That said, however, facial neutrality and a secular purpose provide no guarantee
that state funding will pass constitutional muster. After all, the state is
constitutionally precluded from paying for religious education. The Court
explained that ...
Author: Mark Strasser
In the context of education, Church and State issues are of growing importance and appear to be increasingly divisive. This volume critically examines the developing jurisprudence relating to religion in the schools beginning with Everson v. Board of Education, where the US Supreme Court discussed the wall of separation between Church and State. The study traces both how the Court's views have evolved during this period and how, through recharacterizations of past opinions and the facts underlying them, the Court has appeared to interpret Establishment Clause guarantees in light of the past jurisprudence when in reality that jurisprudence has been turned on its head. The Court not only offers an unstable jurisprudence that is more likely to promote than avoid the problems that the Establishment Clause was designed to prevent, but approaches Establishment Clause issues in a way that decreases the likelihood that an acceptable compromise on these important issues can be reached. The study focuses on the situation in the US but the important issue of religion, education and the state has great relevance in many jurisdictions.
The Human Rights Committee, the Committee created by the International
Covenant on Civil and Political Rights, monitors compliance by states parties with
their Covenant obligations. The Committee contributes to the development and ...
Publisher: Martinus Nijhoff Publishers
Aimed at those interested in the vital relationship between international human rights law and domestic policy. This work provides a set of source documents concerning the legal and political history of religious education in a multicultural environment and especially in Ontario, Canada's largest province.
The state agency denied funding, on grounds that this was a direct funding of
religious education prohibited by Lemon and its progeny. The Witters Court
disagreed. Applying the Lemon test, the Court found the policy, and its
application to ...
The Family and Religion Gordon A. Babst The family is an apparently universal
historical social institution strongly associated with the household, parenting,
lineage, inter-generationality, and personal identity. Often regarded as the central
Author: Ann W. Duncan
Publisher: Greenwood Publishing Group
Category: Church and state
Provides crucial insight into the controversies surrounding issues surrounding the separation of church and state.
instruction can only be given with effect when the children have been prepared
by religious education ; and that it ought to have no other end than the
completion of this education . Religion is at once sentiment , worship , and
science , and it ...
Author: Rhode Island. Commissioner of Public Schools
In terms of education, the importance of the following questions is clear. Should
there be some form of education in religions in schools and, if so, what should be
its aims and methods? Should religious education in state-funded schools ...
Author: Robert Jackson
How should schools deal with religions in matters of curriculum, procedure and policy? As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning, and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.
... of all who are desirous of extending to their children the benefit of sound
learning and religious education ; and whilst the education of the children of
those who from actual po . verty require gratuitous aid , is acknowledged to be “ a
Author: WILLIAM WESTBROOKE BURTON
The Churchman asks , ls education to be based on my religion ? if it be , I am
ready to sacrifice everything in order to work with the State . But no ; this cannot
be ; for this would exclude a large and influential portion of the community , the ...
Author: Henry Richard
51. Religious. education. in. the. United. States. of. America. Elizabeth A. Clark.
General. background. and. legal. context. The United States of America (United
States) is a predominantly Christian country with 78.4 percent of the population ...
Author: Derek Davis
How and what to teach about religion is controversial in every country. The Routledge International Handbook of Religious Education is the first book to comprehensively address the range of ways that major countries around the world teach religion in public and private educational institutions. It discusses how three models in particular seem to dominate the landscape. Countries with strong cultural traditions focused on a majority religion tend to adopt an "identification model," where instruction is provided only in the tenets of the majority religion, often to the detriment of other religions and their adherents. Countries with traditions that differentiate church and state tend to adopt a "separation model," thus either offering instruction in a wide range of religions, or in some cases teaching very little about religion, intentionally leaving it to religious institutions and the home setting to provide religious instruction. Still other countries attempt "managed pluralism," in which neither one, nor many, but rather a limited handful of major religious traditions are taught. Inevitably, there are countries which do not fit any of these dominant models and the range of methods touched upon in this book will surprise even the most enlightened reader. Religious instruction by educational institutions in 53 countries and regions of the world are explored by experts native to each country. These chapters discuss: Legal parameters in terms of subjective versus objective instruction in religion Constitutional, statutory, social and political contexts to religious approaches Distinctions between the kinds of instruction permitted in elementary and secondary schools versus what is allowed in institutions of higher learning. Regional assessments which provide a welcome overview and comparison. This comprehensive and authoritative volume will appeal to educators, scholars, religious leaders, politicians, and others interested in how religion and education interface around the world.
“Religion in Public Education—United Kingdom.” Paper presented at the
proceedings of the European Consortium for Church and State Research, held in
Trier, Germany, November 12–13, 2010. In Religion in Public Education. Edited
Author: Adam B. Seligman
Publisher: Oxford University Press
The essays in this volume offer a groundbreaking comparative analysis of religious education, and state policies towards religious education in seven different countries and in the European Union as a whole. They pose a crucial question: can religious education contribute to a shared public sphere and foster solidarity across different ethnic and religious communities? In many traditional societies and even in what are largely secular European societies, our place in creation, the meaning of good and evil, and the definition of the good life, virtue, and moral action, are all primarily addressed in religious terms. It is in fact hard to come to grips with these issues without recourse to religious language, traditions, and frames of reference. Yet, religious languages and identities divide as much as unite, and provide a site of contestation and strife as much as a sense of peace and belonging Not surprisingly, different countries approach religious education in dramatically different ways. Religious Education and the Challenge of Pluralism addresses a pervasive problem: how can religious education provide a framework of meaning, replete with its language of inclusion and community, without at the same time drawing borders and so excluding certain individuals and communities from its terms of collective membership and belonging? The authors offer in-depth analysis of such pluralistic countries as Bulgaria, Israel, Malaysia, and Turkey, as well as Cyprus - a country split along lines of ethno-religious difference. They also examine the connection between religious education and the terms of citizenship in the EU, France, and the USA, illuminating the challenges of educating our citizenry in an age of religious resurgence and global politics.
CHAPTER SEVEN RI AND RE IN AUSTRALIAN SCHOOLS—THE STATE OF
PLAY Religion in Australian public education has not been well researched.
While there is broad literature on religion and education internationally, little of it
Author: Cathy Byrne
In Religion in Secular Education Cathy Byrne explores the secular principle as a guiding compass for religions in state schools. Historical and contextual research and international comparisons explore the ideologies, policies, pedagogies and practices affecting national and individual religious identity.
... follow the fate of Spain , whatever it might be ; they likewise expressed their
disapprobation of the conduct of the Venezuelians , and insulted them with an
impotent demonstration of hostility , by declaring their coast in a state of blockade
Author: Sir William Westbrooke BURTON
The first states that it is unfair to base RE on one particular faith because parents
of deselected ' faiths would be denied ... The second way of stating this objection
is that the state must not favour one particular religion in its public education .
Author: Penny Thompson
Publisher: James Clarke & Co.
In this book, Penny Thompson discusses the place of Christianity in Religious Education from 1963. She explores the reasons why the committed teaching of the Christian faith has been slowly undermined, and aims to show that the current state of boththeory and practice is incoherent and unsustainable. Her arguments explore the debates and historical developments in this sector, over the past forty years, and convincingly propose that the way forward to is to recover the teaching of Christianityin an open and self-critical way. OFSTED reports that the level of unsatisfactory staffing in RE is now a matter of 'deep concern'. This book seeks to inspire and motivate those who might not be attracted to RE teaching as a profession, and details suggestions which may help to alter this current state of affairs. The author draws on primary sources, her own experiences and interviews with prominent individuals in the profession.
Present- day religious education in Germany therefore seems anachronistic in a
religio- political world in which the accepted paradigm is that of the separation of
church and state and a multi-faith approach in religious education. The di ...
Author: Dagmar Pruin
Publisher: LIT Verlag Münster
Current interest in the relation of religion and politics is intense in both the US and Germany. Yet observers are regularly struck by fundamental divergences between approaches to and conceptualisations of this field on either side of the Atlantic. This volume, containing contributions by German and US authors from various disciplinary backgrounds, seeks to offer some clarification by elucidating traditional and newly emerging differences between, but also common challenges to, these societies in issues such as pluralism of values, religious education, the role of religious minorities, the relation of religion and elite formation, and religious aspects of voting patterns.
Chapter 8 Religious Education in a Religiously Neutral State : The German
Model Heinrich de Wall According to Article 7 ( 3 ) of the Grundgesetz or German
Basic Law ! ( “ GG ' ) , religion is part of the regular curriculum at state schools .
Author: Myriam Hunter-Hénin
Publisher: Ashgate Publishing, Ltd.
Category: Political Science
This topical study of a highly sensitive area of education presents a valuable insight for students, researchers and academics with an interest in cultural and religious diversity, human rights and education. This collection considers how contemporary cultural and religious diversity challenges and redefines national, constitutional and legal frameworks and concepts, within the context of education and offers a critical reflection on the extent and meanings given to religious freedom in education across Europe.
Yaacov J. Katz1,2 1 School of Education, Bar-Ilan University, Ramat-Gan 529002
, Israel; ... Keywords: state Jewish religious education; state Jewish secular
education; state Arab Moslem education; state Christian education; state Druze ...
Author: K. H. (Ina) ter Avest
There are two constants in academic and theological discourse throughout history, they are the debate around secularization and the dialogue concerning the intersection of religion and education. Each age has had its debate about modernizing forces that drive concerns of impending secularization. In this publication this theme is approached from perspectives of teachers, of students, of policy makers and situated in a politico-historical context. Aware of the fact that in today’s plural societies one sacred canopy is non-existent anymore, cracks of the sacred canopy/canopies are described, as well as ‘the light that gets in’, the possible and challenging ways out are roughly sketched.
For these reasons and many others, religion is not only left out of polite
conversation, but in many states, it is clearly separated from any aspect of the
state, including state-funded education. Hence the separation of church and state
in the USA ...
Author: Leni Franken
Publisher: Waxmann Verlag
Many European societies are characterised by increasing forms of secularisation and religious diversity. This results in a paradigm shift with regard to religious education. For a long time, the main aim of religious education was, clearly, to educate children in their own religious tradition. Today, the aims of religious education are much broader: contributing to pupils’ general education (Allgemeinbildung) and preparing them for participation as a citizen in the future, multicultural society. As a result, the following question arises in many countries: how can ‘teaching into religion’ be transformed into or complemented by ‘learning about’ and ‘learning from (the study of) religions’? This book brings several distinguished authors in the field of religious education together to reflect on this paradigm shift. The book is divided into two parts. The first part is rather descriptive and gives an informative and up to date overview of the different discussions about religious education in several European countries. The second part is a normative reflection on the question of how religious education should be organised in plural secularised societies. “This book is very important for the discussion about religious education. Its comparative approach combined with the interdisciplinary dialogue between the different schools in the field of religious education, make this book highly recommendable for everyone who is interested in the state of the art and the future of religious education in Europe.” Didier Pollefeyt, full professor in theology and religious education at the Catholic University of Leuven
The aim of this chapter is to analyze state-religious education (SRE) in Israel.
First, a chronological diachronic historical description of SRE will be given. Next,
a socio-historical synchronic analysis of the SRE will be presented in relation to
Author: Helena Miller
Publisher: Springer Science & Business Media
The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.
Forms of Religious Education in the federal states (Länder) of the Federal
Republic of Germany1 1. The independence of the Länder in cultural and
educational matters as a consequence of the experience of the totalitarian state
In Germany, ...
Author: Gottfried Adam
Publisher: V&R unipress GmbH
This volume offers an introduction to all questions of teaching Religious Education as a school subject and as an academic discipline related to this subject. The chapters cover most of the aspects that religion teachers have to face in their work, as well as the theoretical background necessary for this task. The volume is a textbook for students and teachers of religious education, be it in school or in an academic context, who are looking for reliable information on this field. The book has proven its usefulness in German speaking countries. This volume is the English translation of the German Compendium of Religious Education (edited by Gottfried Adam and Rainer Lachmann). The present English version is based on the 2012 edition which aims for a most current representation of the field. The background of the book is Protestant but its outlook is clearly ecumenical, and questions of interreligious education are considered in many of the chapters. The compendium continues to be widely used in Germany, Austria and Switzerland - as an introduction to the field and as a handbook for students who are preparing for their final exams. The English edition makes this compendium available to students and colleagues in other countries.
What does the American government mean by the separation of church and state
, or religion and state? Does it mean that the state should have nothing to do with
the church, or religion? What type of separation is implied in this phrase?
Author: Christopher Ezeh
Publisher: Xlibris Corporation
Thomas Aquinas, in his philosophy of religion, said that man is a religious being (homo religiosus). By this he meant that man is a being that naturally stretches to the beyond, to the unknown outside of himself. He yearns and reaches out for an infinite peace, joy, and happiness. He does all within his power to grasp an endless happiness, a joy that knows no end. This has been his instinctive, conscious, and unconscious aspiration. He tends to pursue and grab that which captures his attention and wins his admiration. Many a time, he ends up grabbing a shadow, an illusion of real happiness, an illusion of the source of true and lasting happiness. When he grabs that shadow, he settles to worship it as the ultimate source of an infinite happiness. It will not be long before he discovers that it is all a mirage. This ultimate joy and happiness is not found within mans immediate environment, because whatever he clings to seems to fail in providing such ultimate joy, peace, and happiness, which men, by nature, tend to yearn and long for. Man has always interpreted peace, joy, happiness, and their sources differently. Thus, his beliefs and objects of worship, devotion, and dedication vary one from anotherhence the reason for different world religions and creeds today (Christianity, Judaism, Islam, Buddhism, atheism, etc.). To say that man is a religious being implies that naturally man always believes in and worships something. Hence, there can never be an atheist in the real sense of it. Not to believe is to believe. For example, not to believe in the existence of God is to believe that God does not exist. Even though some people do not believe in the existence of a personal God or god, they still believe in something, which could be anythingmoney, freedom, wealth, riches, power,beauty, achievement, talent, name it. Just as our ancient fathers believed in carved idols as gods and worshipped them, so do people in the modern time hold on tenaciously to all kinds of idols in the form of money, beauty, wealth, riches, power, achievement, talent, etc., and worship them as gods and hope that someday these might give them an endless peace and happiness, which have been the ultimate end of mans endeavor or pursuit on earth. This false hope of mans longing to achieve endless peace and happiness from material possessions or natural endowment explains itself in some ancient cultures whereby the dead are buried along with some of their possessions, including gold, money, slaves, etc. The fact that people of outstanding talents, riches, and wealth have committed suicide has put a big question mark to this erroneous ideology that happiness could be achieved through material possession. What was wrong in the lives of those affluent and talented people who killed themselves contrary to all instincts of self-preservation? What was missing in their lives that none of their material acquisitions or achievements could satiate or afford? Man longs for lasting happiness. He has the capacity to conceive and yearn for infinite happiness. Hence, he does not want to be happy today and sad tomorrow. But how would he achieve that joy or happiness that has no end, which has always remained mans unrealized dream? No branch of discipline or knowledge has been able to provide an answer and a remedy to mans natural longing for endless joy, lasting peace, and happiness, but religion. Religion has an answer, a remedy, and a hope. In this book, I will demonstrate how religion provides an answer, a remedy, and a hope for mans ultimate search and yearning for lasting peace and happiness in his life and in the society in which he lives. I will explore the idea that man is a spiritual as well as a religious being. I will also delve into how his natural endowment with freedom, intellect, and will enables him to express his religiosity. I will further demonstrate how the misinterpretation and misapplication