The Role of Religion in Shaping School Ethics and Values

MONROE COLLEGE MONROE COLLEGE 23FL-EN325-45 23FL-EN325-45 Advance Writing for the Social Sciences Advance Writing for the Social Sciences Student: Instructor: ROLE OF RELIGION IN SCHOOLS ROLE OF RELIGION IN SCHOOLS Overview Overview This document highlights the importance of

religion in schools and its impact on society, emphasizing its role in shaping moral values and ethical behavior among students. It suggests teaching values and business ethics to incorporate religion without imposing it on students. The document also criticizes the overemphasis on scientific learning at the expense of social-emotional learning in schools and advocates for including religion in all institutions. Religious coping, which involves applying spiritual thoughts and behaviors to manage stress, is more likely for individuals with higher levels of religiosity and spirituality. Research shows that religious coping can lead to positive outcomes, such as better functioning, adjustment, and personal growth, while negative coping can result in poor outcomes. The place of religion in schools is a matter that warrants careful discussion in today's diverse society. Addressing religion in schools while upholding student equality is complex and delicate. Doing so calls for striking a careful balance between respecting students' right to freedom of religion

and fostering a secular atmosphere. To promote understanding and respect for different beliefs, schools should approach religion in a way that does not feel excluded or pressured to conform to a particular faith. Principal Idea Principal Idea Since the establishment of public education, the place of religion in the classroom has been a source of discussion and legal conflict. The significance of religion for our community members, teachers, and students. However, it is crucial to remember that, as a public organization, we must uphold the First Amendment's guarantees of free speech and religion. The foundation of education has always been the idea of "separation of church and state," which argues that states, and consequently schools, cannot violate First Amendment rights and protections for religious freedom. Both favoritism of one religion over

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another and interference with an individual's religious freedom are forbidden by the First Amendment's Establishment and Free Exercise Clauses. As a public institution, we are obligated by law to ensure that we respect the rights of our students, which are guaranteed to them. Likewise, we must acknowledge that we are upholding the neutrality ideal in not endorsing or sponsoring one religion over another. When it comes to the historical customs of reading scripture, offering blessings before meals, and saying prayers over the intercom, our school must work to find First Amendment- compliant remedies. We are infringing upon the Establishment Clause and, in effect, the First Amendment rights of the children through these actions. Additionally, we are breaking the rules by overly entwining ourselves and fostering a holy environment. Students may freely choose to pray alone at any time, but as a school, we are not allowed to support or encourage this. In all topics concerning religion, we have to maintain

our neutrality. We will need to revise our policies and processes as a building to make sure we abide by the First Amendment. The building leadership team, the superintendent, and the district solicitor will work together to look into and develop a solution for the existing scripture readings and prayer in schools. The answer will demonstrate that the school respects and is aware of the community's values while upholding the First Amendment's freedoms of religion exercise, the establishment clause, neutrality, excessive entanglement, and holy atmosphere. In this case, the specific First Amendment provisions relate to the school's pre-meal rituals of reading scripture, saying a prayer over the intercom, and bestowing blessings. These actions would be considered against the First Amendment's guarantees of one's right to free speech and to exercise one's faith. The Establishment Clause forbids states from legislation to prioritize one religion over another (Essex, 2016). The school violates the Establishment Clause when prayer is said over

the intercom because it favors one religion over another. States, including, in this instance, a school, are not permitted to interfere with an individual's religious liberty under the Free Exercise Clause (Essex, 2016). Students must adhere to specific religious practices, such as daily prayer, scripture readings, and blessings before meals. The Free Exercise Clause would apply to this since it would interfere with the right to practice one's religion freely. Specific interactions about religious activity may be considered constitutionally objectionable regarding undue entanglement. The relationship between education and religion should be simple. Starting with scripture and prayer would align with the idea of producing excessive entanglement. According to the neutrality principle, public schools must maintain objectivity regarding religious issues (Essex, 2016). Like the Establishment Clause and Free Exercise Clause cases, the school violates the neutrality principle because it can no longer be religiously neutral if it sponsors or

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leads any prayer program. Regardless of one's religious beliefs, it is imperative to acknowledge that religion holds a significant position in numerous nations across the globe. Only in a structured educational setting, like a history course, should religion be taught in schools. Since religion is a component of history, students must understand the background of every religion in order to make an informed decision about whether or not they agree with it. Integrating the facts of various religions into the curriculum will benefit the students. It is also imperative that this material be presented impartially by all educators. The teachings of several religions will enrich students' lives and help them become better problem-solvers and decision-makers. Educators should teach all religions in schools to foster tolerance and an understanding of the opinions and beliefs of others. Dan Dennett, a philosopher, talked about the numerous benefits of teaching all pupils about all religions. "We

should have a curriculum on facts about all the world religions," Dennett said in his TED Talk regarding his proposed policy (Dennett, 2006). By implementing this approach, schools would be prevented from adopting their parents' viewpoints and instead allowed to form their own opinions on what they believe in. Dennett's point of view appealed beneficial because it will encourage all children to think independently; also with the idea that "as long as you inform your child about other religions then you can teach them whatever creed you want them to learn, but also let them know about other religions." Since most of the people were raised believing that Christianity was the only "right" religion, they realized that many of these customs were not something that Christianity was something that parents had pushed onto. This catches attention from the Bible's beliefs to the facts. I would have a more positive perspective on these concepts if people grew up knowing the truths about all major religions as opposed to being

told that Christianity is the only true religion. Everyone has the right to practice their religion freely and to celebrate holidays, but educating kids about all religions can help them better comprehend these celebrations and the reasons behind the customs of many faiths. Even as an adult, some people still need to understand the meaning of many religious rituals on the calendar. Since "democracy depends on informed consent" (Dennett, 2006), we can teach our children to be open-minded and knowledgeable about the teachings and practices of all major religions. Dennett's explanation of how many religious individuals become scared of those who doubt their faith and claim that those who disagree with them are supporting Satan was particularly intriguing. The idea that "public schools should not preach, but they should teach kids about religion" caught my attention (Wertheimer, 2015, par. 1). It highlights how important it is to present pupils with facts about

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religion rather than a viewpoint. "If we want kids to understand their world, they need to know the basics about different faith traditions" (Wertheimer, 2015, par. 1). Educators must impart knowledge while keeping their personal beliefs out of religious instruction. Additionally, it is important to stress that, according to Gollnick and Chinn (2017), "schools may teach students what people of various religions believe, but they may not teach students what to believe in." This concept also considers that when religion is applied in a factual, educational context, it does not contravene the notion of the separation of church and state. To better comprehend and adhere to the ideologies we hold dear, we must grasp the truths about every religion. Dan Dennett believed that all religions should be taught in schools so pupils may form their own conclusions about their beliefs. Pupils will learn how to solve problems and make decisions if all religions' facts are explained, not their morals. One of the most remarkable skills students can acquire over their academic

experience is the capacity to solve problems and make independent judgments. Learners who study religions in-depth will grow to respect not only their own beliefs but also those of others. Spiritual ideas have shaped, described, and influenced human actions, decisions, and moral and ethical behavior. A society's values and the lives of its citizens are greatly influenced by religion and religious institutions. Although Marx and Durkheim have distinct perspectives on religion, they both acknowledge that religion greatly influences how society thinks and behaves. Marx, who promoted atheism as a means of overthrowing capitalism, is the most significant political atheist of all time. Religion serves as a justification and defense of the class structure and upholds the status quo of the prevailing social ideology. Conversely, Durkheim expounded extensively on religion, seeing it as a cohesive framework of convictions and customs around hallowed objects. According to him, religion teaches acceptance of the circumstances

of this life on Earth while deferring happiness and rewards to the hereafter. Marx gave up his religious beliefs after studying at the University of Berlin and being introduced to the materialism of Ludwig Feuerbach and Epicurus. According to Feuerbach's thesis, religious beliefs are "only the projection of elements of human experience into objects of worship," and the formulation of any religion's core concepts presupposes the existence of humans. Marx created the concept of alienation, in which people are subject to the powers of their production and are perceived as outsiders. Like Marx, Durkheim thought religion was an illusion rather than something God or the supernatural inspired. He emphasized the value of religion's communal rather than individual aspects and the connections and social activity from engaging in religious activities. Allowing pupils to meet before or after school to discuss religious concerns could be the start of the fix. This would prevent the school from going against the neutral principle, the

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Establishment Clause, and the Free Exercise Clause. If integrating religion into the curriculum promotes democracy and helps students understand how religion impacts society, public schools are allowed to do so. However, issues about both individual and group rights, such as the freedom of students and the beliefs of religious minorities, can come up. Even when a religious program is optional, public schools are bound by public policy and the Establishment Clause. Because of the Establishment Clause, public funding for religious schools has been declared illegal. Democracies require informed consent, and parents ought to teach their kids about various religions. One of the most divisive topics in US church-state relations is the place of religion in public education. In summary In summary This research is a delicate and complicated topic; the place of religion in schools

necessitates striking a balance between preserving a secular atmosphere and allowing religious expression. Schools should handle religion in a way that does not make students feel excluded or under pressure to adhere to a specific faith to foster awareness and respect for beliefs held by various people. Programs for inclusive education should promote tolerance and acceptance by teaching about different religions and their cultural relevance. I also thought that teaching all religions in schools would help students learn to respect other points of view and not automatically assume that someone is "evil" for holding a different opinion from your own. Most schools promote acceptance and tolerance by teaching students about different religions and their cultural relevance. They also set explicit rules on religious activities to ensure students' rights are not violated, or the learning process is disrupted. While respecting and accommodating students' religious views is essential, no religion should be given special

consideration. Students should learn about many religions through an inclusive curriculum without favoring anyone over others. Establish a secure and welcoming environment for learning and development by offering assistance and resources to students from all religious backgrounds should be addressed in schools in a way that fosters tolerance and respect for other religious perspectives while simultaneously making sure that no student feels alienated or under duress to adhere to a specific faith. The instructors can accomplish this by implementing inclusive educational initiatives that promote tolerance and acceptance by teaching about different religions and their cultural relevance. References References Dennett, D. (2006) Dennett, D. (2006). Let's teach religion -- all religion -- in schools. Retrieved September 16, 2018, from https://www.ted.com/talks/dan_dennett_s_response_to _rick_warren Gollnick, D. M., & Chinn, P. C. (2016). Multicultural education in a pluralistic society (10th

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ed.). New York, NY: Pearson. Wertheimer, L. K. (2015, September 08 Wertheimer, L. K. (2015, September 08). Public schools shouldn't preach. But they should teach kids about religion. Retrieved September 16, 2018, from https://www.washingtonpost.com/posteverything/wp/2 015/09/08/schools-shouldnt-preac h-but-they-should- teach-about-religion/? noredirect=on&utm_term=.e1f16093b90d Ahmed S. R., Fowler P. J., Toro P. A. (2011). Ahmed S. R., Fowler P. J., Toro P. A. (2011). Family, public and private religiousness and psychological well-being over time in at-risk adolescents. Mental Health, Religion & Culture, 14, 393-408. Malone, J., & Dadswell, A. (2018) Malone, J., & Dadswell, A. (2018). The role of religion, spirituality and/or belief in positive aging for older adults. Geriatrics, 3(2), 28. Marshall, J. M. (2003). Marshall, J. M. (2003). Religion and Education: Walking the Line in Public Schools. Phi Delta Kappan, 85(3), 239-242. Wood Jr, J. E. (1986). Wood Jr, J. E. (1986). Religion and the Public Schools. BYU L. Rev., 349. Emile Durkheim, Emile Durkheim, Elementary Forms of Religious Life, 1912

Karl Marx, Karl Marx, A Critique of Hegel's Philosophy of Right, 1844

ROLE OF RELIGION IN SCHOOLS

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