Civility, Religious Pluralism and Education by Fiala, Andrew G. -- Read -- Imperial Library of Trantor

Index

Cover Half Title Title Page Copyright Page Table of Contents Series Foreword Foreword: Past, Present and Future Directions in Public Education Religion Studies Acknowledgments Introduction: Civility and Education in a World of Religious Pluralism

The First Amendment of the U.S. Constitution The New Religious Pluralism Ethics, Religion, and Civil Discourse The Cultural Religious Studies Approach in Eight U.S. Regions Federal Legal Requirements Lightning Rod Issues Philosophical Relativism Respect for Dissent with Responsibility for Hospitality Suggestions for Further Reading

1. Getting Religion Right in the Public Schools

What’s at Stake? How we Got Here The New Consensus Moving Beyond Two Failed Models A Civil Public School Where we Agree Where we Still Disagree Can we Do This? Notes

2. Tolerance Is Not Enough: Why Only a Commitment to Robust Pluralism Can Rescue America’s Civic Life

Centrifugal Forces

Politics and Government Technology Boundless Options Wealth Gap and Social Gap Immigration and Ethnic Diversity Other Factors

Is Tolerance Sufficient for the Challenge? Why Focus on Religion?

We’re All Faith-Based We Can’t Avoid Religion, Even If we Want To Religion Holds the Key to the Civic Life we Desire

Key Elements of Robust Pluralism

Robust Pluralism Recognizes Pluralism as Both Means And End Robust Pluralism Is “Multifaith,” Not Just “Interfaith” Robust Pluralism Is Welcoming but Not Indifferent Robust Pluralism Recognizes There Is Often an Organic Connection Between Things we Like and Things we Don’t Like About Religions

Making the Discussion Concrete: Case Study of Foster Care Robust Pluralism in Action

Sikhs and a Christian Rescue Mission Charitable Choice and the FBCI ABC Network’s Million Mom Challenge Campus Clubs and Tufts University Access to Recovery Higher Education

Conclusion Notes

3. Virtue of Civility in Liberal-Democratic and Religiously Diverse Communities

Liberty, Religion, and Diversity in Today’s World A Brief Genealogy of Civility as a Virtue Civility as an Art of Living Civility in Shared Public Life Conclusion Notes

4. Religious Exclusivism and the Ethics of Diversity

Pluralism and Exclusivity Epistemic Parity and Alethic Parity Pragmatism and Truth Potential Implications for Education Notes

5. Religious Diversity, Truth, and Tolerance

Religious Diversity and Religious Relativism From Rejecting Relativism to the Possibility of Truth Tolerance, Truth, and Religious Diversity

The Principle of Tolerance

Application to Public Education Notes

6. American Religious Pluralism in Historical Perspective

Diversity and Pluralism: Definitions Religious Pluralism in America: The Contentious History of a Founding Ideal Pluralism Comes of Age Lessons from the Histories of Pluralism

Three Phases of Pluralism Progress of Pluralism Possibilities of New Religious Pluralism

Critiquing a Pluralist Paradigm

Controlling Diversity Choice Conflict

Possibilities for the Classroom Conclusion Notes

7. High Stakes Ignorance: Religion, Education, and the Unwitting Reproduction of Bigotry

Premise One: There Exists A Widespread Illiteracy About Religion That Spans The Globe Premise Two: One of the most troubling and urgent consequences of religious illiteracy is that it often fuels prejudice and antagonism thereby hindering efforts aimed at promoting respect for pluralism, peaceful coexistence and cooperative endeavors in local, national, and global arenas Premise Three: It is possible to diminish religious illiteracy by teaching about religion from a nonsectarian perspective in primary, middle, and secondary schools

How to Teach about Religion

Challenges

A Cultural Studies Method

Other Approaches to Advancing Literacy about Religion

Sectarian Interfaith/Interreligious Faith Based Consensus Religious Studies

Objections to the Cultural Studies Approach Conclusion Notes

8. The First Amendment Consensus Approach to Teaching about Religion in U.S. Public Schools: Applications and Assessment

The First Amendment Consensus Approach to Religion in Public Schools The Religion and Public Education Project at California State University, Chico

Professional Development for Classroom Teachers Pre-Service Teacher Education The California Three Rs Project (Rights, Responsibility, Respect) United Nations Alliance of Civilizations “Education about Religions and Beliefs” (ERB) Clearinghouse

Reflections on the First Amendment Consensus Approach to Teaching about Religion in U.s. Public Schools

The Idea of Neutrality in the Study of Religion The Problem of Superficiality and Lack of Critical Perspective The Relevance of Learning about Religion to the Personal Lives of Students

Conclusion Notes

9. Civil Discourse or Simple Discord? Competing Visions for Religion in the Public Schools

It’s All about Character The Majority Rules Contemplating an Alternative Desiderata Notes

10. Relational and Procedural Literacies in the Study of Religion

Relational and Procedural Literacies Religious Studies at Marymount Academy

1. Religion–from Latin, religare, “to tie” or “to bind” 2. Tradition–from Latin, tradere, “to hand over or down” 3. Ethics–from Greek, ethos, “custom, habit, character”

Compass Headings

1. Belonging to the World 2. Navigating the World 3. Shaping the World

Children’s Books as a Means of Study and Impetus for Self-Reflection

1. “Is it true?”—Students fail to engage because they are concerned about truth 2. Point and Stare Approach—You find yourself or your students pointing at religious traditions and staring with mouths wide open

A. Cool mind B. Warm heart C. Exoticizing

3. Expert problem—You or your students are driven by the assumption that mastery of content or experience is the goal of study

A. Speaking for the tradition as an expert B. I Want to be an expert C. Worried about being an expert

4. Speaking of or for a religious tradition as if it is one—In an order to be clear and simple you or your students present religious traditions in the terms of their biggest grouping (e.g., “Buddhists believe … ) 5. Speaking of religious traditions as institutions instead of peoples—Classroom discussion becomes focused on official figures, documents, doctrines or buildings

Outcomes Notes

11. From World Religions to Lived Religion: Towards a Pedagogy of Civic Engagement in Secondary School Religious Studies Curricula

World Religions and Lived Religion Towards a Pedagogy of Civic Engagement Encountering Everyday Muslim Lives Notes

12. Religious Diversity and Public Education: The Example of American Muslims

Notes

13. Putting a Face to Faith

Yes, But How? Building Respect Across Differences First Amendment Red Flags How It Works Getting Involved Notes

14. Democracy, Freedom, and Service: A Consensus Response to Pluralism in Education

From Melting Pot to Patchwork Pluralism Civil Rights Continue to Divide The Search for Common Ground Practical Solution I: Citizenship Education Practical Solution II: Service Learning Teaches Active Listening Practical Solution III: Local Festival and Dietary Accommodations Conclusion Notes

Contributors Index

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