Taking religion and education seriously: An epistemological examination of the relationship between religion and public schools

An issue receiving much attention of late concerns the place of religion in public education. Among those participating in this conversation are philosophers of education. Among the reasons some of them offer for including the study of religion in public schools is an argument based on respect. Those currently espousing this view suggest that it is important for schools to respect religion, and that presently religion is not being shown respect in public educational institutions. In order to show respect, these thinkers argue, religion should be included as a subject of study in public schools. The present work agrees that religion is not being shown respect in public schools; and it agrees that to show respect requires that religion be included as a subject of study. But, I argue, the understandings offered by these philosophers of education of the kind of treatment religion must be accorded in order to show it respect are seriously flawed in ways that undermine their project of treating religion respectfully.;My own position rejects the contention of these philosophers that cultivating an attitude of respect for religion requires setting aside matters of truth. I argue that to include religion as a subject of study without treating it as a possible contender of truth by evaluating religious claims in a pubic manner unfairly prejudges their epistemological status and is patronizing to the variety of religious worldviews; it also disrespects the institution of public schooling by making light of its responsibility to explore questions of truth based on relevant evidence. The alternative view that I propose insists that genuine respect is achieved neither through inclusion or exclusion per se but by offering students opportunities to subject religious claims and experiences to rigorous epistemological analysis. In this approach, religion is treated as a contender for truth, and students are helped, in this arena as in others, to develop habits of mind and skills that will enable them to become reasonable, thoughtful, and autonomous thinkers.