The place for ‘Amen’ in schools

It cannot be denied that one’s religious traditions (or lack of) have an impact on the culture and identity of an individual where many have their day-to-day lives and opinions shaped by their spiritual beliefs. The significance of religion in school is only recognised by some, and many fail to acknowledge the diverse educational experience students have when attending a school of religious affiliation compared to one of a secular nature. I chose to raise the question of the extent of this impact and what its influence has on students attending such institutions.

As religion is such a vital aspect in contribution to the shaping of ones identity and has been such a significant player in history and society, it seems absurd that it would not be a subject compulsory for students to undergo in order to understand the fundamental aspects that define cultures around the world. It also seems absurd, however, to place student’s into segregated classes to undertake religious studies. ‘’The minute you step into this room, I want you to forget any religious beliefs you already have, when you come into this class, you will have an open, objective and impartial mind’’ My Catholic school religion teacher said on our first lesson of year 11 Studies of Religion. I recall this after reading a article off the Sydney Morning Herald by S. V. Hooft, outlining the importance of state schools must teach religion in moderation with its cultural and societal influences, and also doing so in a way that allows the student to make free decisions socially based on the content without being influenced by the teacher’s or school’s religious agenda. Subjects like Studies of Religion provided to students in year 11 and 12 poses as an effective way of educating students of a variety of religions and also spiritualism and the effects such beliefs and practices have on cultures and societies. This remains as an effective way of including religion into the modern education system as it caters for the ‘’concern for the learner as a free, rational, inquiring subject who needs to have a say in the construction of meaning and identity’’ (Rositter 2005, p23). Through covering multiple religions, the subject therefore is there to teach rather than preach.  Where there is a fine line between religious instruction and education.

Although there is the constant view that religion is a private and personal aspect of culture and identity and therefore has no place within the modern education system, this is to deny the fact that ‘’the boundaries between public and private spheres are constantly reconstructed and renegotiated, and very few social practices are limited to only one sphere… the increasing privatisation of religion… is therefore as problematic idea, because of the fluid borders between public ad private spheres’’ (Hemming 2011, 1063). Where ones culture and identity is shaped by both private and public features, and that social factors of an individual and also a society will constantly mix and overlap, where this view is more so embraced in religiously affiliated schools rather than state schools.

Having attended a Catholic School, I experienced constant connections of the Christian faith within my studies. Faith based practices during school and class hours brought students together in times of tragedy, calm in times of exam stress and community all year round. Issues of social exclusion were overcome through the inclusiveness of the practices to those of other and no faiths, where such students were often offered roles within the practices that were inclusive but did not conflict with their own religious adherence. I saw this in action at my graduation where the only two Islamic students of my grade joined in the Eucharistic celebration by choice through receiving a blessing, whilst remaining adherent to their own personal beliefs. This was a reflection of the fluid nature or culture and identity and how religion as a private aspect of a secular society was integrated into education without enforcement or intrusion into student’s educational outlook, as Christian ideology was never integrated into subjects outside of years 7-10 religion classes.

References:

Hemming, P 2011, ‘The Place of Religion in Public Life: School as a lens on Society’, Sociology, no. 45, pp 1061-1077.

Hooft, S 2012. Sydney Morning Herald Homepage. Available from < http://www.smh.com.au/federal-politics/society-and-culture/religious-classes-in-state-schools-must-be-about-teaching-not-preaching-20120301-1u5um.html > 25th October 2013.

Rossiter, G 2005, ‘Exploring Religion in School: A Commentary’, Journal of Christian Education, vol. 48, no. 2, pp. 19- 26.