“Promoting acceptance by forcing God unto thee” Said the Educational System

Religion, one of the most controversial topics in all of creation… or existence? In any case, this grand debate doesn’t stop at the social level, indeed, the educational system in Australia and the United Kingdom perpetuates mandatory Religious studies in catholic educational institutions, whilst, “According to one survey, 65% of teenagers do not consider themselves religious” – An article by Andrew Jones (Link: http://www.theguardian.com/teacher-network/teacher-blog/2013/oct/23/religious-education-include-atheists-humanists ) In doing so however, students are exposed to a subject that is underlined with the teachings of cultural acceptance and social equality. If this is the case, should we not simply create different means of perpetuating cultural acceptance rather than through forced religious studies? However keep in mind that almost everything we do now, is in a multi-cultural environment, and as such, we may not even need to, ‘create different means’, since our daily lives are already perpetuating cultural acceptance. 

Firstly, learning religion would allow an individual to be more accepting as they grow up, as it provides the basis by which an individual may connect with people from differing cultures. However, it is my belief that the individual should still have the choice to pursue this option, and if that, “one survey” is solid, then 65% of teenagers may be exposed to a course that they have no real interest in. But if learning about God is providing the basis for acceptance, then why shouldn’t the same truth hold for learning about atheism or humanism? They are both represented by a firm belief, and they are both representing a large group of individuals. Andrew Jones states that there may be possible changes in the future to include the study of atheism and humanism perspectives, but that, “In spite of these possible changes, an objection to the inclusion of further atheist viewpoints and humanism may simply be that they are not religions”. If this is the case, then what we are exposed to in Australia, and also what the UK is exposed to, is simply a forced subject that may be an attempt to perpetuate a notion of acceptance that is taught in any other multi-cultural classroom. Consequently this gives rise to questions as to why it is mandatory in some schools. 

Jones states that, “it is best if RE includes the views and opinions of atheists and humanists, even if this seems oxymoronic; secularisation affects religion as much as religion affects society.” (RE = Religious Education). Thereby suggesting that in order to truly achieve something representing cultural acceptance, that the course itself should in turn culturally accept atheism and humanist perspectives into its teachings. In any case, we can see through this large example that religion in education is highly controversial, and also, we see the importance of cultural diversity and acceptance in the postmodern society. As it is through notions of acceptance that allows society to prosper and grow. Arthur (2013) states that, 

“Education in all its many forms, will naturally consider questions such as: how and what can we know (epistemology), what is the purpose and goal of life (teleology), what does a good life consist of (ethics), what happens after death (eschatology), and where do we come from and who are we (anthropology and ontology).”

 He continues to state that, a secular educational system may limit the answers to some of these, yet adds that secular education does not change an individual’s original mindset, whilst exposure to religious studies may have a great impact. Consequently, this ideology gives rise to arguments for and against religion and secularism in education. All of which may be dispelled if religion in schools could accept the perspectives of atheism and humanism. 

Reference List

http://www.theguardian.com/teacher-network/teacher-blog/2013/oct/23/religious-education-include-atheists-humanists

James Arthur, (2013) The de-Catholicising of the curriculum in English Catholic schools. International Studies in Catholic Education 5:1, pages 83-98.