This document discusses teaching about religion in public schools in a way that promotes religious pluralism and democratic values. It argues that while teachers should not impose their personal values, they have a responsibility to discuss issues that affirm principles of equality, respect, and dignity for all students. By addressing these types of issues through the curriculum, schools can help move society closer to treating all citizens with respect, regardless of their religious or non-religious beliefs.

1. Religion in School
David Shiman, author of The Prejudice Book (published by the
Anti-Defamation League, 1994), eloquently argues for teacher dedication to
nourishing the pluralistic ideal, as follows:
While we should not expect to change the entire world, we can influence
the development of students’ social values and offer students alternative
ways of thinking and acting. And we should not shy away from trying to do
so.
Although we might not want to impose our personal values on students, we
must keep in mind that our schools are charged with the task of
engendering democratic values, promoting egalitarian principles, and
fostering humane relationships.
If we cherish these goals, we have a responsibility to communicate this to
our students through the curriculum we choose and the issues we ask
them to consider. By affirming this through our instruction, we will move a
little bit closer to becoming a society where all our citizens are treated with
respect and dignity and we live together as brothers and sisters. (p. 5)

2. “We’re Not the Same…And That’s OK.
Stephen Prothero says the leaders of
the interfaith movement have a
problem: call it the Kumbaya Effect.
Instead of grappling with our religious
differences, he says they gloss them
over, creating a ‘pretend pluralism’
that does more harm then good.”
Stephen Prothero, author of God is Not One: The Eight
Rival Religions that Run the World — and Why Their
Differences Matter.
Throughout history religious differences have been
inordinately divisive.
Improved cognizance of shared universals, on the other
hand, can bring
about mutual respect and empathy. Accentuating and
teaching about
commonality as well as difference is a must for
educational endeavors that
advance hope for pluralism as it applies to the religion
domain. Educators
who wish to advance youngster’s understanding about
religion by
emphasizing human commonality will probably find it
helpful if they
themselves have understanding of these two important
concepts:
ultimate concerns (everybody has them), and
worldview (everyone has his/her own).
Mynga Futrell, Ph.D

3. Religious Pluralism
Pluralism is the condition of society in
which numerous distinct ethnic, religious,
or cultural groups coexist amiably
within one nation as fellow citizens.
Ways to make it fair for all religions

4. • How to Help Create a Fair Classroom
To provide background information and classroom materials related to
teaching about religion in public schools in support of pluralism,
acknowleding that public schools are for students of all worldviews, whether
religious or nonreligious, and that public school teachers, as professionals,
need to exercise a scrupulous neutrality regarding religion.
• Religious Pluralism as Opportunity for Change and Dialogue
Many religious believers believe that religious pluralism should entail not
competition but cooperation, and argue that societal and theological change
is necessary to overcome religious differences between different religions,
and denominational conflicts within the same religion. For most religious
traditions, this attitude is essentially based on a non-literal view of one's
religious traditions, hence allowing for respect to be engendered between
different traditions on fundamental principles rather than more marginal
issues. It is perhaps summarized as an attitude which rejects focus on
immaterial differences, and instead gives respect to those beliefs held in
common.

5. It means religious tolerance: "... the
condition of harmonious co-existence
between adherents of different
religions or religious denominations. 18
Diana L. Eck., "The challenge of
pluralism," The Pluralism Project,
Harvard University, at:
http://www.pluralism.org/
• First, pluralism is not
diversity alone, but the
energetic engagement
with diversity.
• Second, pluralism is not
just tolerance, but the
active seeking of
understanding across
lines of difference.
• Third, pluralism is not
relativism, but the
encounter of
commitments
• Fourth, pluralism is
based on dialogue