Americans have never been in greater need of understanding religious
differences and cultivating respect for religious freedom. The events
of 9/11 transformed America's relationship with Muslims at home and
abroad,

How one school district found religion

http://www.usatoday.com/news/opinion/editorials/2006-05-21-faith-edit_x.h=

http://tinyurl.com/hrjpe

Posted 5/21/2006 6:22 PM ET
By Emile Lester and Patrick S. Roberts

Americans have never been in greater need of understanding religious
differences and cultivating respect for religious freedom. The events
of 9/11 transformed America's relationship with Muslims at home and
abroad, a surge in immigration from Asia and Africa has increased the
nation's religious diversity, and cultural conflicts between
secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to
bring religion into the classroom. Better to play it safe, and avoid
lawsuits and angry parents by limiting any mention of faith to the
private sphere. But school officials in Modesto, in Northern
California, decided not to play it safe. In 2000, the religiously
diverse community took a risk and, in an almost unheard-of undertaking
for a public school district, offered a required course on world
religions and religious liberty for ninth-graders.

INDEX: Focus on faith

As college professors and social scientists studying religious freedom
in the USA, we wanted to know more. Could greater discussion of
religious differences actually deepen cultural divides? From October
2003 to January '05, we surveyed more than 400 Modesto students and
conducted in-depth interviews with students, teachers, administrators
and community leaders. We granted anonymity to students so they could
speak freely, but we recorded the interviews. No prior study on
American teens' views on religious liberty has scientifically surveyed
such a large number of students.

To our surprise, students' respect for rights and liberties increased
measurably after taking the course. Perhaps more important, the
community has embraced the course as a vehicle for fostering
understanding, not indoctrination.

All-American city

Modesto, population 190,000, resembles many medium-size U.S. cities.
Over the past 40 years, it has made room for an array of immigrants,
including Buddhists, Sikhs and Muslims. Evangelical "megachurches" have
sprung up alongside mainline Protestant and Roman Catholic
denominations and a flourishing Jewish community. Overt incidents of
religious prejudice have been rare, but the cultural divide bred mutual
suspicion.

In 1997, some religious groups in Modesto battled the school over a
policy of tolerance for gay and lesbian students. Out of the dispute
came a meeting of the minds: A 115-member committee of community
members and educators was formed to examine how to provide safe schools
for all students. That meant putting an end to bullying, whether based
on sexual orientation, race or ethnicity - even religion. The world
religions course was one of several initiatives designed to further the
"safe schools" mission.

The experiment succeeded. Our surveys indicate it increased students'
respect for religious liberty as well as for basic First Amendment
rights. One Russian Orthodox boy, for instance, found that the course
brought him closer to his neighbors. "We have a Hindu family living
across the street who pray(s) to a statue," he said. "I thought it was
just plain dumb. But I notice now they had a pretty good reason."

Bringing religious beliefs out into the open increased students'
respect for religious liberty for two reasons. First, students not only
emerged from the course far more knowledgeable about world religions,
they also were able to apply the knowledge practically. One student
told us that the course gave him a greater appreciation for the
religious diversity in his school. "I walk up to one of my friends I've
known for years. I had no idea he was a Sikh. When I see the bracelet
(worn for religious reasons), I say, 'Oh, you're a Sikh.' "

Second, students learned that major faiths shared common moral values.
When we asked one student why she enjoyed studying other religions, she
said: "All my life I've been a Christian, and that's really the only
religion I know about. So when I take this class I see there are other
religions out there, and they kind of believe in the same thing I do."

Even so, students did not become relativists or converts. They were no
more likely to disbelieve the truth of their own religious traditions
after taking the course.

A broad spectrum of Modesto's residents has embraced the course.
Students can opt out, but only a handful have. The school board, which
stands divided on other hot-button cultural issues, voted unanimously
to adopt the course. Religious leaders of all faiths lent their support
because they realized that something had to be done to bring peace to
the schools - and that pushing religious identity undercover would
create more problems than it solved.

Lessons beyond Modesto

Recent disputes over the teaching of evolution in Kansas and Dover,
Pa., and over a Bible studies course in Odessa, Texas, have made
national headlines. These stories leave the impression that all
attempts to teach about religion in public schools - even courses far
more balanced than these disputed courses - are bound to cause
controversy. How did Modesto avoid this fate, and what lessons does
Modesto provide for other communities?

=B7 Extensive training gave teachers the knowledge and enthusiasm to
handle a sensitive subject.

=B7 An interfaith religious council reviewed the course before its
implementation and paved the way for its acceptance. The council
members applauded particularly the district's decision to have the
course focus on objectively describing religions rather than evaluating
their merits.

=B7 The focus on description prevented the perception that the course
was biased or an attempt to indoctrinate students into a particular
faith.

=B7 Most crucial was the school district's decision to introduce the
course as part of an effort to counteract the hostility against
students who were seen as different. First Baptist Church Associate
Pastor Paul Zook explained that despite the council members'
disagreements, "We could find common ground (because) we all want kids
to be safe."

Limiting deeply held beliefs to the private sphere breeds suspicion and
tension. True religious liberty prevails not only when people feel
comfortable expressing their beliefs, but also when they learn to
discuss religious differences with civility and respect.

Emile Lester is an assistant professor at The College of William and
Mary. Patrick S. Roberts is a postdoctoral fellow at the Center for
International Security and Cooperation at Stanford University. Their
report on Modesto's course is available at www.firstamendmentcenter.org

How one school district found religion

http://www.usatoday.com/news/opinion/editorials/2006-05-21-faith-edit_x.htm
http://tinyurl.com/hrjpe

Posted 5/21/2006 6:22 PM ET
By Emile Lester and Patrick S. Roberts

Americans have never been in greater need of understanding religious
differences and cultivating respect for religious freedom. The events
of 9/11 transformed America's relationship with Muslims at home and
abroad, a surge in immigration from Asia and Africa has increased the
nation's religious diversity, and cultural conflicts between
secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to
bring religion into the classroom. Better to play it safe, and avoid
lawsuits and angry parents by limiting any mention of faith to the
private sphere. But school officials in Modesto, in Northern
California, decided not to play it safe. In 2000, the religiously
diverse community took a risk and, in an almost unheard-of undertaking
for a public school district, offered a required course on world
religions and religious liberty for ninth-graders.