Teaching Adolescents |
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To this day schools continue to address the issue of religion by eliminating it from the curriculum in an attempt to remain neutral (Dever, Whitaker, & Byrnes, 2001). Ignoring the importance of religion not only in many people’s daily lives, but in the context of the social studies curriculum, may give students the false message that religions are irrelevant to human existence and constitutes a misrepresentation of history. Without understanding different religions, how difficult is it to understand historical events such as the Crusades, the Israeli-Palestinian dispute, and the election of John F. Kennedy, America’s first Catholic President (Passe & Willox, 2009)? It is important that public schools begin to make teaching about world religions part of their curriculum. However, the goals of religion in public schools, unlike teaching in private schools, must always be constrained by the need for balance and practiced objectivity (Dever, Whitaker, & Byrnes, 2001).
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To change this trend in American public schools, there is a need for a curriculum that focuses on cultural anthropology that emphasizes comparative religion. Experts agree that the public would be more accepting of religion being taught in the schools if: (1) it could be taught in such a way as to promote harmony, peace, and economic progress and (2) it can be established fairly without indoctrination (Passe & Willox, 2009). Religious curriculum should promote student understanding of and respect for the religious traditions of others (Dever, Whitaker, & Byrnes, 2001). However, teachers at this time are not ready to teach their students about religion. What is needed is not just a single course, but rather a comprehensive training program to prepare teachers. While most religions would be accepting of such a move, there could be some resistance from fundamentalists within each denomination.
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