ERIC ED439078: Teaching about Religion in American Life: A First Amendment Guide.

24 Pages·1998·0.69 MB·English

by  ERIC

DOCUMENT RESUME
SO 031 631
ED 439 078
Haynes, Charles C.
AUTHOR
Teaching about Religion in American Life: A First Amendment
TITLE
Guide.
Vanderbilt Univ., Nashville, TN. Freedom Forum First
INSTITUTION
Amendment Center.
Freedom Forum, Arlington, VA.
SPONS AGENCY
REPORT NO
FAC-98-F05
ISBN-0-9655091-2-5
ISBN
PUB DATE
1998-00-00
22p.; Seventeen volume series, "Religion in American Life,"
NOTE
is not available from ERIC.
First Amendment Center, 1207 18th Avenue South, Nashville,
AVAILABLE FROM
TN 37212. Tel: [phone] (Toll Free).
Opinion Papers (120)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
*Cultural Context; Elementary Secondary Education; *Public
DESCRIPTORS
Schools; *Religion; *Religion Studies; Social Studies;
United States History
*First Amendment; *Religious Freedom; Religious Practices
IDENTIFIERS
ABSTRACT
A new consensus supported by the leadership of many
religious and educational organizations sees the study of religion as
essential if students are to he educated about the history and culture of the
United States. This teaching guide is designed to accompany the 17-volume
series, "Religion in American Life," aimed at young adults and general
readers. The guide introduces the series and suggests how it may be used in
the classroom in ways that are both constitutionally permissible and
educationally sound. After introductory material about the series, the guide
"The Civic and Constitutional
is divided into the following sections:
(1)
"The New Consensus on Teaching about Religion";
Frameworks";
(3)
(2)
"Using
"How To Teach about Religion";
"Textbooks and Standards";
(5)
(4)
"Opportunities for Teacher Education"; and
Religion in American Life";
(6)
"Resources and Programs." More information about the "Religion in
(7)
American Life" series and about the First Amendment Center concludes the
guide.
(BT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
IF
Teaching about Religion
in American Life
A First Amendment Guide
By Charles C. Haynes
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OXFORD
UNIVERSITY PRESS
FIRST AM NDM NT C NT R
FUNDED BY THE FREEDOM FORUM
BEST COPY AVAILABLE
Teaching about Religion
in American Life
A First Amendment Guide
By Charles C. Haynes
OXFORD
UNIVERSITY PRESS
FIRST AMENDMENT CENTER
FUNDED BY THE FREEDOM FORUM
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Teaching about Religion in American Life: A First Amendment Guide
By Charles C. Haynes, Freedom Forum Senior Scholar
FIRST AM=NDM-NT CENTER
FUNDED BY THE FREEDOM FORUM
©1998 The First Amendment Center
1207 18th Avenue, South
Nashville, TN 37212
[phone]
www.freedomforum.org
Project Coordinator: Marcia Beauchamp
Natilee Duning
Editor:
Designers:
Kelly Malloy & David Smith
Publication No.
98-F05
ISBN 0-96 55091-2-5
?1"-;:5111K1174W01W71111,
Contents
The New Series from Oxford University Press
2
The Civic and Constitutional Frameworks
2
The New Consensus on Teaching about Religion
5
Textbooks and Standards
7
How To Teach about Religion
8
Using Religion in American Life
10
Opportunities for Teacher Education
12
Resources and Programs
13
Religion in American Life
14
About the First Amendment Center
15
About Oxford University Press
16
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Teaching about Religion
in American Life
A First Amendment Guide
an
"Congress shall make no law respecting
establishment of religion, or prohibiting the
free exercise thereof
"
.
.
.
Religious Liberty clauses
of the First Amendment to
the U.S. Constitution
Educators widely agree that religious
leadership of many religious and
people, events, ideas, and move-
educational organizations sees the
mentsfrom the colonial period to
study of religion as essential if
the presenthave been at the heart
students are to be educated about
of the American story. Without
our history and culture. Textbooks
understanding a good deal about
and standards are beginning to
religion, we can't understand the
include more about religion. And
history of the United States.
new resources are now available for
Yet the study of religion in U.S.
helping teachers address religious
history has long been seriously
events and ideas in their classes.
neglected. Most state frameworks
Among the most significant new
and standards, as well as the text-
resources for teachers and students is
books widely used in public schools,
Religion in American Life, a 17-
ignore religion. When religion does
volume series published by Oxford
appear, the treatment is usually
University Press and written by
superficial, sometimes inaccurate,
leading scholars of American religion
and almost always inadequate. As a
for young adults and general readers.
result, many teachers are unprepared
This booklet introduces the series
or hesitant to teach their students
and suggests how it may be used in
much about religion.
the classroom in ways that are both
All that may be about to change.
constitutionally permissible and
A new consensus supported by the
educationally sound.
"First
about' Relr§iian, in -American
The New Series from Oxford University Press
followers of Eastern faiths. Four
Religion in American Life is a major
volumes address specific topics
breakthrough in the effort to take
women, church-state issues, African-
religion seriously in the curriculum of
American religion, and immigra-
public and private schools. The series
tionthat are particularly related to
is the first comprehensive and
the role of religion in American
scholarly survey of religion in
society. Teachers and students of
American history and society tailored
U.S. history, in particular, will find all
to young readers. Written by major
the volumes helpful, and teachers
scholars, each volume presents
and students of world history,
material in the context of history and
government, and literature can use
literature customarily taught in the
many of the volumes to supplement
schools and, therefore, familiar to
their study of these subjects. Books
young people. The threefold organi-
comprising the series can also be
zation of the serieschronological,
denominational, and topicalallows
used as basic texts for elective
courses on Religion in America,
teachers and students to approach
Religion in U.S. History, or
religion in America from a variety of
perspectives, according to their
World Religions.
With the Religion in American Life
interests and curricula.
series available in school and
Three chronological volumes trace
classroom libraries, students and
the religious history of the United
teachers will finally have access to
States from the colonial period to the
scholarly works written for young
present. Nine volumes cover signifi-
people that fill the gaps left by
cant religious groups in America,
inadequate textbook treatment
including Protestants, Catholics, Jews,
Muslims, Native Americans, and
of religion.
The Civic and Constitutional Frameworks
are those who advocate promotion of
Educators must address the confusion
religion (usually their own) in school
and controversy surrounding the role
practices and policies. On the other
of religion in public education if
end are those who view public schools
religion is going to be taken more
as religion-free zones.
seriously in the curriculum through
Many educators (and textbook
the use of resources such as Religion
publishers) have tried to quell contro-
in American Life. Unfortunately,
versy by avoiding religion altogether.
when religion in the schools is at
This strategy hasn't worked. Ignoring
issue, extremes often dominate the
religion only increases tension, builds
debate. On one end of the spectrum
2
`Wt might 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."
Supreme Court Justice Tom Clark
Abington Township School District v. Schempp 1 1 9631
what it says. The National Education
distrust, and frequently culminates in
Association, the National School
lawsuits.
In recent years, however, a third
Boards Association, and the Associa-
alternative has emerged, a view of
tion of School Administrators joins
public schools that is consistent with
with the Christian Legal Society, the
the First Amendment and broadly
American Center for Law and Justice,
supported by many educational and
and Citizens for Excellence in
religious groups. This new agreement
Education in asserting these prin-
on religion in public schools is best
ciples. The Anti-Defamation League
and the Union of American Hebrew
captured in "Religious Liberty, Public
Congregations are on the list, as are
Education, and the Future of Ameri-
can Democracy," a statement of the Council on Islamic Education and
principles issued by 24 national
the Christian Educators Association
International. Perhaps most remark-
organizations.
Principle N states:
ably, the Christian Coalition and
Public schools may not incul- People for the American Way are
cate nor inhibit religion. They
both sponsors.
The statement of principles signals
must be places where religion
a major consensus on how religion
and religious conviction are
may be taught in the public schools
treated with fairness and
without subverting the Establishment
respect. Public schools uphold
Clause of the First Amendment
the First Amendment when they
("Congress shall make no law
protect the religious liberty
respecting an establishment of
rights of students of all faiths or
religion ..."). At the heart of this
none. Schools demonstrate
agreement is the idea that public
fairness when they ensure that
school officials should be neutral in
the curriculum includes study
about religion, where appropri-
matters of religion.
Neutrality, however, does not
ate, as an important part of a
mean religion should be ignored.
complete education.
Silence about religion in the curricu-
This shared vision of religious
lum is hardly neutral; to many
liberty in public education is remark-
able both for who says it and for
parents, it suggests hostility. Of
3
8
course, public schools cannot be in
no law ... prohibiting the free exercise
the business of religious indoctrina-
[of religionl...") in the public schools.
tion; faith formation is properly the
"Religion in Public Schools: A Joint
province of the family and religious
Statement of Current Law," released in
institutions. But at the same time,
1995, expresses the consensus views
schools have an obligation to make
of 35 religious and civil-liberties
sure that religion is taken seriously
groups on the religious-liberty rights
and understood. After all, religion is
of public school students. President
one of the most prominent features of
Bill Clinton drew on the "Joint
Statement" when he issued a directive
all cultures. Neutrality requires
through the U.S. Department of
fairness to religion.
There is also strong agreement
Education to all public school
about the meaning of the Free
superintendents, outlining the
constitutional and educational role of
Exercise Clause ("Congress shall make
religion in the
James Madison,
public schools.
the nation's
Under the First
fourth president,
Amendment (as
is known as the
father of the
interpreted by the
Constitution and
courts), students
the architect of
have extensive
the Bill of Rights.
religious-liberty
rights while in
school. They have
the right to pray
alone or in
groups, as long as
the activity does
not disrupt the
school or infringe
on the rights of
others. Whenever
relevant to the
discussion,
students have the
right to express
personal religious
views in class or
as part of a
written assign-
ment or art
activity. Students
Library of Congress
4
have the right to distribute religious
meaning of the First Amendment
literature in public schools, subject to
provide historic opportunities to
reasonable time, place, and manner
end the confusion and controversy
restrictions. In secondary schools, the
surrounding religion in the schools
through establishment of an
Equal Access Act ensures that students
appropriate constitutional and
may form religious clubs in schools
that allow other extracurricular clubs.
educational role for religion in
In short, students are not required to
public education. A public school
that takes religious liberty seriously
leave their religion at the schoolhouse
takes religion seriously in the
door.
These agreements about the
classroom.
The New Consensus on Teaching about Religion
stand even the basic symbols,
The curriculum is a good place for
practices, and concepts of the
public schools interested in modeling
various religions makes much
neutrality and fairness to begin. In
of history, literature, art, and
1988, a coalition of 17 major religious
and educational organizations
contemporary life unintelligible.
Study about religion is also
including the Christian Legal Society,
important if students are to
the American Jewish Congress, the
National Education Association, the value religious liberty, the first
freedom guaranteed in the Bill
American Association of School
of Rights. Moreover, knowledge
Administrators, the Islamic Society of
of the roles of religion in the
North America, and the National
Association of Evangelicalsissued
past and present promotes
cross-cultural understanding
"Religion in the Public School
essential to democracy and
Curriculum: Questions and Answers."
world peace.
That document describes the
A number of education groups
importance of religion in the curricu-
most notably the Association for
lum thus:
Because religion plays a Supervision and Curriculum Develop-
ment (ASCD) and the National
significant role in history and
Council for the Social Studies
society, study about religion is
(NCSS)have issued their own
essential to understanding both
the nation and the world.
statements decrying the curricular
silence about religion and calling for
Omission of facts about religion
can give students the false
inclusion of such information in
curricular materials and in teacher
impression that the religious life
of humankind is insignificant or
education. ASCD's report, "Religion
in the Curriculum," recommends
unimportant. Failure to under-
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