Recent update
- My Comments
- Knowledge Acquired/”Save the Seeds”
- Misconceptions
- When Cultures Collide
- Technoteachers of the Future!
- So it’s possible to convert an entire school?
- It’s Like the Inquisition or Something…
- Campus Faith
- If you can’t bow down, bow out
- Creation vs. Evolution
My Comments
April 14th, 2008 by laurita319
The list is incomplete, I was having trouble loading some of the other blog pages. I will complete the list in the near future :)
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Knowledge Acquired/”Save the Seeds”
April 14th, 2008 by laurita319
Looking back on the experience of managing my own blog, I realized that I really have come quite a long way since the beginning of the semester. Back then I could barely grasp the concept of “Web 2.0,” let alone subscribe to RSS feeds or hotlink to articles. I was a complete “noob” in the blogging universe; heck, I betrayed my amateur status by including a full article citation–who knew? I have since remedied such maladies, and I believe I can now effectively pass as someone who knows someone who has a great blog.
RSS technology is really a pretty cool thing. The accessibility of information is what strikes me. It’s neat to know I can do a specific search for a topic and immediately be given links to articles with related content. The idea of subscribing to other’s blogs and creating a network of knowledge through linking and comments opens many exciting possibilities and opportunities for getting your opinion heard (um…read).
As for my blog itself, it was nice to feel free to express my opinion on a topic that I feel is important to my future in teaching. The feedback in comments that I received helped me get an idea of the general consensus on the issue of religion in schools, as well as clarify certain points related to it. For instance, I realized that much of the “separation of church and state” debate is based in misconceptions as to what the amendment actually refers. I also enjoyed reading the wide variety of articles relating to religion in education, and they helped me become more aware of the subject in current events.
I have finished this particular apple, just about time to start on another. I’m saving the seeds, however, and in a year or two, they’ll be ready to plant.
I still don’t really know what a widget is…
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Misconceptions
April 9th, 2008 by laurita319
In her article, “Teen Wins Fight for Antiabortion Club,” Theresa Vargas tells of a 16-year-old student named Stephanie Hoffmeier who succeeded in starting a Pro-Life Organization at her Stafford County high school. Initial requests for approval by the school board were rejected on the basis that it was not tied to the school’s curriculum in any way. However, Hoffmeier took out a lawsuit “contending that her proposal could not be denied when other clubs are allowed to form on campus.” School officials conceded that they had been mistaken, and officially recognized the club.
What I found to be most interesting in this article is how it addressed the misconceptions surrounding free speech and the separation of church and state. Often a lack of definition is the cause of many problems. Separating church and state does not mean that a student cannot bring a Bible or other religious literature to school; it does not mean that a student cannot pray in school. These are some of the misconceptions the article is referring to. It certainly does not mean that a public school cannot form a club based on Christian principles. It DOES mean that a club cannot force it’s beliefs upon a student, nor can it coerce students to join. Club members should never ridicule, bully, or abuse a person who does not agree with the beliefs of their club.
This is actually very reminiscent of an earlier blog post of mine, “If You Can’t Bow Down, Bow Out,”, except that it had to do with sports team members being led out by their coach in pregame prayer. The difference here seems to be the fact that the Pro-Life Club is student-led. The legal director of Americans United for Separation of Church and State, Ayesha N. Khan said,
“We need to treat students who are private individuals different than we treat government employees.”
Khan also clarified some of the misconceptions about legislation relating to the separation of church and state.
“She said there is a distinction between the private speech of students and the government speech of school employees. The federal Equal Access Act forbids schools from denying student-run clubs based on a club’s religious or other perspective, she said. For instance, students also have the right to start an abortion-rights club, although local school officials said they were unaware of any.”
I’m not entirely sure I agree with the idea that being a government employee (teacher) somehow deprives you of certain rights, however. Yes, teachers are in an instructional position, and impressionable students look to them for guidance, but is it fair that teachers must entirely suppress their beliefs while students are free to express theirs? I do not speak, necessarily, of the classroom setting. It would be abuse of position for a teacher to proclaim his or her beliefs during class. However, should teachers be penalized for honestly answering questions from students regarding what they believe? Should they be penalized for participating in student-requested or led prayer?
Once again I do not have any answers to these questions. I do know, though, that I would very much like to see an article that clarifies the rights of teachers in regards to separation of church and state. Perhaps much of my confusion is a result of my own misconceptions, but it cannot be entirely clear to all, or we would not be having so many debates on this topic. I could certainly see this developing into a great journal topic in my future classroom someday.
“Teen Wins Fight for Antiabortion Club at School.” The Washington Post. 6 Nov. 2007.”
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When Cultures Collide
April 9th, 2008 by laurita319
The Muslim Prayer room at George Washington University is a point of debate in the article “Young U.S. Muslims Strive for Harmony.” The author, Tara Bahrampour, reported that members of the Muslim Student’s Association (MSA) were in disagreement about whether or not a six-foot-high partition in the prayer room was a necessary part of the Muslim religion. One of the group leaders, Amin Al-Sarraf, was concerned about alienating new and current members.
“Some see it like the Great Wall of China in the middle of the room,” Al-Sarraf explained, adding that there was a fear “freshmen will get a bad taste in their mouth — like this is how the MSA’s going to be.”
This issue was actually only a small part of the greater subject of the article: the discussion among Muslims in the United States on how to incorporate their religion into everyday life. Muslim youth in this country often have to explain themselves and their religion, especially since September 11, 2001. At times, disagreement arises within the faith over whether it is possible to be both American and Muslim.
I have chosen to focus primarily on the introductory story because of how it relates to my blog topic of religion and education. Once again secular education and the practice of religion has clashed. Part of the problem I see here is that the teachings of fundamental Islam do not always fit well into American culture. In a country where women and men are not to be segregated, and religion is to be practiced freely, what is to be done when a religion asks it’s followers to practice segregation? Which of the two freedoms will have to be limited in order to ensure the other? I don’t know that this is a question that can ever really be answered. The best hope is that the two sides will compromise, but that may not always be possible. Even the article itself leaves you with a feeling of futility:
“GWU’s MSA never did resolve the question of the partition. The debate continues each year, as new people come and go.”
This is where my future students come in. In keeping with the theory of critical pedagogy, “reading the word and the world,” I would encourage my students to examine and consider just such an article. Perhaps this very one, if it were still available. I can picture numerous writing invitations, ranging in topics from cultural distinctiveness to freedom and democracy. More specifically, I could see how article could spark ideas for a possible multigenre assignment. A student might write a collection of genres relating to their own religious identity. In fact, I just might do that myself.
“Young U.S. Muslims Strive for Harmony.” The Washington Post. 4 Sept. 2006.
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Technoteachers of the Future!
April 9th, 2008 by laurita319
I tend to get really sidetracked by miniatures. My experience at GVSU’s Technology in Teaching Fair was no exception to the rule. As I quickly surveyed the many exhibition tables I could choose to visit, the one with tiny, child-sized laptop computers on it caught my eye.
The computers , called “XO” Laptops, looked a little like robotic frogs to my rampant imagination. They reminded me of a cross between an original-type portable DVD player and one of those VTech Computers I had when I was a kid.
After my initial preoccupation with how little and cute they were, I learned that the laptops were a part of the One Laptop Per Child Initiative (OLPC). The OLPC Initiative’s original goal was to build $100 computers and distribute them to children in underdeveloped countries around the globe. Though the final cost was closer to $200 a piece, the initiative has already distributed thousands of laptops. The idea is to provide these children with web access and networking capabilities that will give them and their families expanded resources for health and education.
The presenters at this particular booth were Russ Barneveld, an Affiliate Professor, and Barbara LaBeau, a Visiting Professor, both with the College of Education. Ms. LeBeau explained to me that she was able to obtain an XO Laptop through the “Give one, get one” program that the OLPC ran last year. In the program, a person must buy two of the laptops, and one of them is automatically sent to a child in an underdeveloped country.
I have to admit that I spent the majority of my time at the OLPC booth. Granted, there were other things that also caught my attention (like the latest in the electronic pet world, the Pleo). Somehow, though, the idea of the affordable laptop and its implications and possibilities was so intriguing that I just had to keep asking questions. Apparently, recipients of these computers will have the opportunity to watch and participate in telecourses broadcasted from elementary schools, high schools, and colleges around the world. This could potentially enable these children to someday rise above their circumstances and accomplish great things.
I also had the privilege to hear the keynote speaker of the day, Mary Margaret Cavera. I enjoyed her presentation greatly, as I am one who never really learned the purpose or the use of PowerPoint. Thinking back on the various college courses I have completed over the last three years, I realized that many of my professors used PowerPoint rather ineffectively. Ms. Cavera described my experience perfectly: we’ve all had the professor that overloads their PowerPoint with information and then reads it word for word. Worse than that, the slides are all identical in format, the color scheme is painful to look at (especially after fifty minutes), and it’s just, frankly, BORING. Ms. Cavera had some interesting suggestions for remedying each of these issues and complaints. She recommended including only the necessary information in a PowerPoint, using brackets for organization. She reviewed the basics for creating a presentation (which include dark type on a light background). Her most interesting suggestion, however, was to adapt PowerPoints to fit each of the four learning-styles as defined by the HBDI model. Several studies have found that, in a group of as few as twenty-five people, each of the four styles are present. Ms. Cavera proceeded to give several examples of slides that would keep members of all four groups engaged in a lesson. What most intrigued me was the idea that I may someday teach according to my own learning-style preference, and unless I take precautions against it, I may be unreceptive to students who do not share my particular learning style. I came away with many thoughts and several ideas that I hope to someday apply to my classroom.
I know I have focused primarily on only a few small aspects of the Technology in Teaching Fair. In reality there was much more to discover and learn about, and I would encourage anyone who is going to be a teacher to be sure to attend next year. Who knows what resources you might discover for your future classroom? At the very least, you will be introduced to the technology that will, in just the next few years, be infiltrating schools everywhere. As a future English teacher, I certainly want to keep up on the latest possibilities for expanding the reading audience of my students, or simply giving them opportunities to look critically at the world around them.
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So it’s possible to convert an entire school?
February 26th, 2008 by laurita319
Plans to convert seven Catholic schools to charter schools are in the works in Washington, D.C., as is made obvious by the title of this article, “7 D.C. Schools Must Ponder Education Without Religion.” The Archdiocese of Washington was forced to pursue this option due to financial struggles experienced by the schools. Not everyone is in favor of such a move, however. Black Catholics United has held prayer rallies and written letters to the Archdiocese in protest. Others are opposing the conversion in other ways.
“We’ve not in any way, shape or form given up this battle,” said Allen, a parishioner at the church affiliated with St. Augustine, which faced conversion but came up with a plan approved by the archdiocese to operate as a parish-supported school. “The fight continues.”
If accepted, the schools would become “value-based schools.” Jasmine Clark, a thirteen-year-old at Holy Name in Northeast, does not believe this will be enough. Her two younger sisters will attend the school soon. As she put it, “the structure will no longer be there. When you take the Catholic out, you’ll be missing all of the bonding and spiritual experiences that take place.”
This was a very thought-provoking article. It seems to be the worse-case scenario for any private school to be facing. Immediately I recognize a possible writing prompt. Which is more important: give up the values you are based upon and stay open, or refuse and face closure? This question makes me ponder whether or not it would be possible for a religious school to truly turn secular. Those in favor of the conversion are, I’m sure, of the mind that at least their values can be based on their Catholic beliefs, however loosely, if they remain open as a charter school. Those who are not in favor of the change believe that their schools cannot legitimately function as anything but private institutions. This leads straight to the issue of the Separation of Church and State. Is it permissible for public funding to be spent on schools run based on Catholic values? Crystal Sylvia, a D.C. public school parent and school psychologist, argues no. “Tell me if I am wrong, but I do not think that the purpose of charter schools is to bail out private schools which are financially strapped.”
Though, as I stated in an earlier blog, I am a Christian and generally in favor of private schools, I have to wonder if this issue of conversion doesn’t cross a major line. I need to know a little more about the situation before I can decide for myself. I want to know weather the administration of the charter schools would remain religious, and what sort of curriculum they would be using. If parents are unaware that their children may be attending a private school in the guise of a secular school it could lead to major issues within and outside of the school district.
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It’s Like the Inquisition or Something…
February 26th, 2008 by laurita319
The New York Times has been providing a lot of subject matter related to my blog of late. The article I recently found is no exception. In her article “Families Challenging Religious Influence in Delaware Schools,” Neela Banerjee tells of the discrimination experienced by Mona Dobrich and her daughter, Samantha, due to the simple fact that they are Jewish. According to Dobrich, she had for years listened “to Christian prayers at public school potlucks, award dinners and parent-teacher group meetings.” However, on the occasion of her daughter’s graduation from high school, a minister lead a school prayer that proclaimed Jesus to be the only true way. As Dobrich rememebers,
“It was as if no matter how much hard work, no matter how good a person you are, the only way you’ll ever be anything is through Jesus Christ,” Mrs. Dobrich said. “He said those words, and I saw Sam’s head snap and her start looking around, like, ‘Where’s my mom? Where’s my mom?’ And all I wanted to do was run up and take her in my arms.”
Dobrich decided to ask the school board of the district to consider prayers that were “more generic” and “less exclusionary.” Her request was met with much opposition and her family suffered ridicule and received violent threats. They have since left the district and recently sued, challenging “the pervasiveness of religion in the schools and seeking financial damages.”
What is most disturbing about this article for me is the way in which my fellow Christians (by name only, mind you) treated a group of people who did not share their faith. Not only were they not following the biblical principles of “loving your neighbor as yourself,” they were, in fact, denying the rich history that they share with those of the Jewish faith. Many Christians might want to deny it, but Christianity is an extension of Judaism.
It is interesting that I found this article so soon after writing about what I felt was the proper place of religion in public schools. If this is to be the case when it is allowed, then I say it has no place at all! However, it is clear to me that an entirely different issue is evident in this instance. The actions of the students and family members in their completely offensive and hateful “promotion” of their beliefs are despicable. I see this as more of an issue of oppression, or “bullying on a giant scale.” It is not that either religion is bad, it is that one side is completely ignorant and disrespectful of the other. This is why I still feel that religion should be more widely discussed in public schools. If students were aware of other religions and given a little information about them, they would be much less likely to rely solely upon what their families have taught them about other religions, which at times can be downright bigotous!
This article would make a great writing prompt for a high school English class. After reading it, the students, who I hope would be as incensed about it as I was, could freewrite about how the article made them feel and how such situations might be prevented in the future.
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Campus Faith
February 26th, 2008 by laurita319
In the article “Matters of Faith Find a New Prominence on Campus,” Alan Finder describes the recent resurgence of interest in religion on university campuses. According to Professor J. Gomes, a university preacher at Harvard, “there is probably more active religious life now than there has been in 100 years.” Officials at the university attribute the growing interest in faith and religion to “the rise of the religious right in politics” and the terrorist attacks that took place on September 11, 2001, which “underscored for many the influence of religion on world affairs.” Both have sparked much discussion on the topic.
Many students on campuses around the country are starting and joining religion-based clubs. At Berkeley there are well over fifty Christian groups, and attendance at nearby churches has risen as well. Five Buddhist and Hindu students at Colgate received permission to live in an apartment on the edge of campus and name it “Asian Spirituality House.” They use it for student religious meetings and events. Other colleges and universities are experiencing similar growth and change, including Colgate University.
“The number of student religious organizations at Colgate has grown to 11 from 5 in recent years. The university’s Catholic, Protestant and Jewish chaplains oversee an array of programs and events. Many involve providing food to students, a phenomenon that the university chaplain, Mark Shiner, jokingly calls “gastro-evangelism.””
Religion has also found popularity as a major and minor. Said an assistant professor of religion and Jewish studies at Colgate, “I can fill basically any class on the Bible. I wasn’t expecting that.”
Reading this article, I was struck with the realization that it is only at the public school level that students are shielded from religion in the classroom. At universities, especially of late, students are encouraged to dialogue about their faith and search themselves to find what they believe. This does not occur in elementary schools, where students are not allowed to pray publicly for fear of offending someone. I believe this promotes a negative view of religion in general; that it is “taboo” and should be kept to one’s self. Let me make it perfectly clear: I do not believe it is EVER permissible to force one’s religion on another person, nor pressure them to believe as you do. I do think that respectful conversation with the idea that someone might present evidence to actually convince you of what they are saying is perfectly alright and good.
Now, one might ask, “do you really think that grade school children are capable of the intellect required to properly analyze a religion and choose for themselves?” I would answer, “to a certain point.” Often children are not given enough credit for thinking things through intelligently. However, it is also true that many aspects of religion are too weighty and more than a child should have to concern themselves with. That is why I would suggest teacher-facilitated discussion of religion, where students would simply share their respective faiths and perhaps some of the traditions and holidays related to them. At the high school level, there is more opportunity for in-depth discussion, and perhaps even written assignments with topics relating to religion.
What would be the purpose of this sort of thing in the public school classroom you ask? I hold that we are not doing students any favors by not preparing them for the atmosphere they will confront in college and the rest of life. At times, public schools feel like an “artificial atmosphere” that protect students from the real world as they “learn” in a secure environment.
Finder, Allan. “Matters of Faith Find a New Prominence on Campus.” The New York Times 2 May 2007.
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If you can’t bow down, bow out
January 30th, 2008 by laurita319
Coach resigns after high school bans pregame prayer
This was the headline that I came across when I searched “prayer in schools” on my Google Reader. Despite the fact that it was sports-related, I was surprised to see such a topic covered by ESPN.com. A hidden benefit of finding this article is that it dispelled my misconception that ESPN only covers team lineups, statistics, and scores. Reading this article gave me so much more.
The headline pretty well summarizes the content of the article. Marcus Borden of East Brunswick, New Jersey, resigned from his position as a high school football coach after being told he could no longer lead his team in prayer before games. Apparently there had been complaints from some parents.
In his own defense Borden said,
“I’m not out preaching, I’m not a preacher.”
He also stated that he did not believe he was violating anyone’s rights by leading out in prayer. Trish LaDuca, a spokesperson for the district, disagrees.
“A representative of the school district cannot constitutionally initiate prayer, encourage it or lead it,” LaDuca told the Home News Tribune of East Brunswick. “Representatives of the school cannot participate in the student-initiated prayer.”
A delegation made up of many students and some of their parents paid a visit to Borden’s home in order to ask him to return as coach. He said that it wasn’t very likely.
“I believe that I made the right decision,” said Borden, a Catholic. “I believe I made a decision based on principle. I believe that’s who I am.”
What is so interesting to me about this article is that it is not relating a tale of some horrible injustice done to an unsuspecting person, but rather about a person making a choice based on their beliefs. This peaceful form of protest is, I believe, the most effective sort.
Now on to the principle in question. Borden obviously believed that it was not unconstitutional to lead his players in pre-game prayer, and I can’t help but agree. No mention is made in the article of the team members being pressured to participate in the prayers. I would feel very differently if it turned out Borden was making prayer participation a requirement in order to play. At least according to the article, this was not at all the case, and it seemed that he offered the prayer as an option that might benefit his players.
I have never understood how people could be offended by something that they are not forced to do. As a Christian, if a Jew, Muslim, Buddhist or any other group wished to lead out a group that I participated in in prayer and meditation, I would respectfully decline to participate. I would not, however, feel discriminated against or feel that my rights were being infringed upon. Rather, I would be overjoyed at the opportunity to exercise my freedom simultaneously with others: they by their public demonstration of faith and me by my choice not to join in.
“Coach Resigns After High School Bans Pregame Prayer.” ESPN 11 Oct. 2005.
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Creation vs. Evolution
January 30th, 2008 by laurita319
An article from the Google News feed caught my eye today. It was entitled, “Creationism in the Classroom: Florida and Texas, Then the Nation.” It was written by Brandon Keim and published December 10, 2007. In the article, Keim brings attention to a debate that has been gaining momentum recently: whether or not it is acceptable to teach Creationism in the public school system. “Science education watchdogs” as he calls them, are afraid that recent developments in Texas and Florida could set a national precedent for the removal of “evolution friendly” materials and textbooks from the classroom. Some pro-evolutionists worry that the theory of intelligent design could become a part of science curriculum. Josh Rosenau of the National Center for Science Education is one such person. When asked whether he believed the Discovery Institute, a pro-Creationism organization, was using classrooms in Florida and Texas as “an entry to the nation’s classrooms,” he said,
“… I haven’t seen any evidence of the Discovery Institute getting involved [in Florida]. The DI tends to be stealthier about their religious motives than the folks opposing the standards have been thus far. My fear is that Florida will do something like happened in Kansas a couple years ago, with the Board of Education overruling the decisions made by the expert committee appointed to draft the new standards.”
Fordham Institute science education expert Lawrence Lerner is not worried by this because, as he states,
“It’s important to remember that the creationist controversy exists purely in the public/political realm and not the scientific realm. That will continue to be the case until the unlikely day when a creationist, using creationist “scientific principles” (of which there are none) makes a genuine contribution to the life sciences.”
This is a challenging topic for me because, to be perfectly honest, I am a Christian who believes that God and science are easily reconciled. However, I understand that we are citizens of a free democracy where we coexist with peoples of all faiths. There must be a way to teach a multi-faceted unit on the origin of the earth without directly endorsing one as absolutely true. My biggest problem with the arguments posed by the pro-evolutionists of the article is that they all come from the perspective that evolution is completely scientific and therefore the only plausible explanation of earth’s existence. With just my limited knowledge I am able to state quite confidently that there are many aspects of evolution that require as much faith to believe as does any other origin of the world theory.
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