Defenses against jealousy

overseas
Sun, 17 Sep 2006 12:25:20 +0000

Here is an alternative viewpoint from the British Schools in America website:

Religion

These guidelines aim to clarify the school’s approach to addressing religion. Those of you who come from a British educational background will have experienced the government directive that in non-religious foundation schools a broadly Christian based programme is compulsory. Those of you who come from an American background will be familiar with the guidelines issued from the US Secretary of Education.

As a British style school, some of our parents may expect us to follow the UK guidelines, but as a British school located in the USA, we are obliged to follow the guidelines for US public schools (as we are a non-religious foundation secular school). Briefly, schools may not discriminate against private religious expression by students but, at the same time, schools may not endorse religious doctrine.

The following statements distinguish between teaching about religion and religious indoctrination.

The schools’ approach to religion is academic, not devotional.
The school strives for student awareness of religions but not for student acceptance of any one religion.
The school may study about religion but does not sponsor the practice of religion.
The school exposes students to a diversity of religious views but does not impose any particular view.
The school educates about religions but does not promote or denigrate any religion.
The school informs students about various beliefs but does not seek to conform them to any particular belief.
Religion plays a significant role in history and society, study about religion helps us to understand the country in which we live and the wider world. Omission of facts about religion can give students the false impression 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. Moreover, knowledge of the roles of religion in the past and present promotes cross-cultural understanding essential to democracy and world peace.

Teaching about religion is not the same as teaching values. The former is objective academic study: the latter involves the teaching of particular ethical viewpoints or standards of behaviour. There are basic model values recognised by all members of our school community such as honesty, integrity, justice, and compassion. These values are taught in class, often as part of our PSHE programme and in ‘circletime’. They are also reinforced in our behaviour policy. Teachers never invoke religious authority. Children may be encouraged to debate the many complex issues confronting our society but such perspectives are presented without denigrating one view against the other.

Religious holidays offer excellent opportunities to teach about religion in school. Recognition of and information about such holidays focuses on the origin, history and generally agreed upon meaning of the observances. The approach is objective, neither advancing nor inhibiting religion, and fosters among the students understanding and mutual respect within and beyond the local community.

“Knowledge about religions is not only a characteristic of an educated person, but it is also absolutely necessary for understanding and living in a world of diversity. Knowledge of religious differences and the role of religion in the contemporary world can help to promote understanding and alleviate prejudice. Since the purpose of the social studies is to provide students with a knowledge of the world that has been, the world that is, and the world of the future, studying about religions should be an essential part of the social studies curriculum. Omitting study about religions gives students the impression that religions have not been and are not now part of the human experience. Study about religions may be dealt with in special courses and units or wherever knowledge of the religious dimension of human history and culture is needed for a balanced and comprehensive understanding.”
From the position statement and guidelines of the National Council for Social Studies (USA).