Public schools have a responsibility to address and not
ignore the nonreligion complement to religion. Students cannot acquire an authentic academic picture of any history and
social studies domain by way of skewed presentation. Yet, most studies about religion
evidence that problem.
In general, textbooks and
curricula inform youngsters about religion(s) while skirting and/or disregarding
the nonreligious worldview. This may at first glance seem quite natural. However, the omission distorts history and
privileges the religious worldview. It perpetuates ignorance of
nonreligious worldview(s), giving students the impression of nonexistence or calling such
into question.
This omission has important civic consequence. How can one acquire a
demeanor truly respectful of liberty of conscience if only religious worldviews
and traditions are acknowledged as being meaningful? Young people need to learn
to deal sensitively with a range of religious differences in the citizenry that
includes an absence of religious belief and outright disbelief. They can and should
overcome cultural stereotyping of nonbelievers and develop a openness that
allows for dispassionate hearing of these (as well as multiple religious) points of view
as they may come across them in the public realm.
Recognition of the nonreligious worldview belongs in objective
educational considerations of religion. As public schools teach
dispassionately about religion, they can teach about the nonreligious worldview,
too. Not only is such a suitable topic of instruction, but an academic
outlook on religion obliges that the curriculum encompass it. A distorted understanding cannot be an accurate understanding.
Whether by intention or not, there are missing puzzle pieces. It is up to fair-minded educators to provide them.
Corrections and comments invited. [last modified:
4/30/01]
Author: Mynga Futrell, Ph.D.
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