Term Paper on
Should religious and racial tolerance be taught in kindergarten
and elementary schools?
Religious education is a contributing factor to the shaping up of one's identity
and may play a key role in multi-cultural societies and in the pursuit of a
thorough globalization as long as it promotes values of tolerance and
non-discrimination. This implies that wider perspectives need to be offered,
which besides contributing to self-awareness and developing one's own identity,
also help in the understanding of other wider perspectives, thus responding to a
logic of inclusion and feeling part of the same, global community. Religious and
Racial tolerance should be taught in kindergarten and elementary schools as it
favors the development of balanced individuals, aware of their own identity,
including at the religious level, but also open, curious and respectful
vis-à-vis different identities, thus contributing to the creation of a conducive
environment for the promotion and protection of human rights.
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Religious and racial education should be conceived as a tool to transmit
knowledge and values pertaining to all religious trends, in an inclusive way, so
that individuals realize their being part of the same community and learn to
create their own identity in harmony with identities different from their own.
As such, religious education radically differs from catechism or theology,
defined as the formal study of the nature of God and of the foundations of
religious belief, and contributes to the wider framework of education as defined
in international standards. Religious education prevents intolerance of race and
religion and promotes peace and justice in communities.
It is demonstrated that already at elementary school age children are aware of
differences around them, particularly nowadays, as they are increasingly exposed
to multi-culturalism. What matters is for them to understand that different
backgrounds need not be a reason for separation or competition but rather a
challenge to demonstrating the enrichment of society through the variety of
different contributions. At the primary school level, young children start
experiencing the reality that surrounds them and begin to observe with curiosity
the experiences of others. Such experiences can range from those of affection
and estrangement in a family or community, to their apprehensions of the
spiritual elements within themselves to the mysteries of nature around them;
accordingly they recognize truth or meaning in myth or story, in symbol or
ritual. The many different forms that these symbols take in terms of
descriptions of the rites of human passage from birth to death and of the cycles
of renewal and destruction in nature can provoke in young children a sense of
curiosity about, and tolerance for, cultural pluralism.
Curiosity can be further stimulated by discussions encouraging descriptions of
experiences and formulations of questions by the young people themselves, aiming
at promoting sense of personal identity and respect for the identity of others,
while respecting the child's freedom of choice. The lack of a common approach,
however, can be turned into a positive element insofar as the recognition of
diversity in human experience and expression is a fundamental starting point for
promoting respect for human rights and responsibilities. It goes without saying
that comparative experiences if presented in a fair and balanced way, by
focusing on similarities, common ground and common concerns raised by the
different religions and convictions can turn dissimilarities into key-strengths
on which to base a tolerant and non-discriminatory society.
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This obvious consideration leads to the following step, namely how to represent
the other in such a fair way or, in other words, so that a child can recognize
him/herself. To this end, it may be worth considering that however much a
teacher seeks to be fair and objective about another culture or system of
belief, nothing can replace primary source materials which can speak for
themselves, together with interpretation, written or artistic, coming from those
who are adherents and exponents of their own tradition. Invitations for visiting
teachers who can describe their own faith or belief are one way that promotes
fairness. Textbook about a religion or belief system written by adherents of
another faith provides objective overviews, particularly if adherents of the
faith itself have been consulted in the research and drafting process to see if
they can recognize themselves in what is written.
Succeeding in portraying the others so that children can recognize themselves
provides not only a valuable and inspiring educational experience; it also helps
create understanding and mutual respect between different communities or
world-views.
In conclusion it appears confirmed that in order to ensure a proper education in
the field of religion and racial tolerance, this should find its place within an
inter-disciplinary spectrum based on a vision setting high priorities on the
values of tolerance and non-discrimination.
Teaching a child these values at a younger age promises a brighter future
because then this knowledge that all are equal will remain with them forever.
Teaching an adult would be difficult as they by that time would have developed
their own ideas and probably would already have started the act of
discrimination. Such values presuppose knowledge of, and respect for, cultures,
world-views, religions and convictions other than one's own. All knowledge, all
enquiry, all critique can be welcomed if they contribute to sustaining the
values of peace, tolerance and non-discrimination. The many initiatives that are
being taken to introduce the teaching of history of religion, comparative study
of religion and the art of dialogue between religions and cultures are to be
welcomed.
Works Cited
"Freedom of Religion and Children" in Rosalind Ekman Ladd (ed.), Children's
Rights Re-Visioned (Wadsworth, 1996)
Charles R. Kniker, Teaching About Religion in the Public Schools (Phi Delta
Kappa Educational Foundation, Fastback 224, 1985)
Eugene T. Connors, Religion and the Schools: Significant Court Decisions in the
1980s (Phi Delta Kappa Educational Foundation, Fastback 272, 1988)
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