Religion in American Public Education
Yeah. We teach religion in school. Just, a particular SET of religions.
I knew this to be true 12 years ago. I still stand by it today. Just because a person is interested in Intelligent Design (ID), it doesn't mean that they think evolution is a theory. Evolution is scientifically proven. ID is philosophy (that may some day find some bearings in science).
As an American concept, the origins of Intelligent Design stem from our Founding Fathers’ religious beliefs—Deism. Yeah, in case you forgot, most of them were Deists— I’m talkin Thomas Paine, Benjamin Franklin, James Madison, Alexander Hamilton, etc. In fact, some of them publicly derided and wrote extensively on the contradictions of Christianity (and by extension, other Abrahamic faiths).
Deism is the worldview that God is not revealed to any human and that reason and observation of the world is enough to establish the existence of a universe creator—right out of Descartes and the European Enlightenment era which strongly influenced their parents. It is a cosmo-conception; and that’s nearly EXACTLY what Intelligent Design is as well: it’s even more fundamental than cosmography/cosmology.
In the early 20th Century, Deist ideas were evoked by fundamentalist Christians who brought the matter into the local discussions of curriculum in schools (tryin’ to stop the teaching of genetic evolution as a basic life process on Earth, and what not). It kicked off in Tennessee in 1925 with the Butler Act. There’s a fascinating Wikipedia page on the history of intelligent design (not capitalized purposefully), if you’re interested. In modern times, ID reared its head in the mid 90s thanks to the publication of a book by a professor of biological sciences at a smaller university in Pennsylvania.
But the intelligent design idear goes deeper down the rabbit hole then the musings of 16th and 17th Century Europeans. As a precept, intelligent design and Deism date to Socrates and Xenophon and the Stoic tradition. If interested search [teleological arguments]. Here’s the syllogism:
If evidence of complex ordering is experienced, then the nature of such complexity can only be described by its observable purpose—what its doing or impacting— rather than its cause (’cause how would YOU know?).
If a phenomenon can be described, then purpose can be ascribed—even if only to cause the formation of itself as a phenomenon: there is logic present. It insists upon itself.
If logic is present in the universe despite consciousness or at least observation/measurement, then it holds that design is conceivable in this universe.
Now, just add infinity…
The matter is not falsifiable and by definition is supernatural: as are most belief systems (e.g., Abrahamic faiths, shamanism, etc.). Therefore, it isn’t a matter for scientific consideration. The modern cosmo-conception of our present Scientific Age, that of the Big Bang, is also not falsifiable, regardless of what you may’ve heard about Cosmic Microwave Background radiation (CMB was predicted in 1948 and included in the Big Bang theory, a.k.a. the hot theory, and when CMB was detected in 1964, they figured that means the Big Bang MUST be true…).
So, like religion, of course ID shouldn’t substitute science in schools; nor should it even be taught in public schools. But not because it's an unscientific concept. It shouldn't be taught because it presumes a specific cosmo-conception, much like the Abrahamic faiths, or Gnosticism, or traditional African religions, or Sikhism, or the indigenous American religions, etc... That’s why public school teachers must, instead, take a values-based approach to teaching/curriculum—values like determination, ambition, community, grace, honesty, commitment, plurality, temperance, diversity, love, self-control, selflessness, and leadership.
So no. We don’t teach religion or philosophy or worldview to children (especially as young as 11 or 12). That’s why we shouldn’t even MENTION ID.
Except, there’s this:
“Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity” (standard 6.3.1).
NOTE: not even CLOSE, by the way. Monotheism arrived to the Judean people sometime around 1,000 BCE but was extant across India and Iran as early as the Vedic period (Late Bronze Age). Like, 8,000 years ago. It was a Zoroastrian conception in origin (“Ahura Mazda”; yeah, that Mazda). I haven’t read it but I know that the Rigveda, which dates to the early IRON age (for cryin’ out loud), discusses one-ness or singleness—monoism. But I digres…
"Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries); belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization" (standard 6.3.2).
"Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yhanan be Zaccai in the development of the Jewish religion" (standard 6.3.3). That’s pretty important for children to know, right?
"Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people." (standard 6.3.4)
NOTE: There is ZERO archeological evidence of the Exodus occurring and is considered mythologized history by just about every scholar on the planet. Just about.
"Discuss how Judaism survived and developed despite the continuing dispersion (read that?) of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70." (standard 6.3.5).
“Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.”(standard 6.5.5).
“Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation). “ (standard 6.7.6)
That was for our eleven year-olds. And now, for our twelve year-olds…
“Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. “ (standard 7.2.2)
“Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life. “ (standard 7.2.3).
And now, our sixteen year olds…
“Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.” (standard 11.3)
“Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.” (standard 11.3.2)
HOLY CRAP (pun intended). We DO teach religion in public schools!
Those are a few of the History/Social-Studies standards in the Golden State (Califor-nye-ay). Of course, it’s all taught under the framework of world history, geography, and yes—we also teach several standards regarding Islam and the Arabic civilizations. But we only look at two standards about Buddhism and the Persian Empire. There’s ONE standard about Hinduism and NO standards for atheism (third largest, behind Christianity and Islam). And yes, the standards don’t require that all of the figures mentioned be taught (but they are, de facto). But still, REALLY?
Uh-huh. I know: I used to TEACH middle school social studies.
Soooooo, if a particular persuasion of Americans want universities and public education to stop “indoctrinating” our students and teachers with Liberalism (you know, the crazy notion that public education should empower free human beings with broad knowledge and transferable skills, civic engagement, inclusivity/diversity, access to resources and socioeconomic equity?), ya think we oughta start with the biases that are already inculcated in our actual education standards first?
Yeah. I’m thinkin’ we might…
P.S. I dropped two Family Guy references. Can you pick them out?