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Religion, Secular Humanism and Public Education
Analysis of the increasing criticism against public education and the transforming secular humanism orientation of public education.
|language || ||english
|wordcount || ||4002 (cca 11 pages)
|contextual quality || ||N/A
|language level || ||N/A
|price || ||free
|sources || ||5
Table of contents
Basic Features of the Concept ‘Religion’ 3
Secular Humanism 6
Summary and Conclusion 9
End Notes 10
Preview of the essay: Religion, Secular Humanism and Public Education
RELIGION, SECULAR HUMANISM, AND PUBLIC EDUCATION This paper deals with one explanation offered regarding mounting criticisms against public schooling/education and the consequent rise of alternative schools, namely, that schools, in their attempt to serve a diverse, multi- ethnic population, have become secular and humanistic in their philosophy and have failed to teach traditional religious values of society. Admitting that the rise of alternative schools is not due to a single isolatable cause but to a set of multiple factors, nonetheless it can be said that the above explanation has caused much public consternation and caught its imagination. American society may have thought that the religious and educational issues that arose out of the Scopes Trial are all over and dead. But to everyone’s surprise there is now a system of alternative religious/Christian schools which is said to be a part of the American educational landscape. The explanation is formulated in the following manner: It has been said that public schooling/education is neutral, meaning that it is neither in favor nor against some values, a religion, a political ideology, etc. Often these are private beliefs of people regarding the origin, significance, value of life, and ...
... In another sense, it means that education being offered is public, open to everybody’s critical examination and questioning. Its teachings are based on external criteria of truth, evidence, and beliefs. But given the set-up of present society, could it be that there are now different kinds of publics within the greater public regulated by varying religious and cultural beliefs/ if so, in what way are public schools for all these publics? What is a ‘public?’ whether we like it or not, a prior and central task too many of our problems in education and teaching remains conceptual.
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