Educators, religious leaders, scientists, and parents disagree how to teach these contradictory subjects that are so very much aligned with our political, religious, educational, and cultural absolutes. Many creationists and fundamentalist Christians want Genesis taught alongside scientific evolution in the science classroom. Of course evolutionists regard creationism as religion, not science. Even though it has taken years, perhaps there is a way to include both subjects, and still provide sound teaching.
During the 1980's, courts in the United States decided the only fair way to deal with almost all religious issues in the public school was to remove nearly every reference to it. For instance, in the State of Kentucky a law was passed that mandated every public school in the state would post a copy of the Ten Commandments in all classrooms. The document had to be placed in a conspicuous place and private funds were required for its purchase. Federal courts struck down the law as unconstitutional. Back then, even a hint of proselytizing might have been illegal. Public prayers on school property or at events of any kind were suspect. Educators were unsure of what constituted teaching religion, or promoting it. Some teachers were even hesitant to teach anything in World History class concerning religion.
Today, educators have much more freedom to teach religion in the classroom with one caveat; it must me taught objectively. There can be no proselytizing, or preaching; just the facts. Several years ago, former Kentucky governor Brereton Jones gave a speech regarding religion in the public schools. He stated, "To have a well-rounded education, children need to study the vital role that religion has played in American history. Some people incorrectly equate neutrality toward religion with the absence of study about religion." His point is well taken.
One of the problems identified with religion classes in public schools is the belief teachers are not qualified to instruct religious studies in the classroom. Some consider a Social Studies or Humanities teacher undereducated to teach religion. In the state of Kentucky, teachers are not required to have an area of emphasis in comparative religions to teach social studies or humanities. Another reason stated is that some teachers may slant their religious teaching based on their own belief system or faith. This is for the most part, nonsense. Every year I teach an enlightening story of National Socialism in Germany; however, I do not believe in, or promote, the beliefs of the Nazi party.
Teachers are trained to communicate what the state has decided is most important. The Program of Studies is part of the state law known as the Kentucky Education Reform Act or KERA. Teachers are given a wide variety of tools to implement the course of study, and certainly every teacher presents information differently. Regardless, it is expected that it be taught consistently. A good teacher can impart anything in their chosen field with sound preparation and good materials.
So, how might we solve the problem of what to teach in the public school classroom regarding these important subjects? Both sides should compromise. Compromise denotes a necessary, peaceful settlement for many, and utter defeat of valued principles for some. Even so, what if science and evolution were kept in the science classroom, and creationism and the bible were kept in the comparative religion class? It is not what everyone wants, but an accommodation would be the best way to make sure both subjects are included in the school curriculum. In our ever changing world, both desperately need to be taught.
Kentucky politicians are considering requiring classes in the New and Old Testament in public schools. There is certainly nothing wrong with that except that it is not enough to teach just the bible.
The 21st century will challenge our youth far beyond what earlier generations have experienced. Today, each student must be armed with knowledge of both science, and religion. Much of what is occurring in our world, whether good or bad, is often based on a religious principle or belief. Students are generally ill equipped to identify the various religions and how they affect every one of us. Science provides opportunities to change the world through discovery, health improvement, disease control, and other objective endeavors. It would be a positive improvement to allow students the same opportunity to master comparative religions.
Several years ago, a local Southern Baptist pastor made a comment that I have never forgotten. He said, "I don't mind if all the religions are taught in public school! I think the one I believe in can hold its own. If it can't, it wasn't very good to begin with." This is the right attitude not only for religious studies like creationism, but also for scientific studies such as evolution. Every concept must stand on its own merit if our goal is to fairly educate every student.
Eventually, our young people will finalize what they believe based on what they were taught at home, at church, and at school. The only way to insure that students are properly educated and ready to make important life decisions is to ensure they understand all the issues and then trust them to make the right choices on their own.
Chuck Owens is Department Chairperson of Social Studies at Middlesboro High School.
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