I wrote and submitted this article the day before the bombings in Paris. How silly it seemed, the next day, to be writing about red cups as an impetus to teach religion in schools. The content of the article was made maybe even more relevant, but it was edited to remove the first and last paragraphs instead of revising them. It turned out to be a bit of a clunky article, but the message is consistent (link to SCMP, or full original version below). What do you think?
Last week my Facebook feed was full of red coffee cups. The latest social media phenomenon centered on a Starbucks minimalist holiday cup design which one consumer strangely extrapolated to be a scourge against Christmas and, by extension, a direct threat to Christianity. The extent of attention his video garnered in the U.S. media got me thinking about religious literacy and its place as an academic subject in schools.
My sense is that the secularization of school curriculums in a well-intentioned commitment to separate church and state has had the unintended consequence of creating a general public illiteracy about religion. According to New York Times bestselling author Stephen Prothero, “Only ten percent of U.S. teenagers can name all five major world religions, and 15 percent can’t name any.” In an effort to avoid offending anyone schools have decided to skip religious education altogether, so students are left to gather what understanding they can without the analytical framework schools usually provide. This has fueled uneasiness and misunderstanding instead of cultivating tolerance from a base of knowledge.
Schools should not promote religion, but they should teach it.
Understanding history is impossible without an understanding of the religious traditions that helped shape the world. From a purely secular standpoint, atheists should know and understand what they choose not to believe in.
Schools have very different approaches to the question of religious education. In my opinion, Hong Kong International School does a relatively good job at weaving religious education into the curriculum. As part of its mission statement HKIS states that it is, “An American-style education grounded in the Christian faith and respecting the spiritual lives of all.” At HKIS, Christianity is taught at all levels and is an integral part of the ethos of the school, but it is not expected that all students will practice Christianity.
In the elementary years, HKIS students are taught a basic understanding of world religions with cultural and traditional experiences both in the classroom and through field trip visits around Hong Kong to mosques, synagogues, temples and other places of worship where children are encouraged to ask questions. Throughout the year parents of many faiths are invited to share traditions within the classrooms.
In the middle school years, religious education focuses on understanding one’s own values and beliefs and respecting those of others. Charitable outreach, social justice and world issues are discussed in the context of personal values. On Back to School night I was impressed to hear a middle school religion teacher explain that, “We teach religion, but we do not teach spirituality. Spirituality has to be developed on an individual basis.” This distinction gave me confidence that the school was not proselytizing.
In high school, students cultivate a more subtle and complex understanding of the differences and commonalities among world religions. Students study, go on service trips, sometimes engage in shared practice of different religions and explore further their own sense of self. Some students find great expansion happens in these classes, and for some, the few minutes of silence and reflection in religion classes are the only moments of calm in their day.
Marty Schmidt, a high school humanities teacher at HKIS, calls this Social Conscience Education, and has written extensively on the topic. Schmidt describes social conscience education as, “A personal consideration of one’s role and responsibility in society in the context of an emotionally engaged understanding of the world.”
This is one example of a school that embraces religion as an essential field of study in a well-rounded education, yet inextricably linked to human development.
In the words of twentieth-century American philosopher John Dewey, “For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.”
The red cup incident should remind us all to reflect on actual needs, problems and possibilities rather than allowing fear and obliviousness to distract our own carefully cultivated convictions.