshard, Paul. "50 Years Ago.." Humanist 73.3 (2013): 11. Academic Search Complete. Web. 29 Oct. 2015.
Described as a worldly humanists Paul Blanshard is quoted from 1963, in the article “50 Years Ago..” by the Humanist. Speaking about the supreme courts ruling concerning Bible readings and the Lord’s prayer in public schools, Blanshard states that “The lawyers from Maryland were put in the ridiculous position of representing Bible reading and the Lord's Prayer in public schools as not primarily …show more content…
religious exercises but techniques for keeping the children in order. Even Potter Stewart could not accept that line. He broke in with the question; “Why not try tranquilizers?” (11). Concerning his stance, Blanshard asserts that it is unnecessary to implement Christianity in public schools as a means of disciplinary control rather than for religious practice. While his words were spoken over 50 years ago, it can still be related to the current debate. Clearly, he holds true to his belief that religion is opposite to productive in classrooms.
Word Count: 150
Feinberg, Walter. "Teaching Religion In Public Schools: Review Of Warren A. Nord, Does God Make A Difference?." Educational Theory 63.4 (2013): 431-438. Academic Search Complete. Web. 29 Oct. 2015.
In his article “Teaching Religion in Public Schools” Walter Feinberg uses Warren Nord as an example. Feinberg proposes that Nord makes three allegations, that public schools make students religiously ignorant, that they are not religiously neutral, and that public education is secular indoctrination (432). The issue is not, should religion be taught in public school, however the problem is that Christianity is being persecuted by the curriculum. Also Feinberg delegates that “the secular view becomes the default position and students learn only that all people are self-interested” (Feinberg 432). Whereby, he continues to claim that religion indoctrinates students to manage sinful action and to behave for the interest of “fellow creatures and God” (Feinberg 432). Feinberg stresses that Nord is astonished, when “students survive their secular education with so little damage to their core religious beliefs — after all, most of them still believe in God” (438). Understanding this, Feinberg asserts that religion sufficiently promotes selfless morals and would benefit education in public schools immensely.
Word Count: 159
Heinrich, Jill. "The Devil Is In The Details: In America, Can You Really Say “God” In School?." Educational Review 67.1 (2015): 64-78. Academic Search Complete. Web. 29 Oct. 2015. Our constitution was created to protect the rights of American citizens, although it can be confusing. Such as in the respect to the division of church and state. Jill Heinrich argues in her article “The Devil is in the Details” that “A democratic society must, however, foster respect for religious diversity” (65). Understanding of various religions and not just Christianity, as Heinrich recommends, would ultimately create a generation of well rounded and progressive citizens. As well, Heinrich continues her stance by stating, “[Public schools] have afforded [students] minimal familiarity with the religious ideologies and historical events that have comprised their history and influenced the world in which they live. They have failed to equip them with the understanding of and appreciation for religious pluralism they need to practice religious tolerance” (66). Not only does she debate that religion should be taught in schools to cultivate informed citizens, also that religion is a vital part of history and should not be ignored.
Word Count: 159
Marshall, Joanne M. "Navigating The Religious Landscape In Schools: Towards Inclusive Leadership." Theory Into Practice 53.2 (2014): 139-148. Academic Search Complete. Web. 29 Oct. 2015. As public schools today are utilized for an education on topics such as liberal arts and science, the first schools were created to prepare the youth to become acceptable Christians. Joanne Marshall explains this in her article “Navigating the Religious Landscape in Schools” by declaring, “in the mid-1800s that such schools were needed both to create democratic citizens and good Christians. Because of this public funding model, and because of the way schools are governed, schools continue to be closely tied to their communities” (Marshal 140). As these schools were grown on the practice of Christian values, several traditions and religious holidays followed. Although some deem this violates laws, because it gives favor to particular religious groups. It is important to practice personal religion, but “Protestant Christianity, is privileged within the school and the ways in which people of all beliefs are included or excluded” (Marshal 145). Systematically, schools have transformed, however Marshal argues to construct a balance between religion and neutrality.
Word Count: 159
Passe, Jeff, and Lara Willox. "Teaching Religion In America's Public Schools: A Necessary Disruption." Social Studies 100.3 (2009): 102-106. Academic Search Complete. Web. 29 Oct. 2015.
In society, there is an uproar between the religious and the non religious. Jeff Passe and Laura Willox claim in their article “Teaching Religion In America's Public Schools" that, “Parents seem comfortable with children knowing their own religions . . . Their goal . . . is usually indoctrination” (103). Thus, these parents explicitly would rather religion not be taught in public schools. If children are not educated about a variety of religions, then they are more susceptible to choose their parents’ religion. An alternative Passe and Willox suggest, would be to adjust the curriculum to educate on the topic of religion and anthropology, rather than instructing the children what to believe (104-105). Concluding, Passe and Willox assert that “A well-planned effort may lead to a stronger society, one [where] religious differences are understood, appreciated, and even celebrated.” (106). Although some parents may encourage public schools not to teach religion, the benefits to learn about our world would truly be an advantage.
Word count: 154
Stewart, Katherine. "Church And School." Nation 300.5 (2015): 18-22. Academic Search Complete. Web. 29 Oct. 2015. While several are implementing laws to remove religion from school, some are using public schools as a church. These schools provide the church with heat, shelter, and air at a cheap rate. In addition, they have influence, because they are equipped with “student mentors, participating in academic tutoring and character-education classes” (Katherine 20). Since these churches are able to conduct services in schools, they are able to install their morals into students in a familiar environment. Small towns also see this as a center of their community as “the church is often the only entity offering residents practical assistance, including food, childcare and other necessary forms of aid” (Katherine 19). Katherine also remarks on the teachings of senior pastor Tony Evans. Sensibly, his message conveys that public education and religion should not be kept isolated, because “God never intended that such a separation exist in His world” (Katherine 20). Thus Katherine demonstrates throughout her article, the benefits of allowing religion in public schools as immense.
Word Count: 159
"Tenn. School Can't Promote Religion, Judge Rules." Church & State 61.7 (2008): 3. Academic Search Complete. Web. 29 Oct. 2015. Evidently, in the response to teaching religion in public school, most teachers favor a specific theology.
Thus, it is common to advocate their religion over the broad range that is available. In the article “Tenn. School Can't Promote Religion, Judge Rules” covering the lawsuit against a Tennessee public school, it specifies the unlawfulness of allowing religion to be advocated in public schools. Teachers and administrator are concurrently banned from displaying “I Prayed” stickers, as well as giving “preferential treatment to an outside prayer group, a federal district court has ruled” (Tenn. 3). Becoming intertwined with religion in public schools, the court states, would be a violation of the First Amendment (Tenn. 3). Wendell Marlowe hastily argues that, “I didn't feel like I was treating them any different than any other organizations like Girl Scouts or Eagle Scouts” (Tenn. 3) Although, in direct context with the law, promoting of a religion in a public school is
illegal.
Word Count: 150
S. B. "Methodists Oppose Creationism In Public School Science Classes." Church & State 61.7 (2008): 6. Web. 27 Oct. 2015.
Simply, the article “Methodists Oppose Creationism In Public School Science Classes” by S.B., protests religion taught in public school. Dan Dick, a research coordinator for the general board of discipleship for the UMC, is quoted in this article affirming that, “Basically, we would like to keep theological perspectives and scientific perspectives separate” (S.B. 6). Rudimentarily, he is asserting that religion and science does not intersect, nor should. In addition, S.B. claims “More than 10,000 Christian leaders have signed the letter since 2004” (6). This letter is a campaign for Christian leaders that do not support “evolution as a science and believe religious truth is of a different order from scientific truth” (S.B. 6). To conclude, his argument is that “the church has the responsibility to teach theology and raise these questions” and that a worldly view should be taught pertaining to science, because “creationism and intelligent design” is not science (S.B. 6).
Blanshard, Paul. "50 Years Ago.." Humanist 73.3 (2013): 11. Academic Search Complete. Web. 29 Oct. 2015.
Described as a worldly humanists Paul Blanshard is quoted from 1963, in the article “50 Years Ago..” by the Humanist. Speaking about the supreme courts ruling concerning Bible readings and the Lord’s prayer in public schools, Blanshard states that “The lawyers from Maryland were put in the ridiculous position of representing Bible reading and the Lord's Prayer in public schools as not primarily …show more content…
religious exercises but techniques for keeping the children in order. Even Potter Stewart could not accept that line. He broke in with the question; “Why not try tranquilizers?” (11). Concerning his stance, Blanshard asserts that it is unnecessary to implement Christianity in public schools as a means of disciplinary control rather than for religious practice. While his words were spoken over 50 years ago, it can still be related to the current debate. Clearly, he holds true to his belief that religion is opposite to productive in classrooms.
Word Count: 150
Feinberg, Walter. "Teaching Religion In Public Schools: Review Of Warren A. Nord, Does God Make A Difference?." Educational Theory 63.4 (2013): 431-438. Academic Search Complete. Web. 29 Oct. 2015.
In his article “Teaching Religion in Public Schools” Walter Feinberg uses Warren Nord as an example. Feinberg proposes that Nord makes three allegations, that public schools make students religiously ignorant, that they are not religiously neutral, and that public education is secular indoctrination (432). The issue is not, should religion be taught in public school, however the problem is that Christianity is being persecuted by the curriculum. Also Feinberg delegates that “the secular view becomes the default position and students learn only that all people are self-interested” (Feinberg 432). Whereby, he continues to claim that religion indoctrinates students to manage sinful action and to behave for the interest of “fellow creatures and God” (Feinberg 432). Feinberg stresses that Nord is astonished, when “students survive their secular education with so little damage to their core religious beliefs — after all, most of them still believe in God” (438). Understanding this, Feinberg asserts that religion sufficiently promotes selfless morals and would benefit education in public schools immensely.
Word Count: 159
Heinrich, Jill. "The Devil Is In The Details: In America, Can You Really Say “God” In School?." Educational Review 67.1 (2015): 64-78. Academic Search Complete. Web. 29 Oct. 2015. Our constitution was created to protect the rights of American citizens, although it can be confusing. Such as in the respect to the division of church and state. Jill Heinrich argues in her article “The Devil is in the Details” that “A democratic society must, however, foster respect for religious diversity” (65). Understanding of various religions and not just Christianity, as Heinrich recommends, would ultimately create a generation of well rounded and progressive citizens. As well, Heinrich continues her stance by stating, “[Public schools] have afforded [students] minimal familiarity with the religious ideologies and historical events that have comprised their history and influenced the world in which they live. They have failed to equip them with the understanding of and appreciation for religious pluralism they need to practice religious tolerance” (66). Not only does she debate that religion should be taught in schools to cultivate informed citizens, also that religion is a vital part of history and should not be ignored.
Word Count: 159
Marshall, Joanne M. "Navigating The Religious Landscape In Schools: Towards Inclusive Leadership." Theory Into Practice 53.2 (2014): 139-148. Academic Search Complete. Web. 29 Oct. 2015. As public schools today are utilized for an education on topics such as liberal arts and science, the first schools were created to prepare the youth to become acceptable Christians. Joanne Marshall explains this in her article “Navigating the Religious Landscape in Schools” by declaring, “in the mid-1800s that such schools were needed both to create democratic citizens and good Christians. Because of this public funding model, and because of the way schools are governed, schools continue to be closely tied to their communities” (Marshal 140). As these schools were grown on the practice of Christian values, several traditions and religious holidays followed. Although some deem this violates laws, because it gives favor to particular religious groups. It is important to practice personal religion, but “Protestant Christianity, is privileged within the school and the ways in which people of all beliefs are included or excluded” (Marshal 145). Systematically, schools have transformed, however Marshal argues to construct a balance between religion and neutrality.
Word Count: 159
Passe, Jeff, and Lara Willox. "Teaching Religion In America's Public Schools: A Necessary Disruption." Social Studies 100.3 (2009): 102-106. Academic Search Complete. Web. 29 Oct. 2015.
In society, there is an uproar between the religious and the non religious. Jeff Passe and Laura Willox claim in their article “Teaching Religion In America's Public Schools" that, “Parents seem comfortable with children knowing their own religions . . . Their goal . . . is usually indoctrination” (103). Thus, these parents explicitly would rather religion not be taught in public schools. If children are not educated about a variety of religions, then they are more susceptible to choose their parents’ religion. An alternative Passe and Willox suggest, would be to adjust the curriculum to educate on the topic of religion and anthropology, rather than instructing the children what to believe (104-105). Concluding, Passe and Willox assert that “A well-planned effort may lead to a stronger society, one [where] religious differences are understood, appreciated, and even celebrated.” (106). Although some parents may encourage public schools not to teach religion, the benefits to learn about our world would truly be an advantage.
Word count: 154
Stewart, Katherine. "Church And School." Nation 300.5 (2015): 18-22. Academic Search Complete. Web. 29 Oct. 2015. While several are implementing laws to remove religion from school, some are using public schools as a church. These schools provide the church with heat, shelter, and air at a cheap rate. In addition, they have influence, because they are equipped with “student mentors, participating in academic tutoring and character-education classes” (Katherine 20). Since these churches are able to conduct services in schools, they are able to install their morals into students in a familiar environment. Small towns also see this as a center of their community as “the church is often the only entity offering residents practical assistance, including food, childcare and other necessary forms of aid” (Katherine 19). Katherine also remarks on the teachings of senior pastor Tony Evans. Sensibly, his message conveys that public education and religion should not be kept isolated, because “God never intended that such a separation exist in His world” (Katherine 20). Thus Katherine demonstrates throughout her article, the benefits of allowing religion in public schools as immense.
Word Count: 159
"Tenn. School Can't Promote Religion, Judge Rules." Church & State 61.7 (2008): 3. Academic Search Complete. Web. 29 Oct. 2015. Evidently, in the response to teaching religion in public school, most teachers favor a specific theology.
Thus, it is common to advocate their religion over the broad range that is available. In the article “Tenn. School Can't Promote Religion, Judge Rules” covering the lawsuit against a Tennessee public school, it specifies the unlawfulness of allowing religion to be advocated in public schools. Teachers and administrator are concurrently banned from displaying “I Prayed” stickers, as well as giving “preferential treatment to an outside prayer group, a federal district court has ruled” (Tenn. 3). Becoming intertwined with religion in public schools, the court states, would be a violation of the First Amendment (Tenn. 3). Wendell Marlowe hastily argues that, “I didn't feel like I was treating them any different than any other organizations like Girl Scouts or Eagle Scouts” (Tenn. 3) Although, in direct context with the law, promoting of a religion in a public school is
illegal.
Word Count: 150
S. B. "Methodists Oppose Creationism In Public School Science Classes." Church & State 61.7 (2008): 6. Web. 27 Oct. 2015.
Simply, the article “Methodists Oppose Creationism In Public School Science Classes” by S.B., protests religion taught in public school. Dan Dick, a research coordinator for the general board of discipleship for the UMC, is quoted in this article affirming that, “Basically, we would like to keep theological perspectives and scientific perspectives separate” (S.B. 6). Rudimentarily, he is asserting that religion and science does not intersect, nor should. In addition, S.B. claims “More than 10,000 Christian leaders have signed the letter since 2004” (6). This letter is a campaign for Christian leaders that do not support “evolution as a science and believe religious truth is of a different order from scientific truth” (S.B. 6). To conclude, his argument is that “the church has the responsibility to teach theology and raise these questions” and that a worldly view should be taught pertaining to science, because “creationism and intelligent design” is not science (S.B. 6).