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Liberty University *
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Philosophy
Date
Dec 6, 2023
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docx
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Uploaded by DoctorCapybara8427
Even though religious affiliated schools remain a significant point of comparison to
public schools in the United States, they serve a decreasing proportion of the PreK–12 student
population (Hussar et al., 2020). Texas is currently undergoing a senate bill in which “can”
consider school choice, thus allowing educational vouchers to be used for private schools,
including those in religious affiliated schools.
I strongly belief in school choice and selecting a
religious affiliated school is a choice that should not be denied or hindered due to economic
challenges for a family.
Therefore, my arguments in support of “school choice” towards
religious affiliated schools are as follows:
1. Religious schools strongly integrate the importance of dialogue in the classroom.
2. Religious schools hold their teachers with high expectations and their role is clearly
faith-based defined.
3. Religious school’s curriculum align with contemporary issues and challenges.
4. Religious schools value human dignity and life itself.
Religious schools strongly integrate the importance of dialogue in the classroom
Teachers in today's classrooms are learning that the importance of student dialogue
relates to academic success, as well as the social-emotional aspects of learning. It was not an
error of judgment for Augustine of Hippo to embrace the philosophy of effective dialogue and its
positive effects on learning. A religious curriculum provides an opportunity for genuine dialogue
between people of different religious and philosophical backgrounds and Rausch’s (2012) study
that concluded that educational dialogue was important.
Religious affiliated schools hold their teachers with high expectations and their role is
clearly faith-based defined.
The role of teachers in a religiously affiliated schools completive silicate and promote a
critical and creative integration of religious faith and societal culture in the attitude practice and
experience of students (Anthony, 2003).
With the many pressures that our student’s face in
today’s world, it is essential for schoolteacher and administrators to help support the morals and
values that are being challenged, in order to seek eternal salvation.
Religious school’s curriculum aligns with contemporary issues and challenges
In the classroom, religion needs to be treated more as a valuable but contentious area to
investigate than as a dogmatic source of beliefs that the students must accept. This does not mean
abandoning the teaching of traditions, because good access to one's historical religious tradition
is not only a birthright, but a spiritual resource that serves as a starting point in a lifelong search
for meaning, purpose and value in life (Rossiter, 2011).
Religious schools value human dignity and life itself
God’s “taking flesh” divinizes human activity, therefore God’s words are resembled in
the Bible how, “
All Christians are one in Christ Jesus”
(Genesis 1:26), in which religious
affiliated schools have a deep value and understanding of His words and wisdom.
Religious
curriculum, at its best, aims to liberate the human person from the many manifestations of our
human weaknesses (Davis & Franchi, 2021, p. 107).
I believe that my four beliefs in advocating for a change in Texas secular and private
education, is heavily relied on the uncertainty of our times and those of our future generations.
References
Anthony, F.-V. (2003). Religion and Culture in Religiously Affiliated Schools: The Role of
Teachers in Nurturing Inculturation.
International Journal of Education & Religion
,
4
(1),
17.
https://doi.org/10.1163/157006203322126244
.
Davis, R., & Franchi, L. (2021). Catholic Education and the Idea of Curriculum.
Journal of
Catholic Education
,
24
(2), 104–119.
https://doi.org/10.15365/joce.240206202
Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F.,
Barmer, A., & Dilig, R. (2020). The condition of education 2020 (NCES 2020–144). U.S.
Department of Education National Center for Education Statistics.
https://nces
.ed.gov/pubsearch/pubsinfo. asp?pubid=2020144
Rausch, T. (2012). Catholic anthropology. In Piderit, J., & Morey, M. (Eds.),
Teaching the
tradition: Catholic themes in academic disciplines
. 31-46. Oxford University Press.
Rossiter, G. (2011). Reorienting the religion curriculum in Catholic schools to address the needs
of contemporary youth spirituality.
International Studies in Catholic Education
,
3
(1), 57–
72.
https://doi.org/10.1080/19422539.2011.540140
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