Ten Commandments in public schools

12,730 Views | 219 Replies | Last: 1 yr ago by Forment Fan
Zobel
How long do you want to ignore this user?
AG
the issue is your presentism to try to apply the modern approach of non-overlapping spheres of culture, religion, etc. to past peoples.

the point of quoting long form 19th century supreme court rulings it to show that, not only is this completely foreign to the minds of the people who settled in the US going back to the very beginning, but it continued to be foreign to the minds of those who lived into the US until the 20th century.

but, no, you're not even addressing my point here. my point is that the whole attempt to make those clean divisions between spheres - this idea goes in this box labeled culture, this one goes in this box labeled 'secular goals', this one goes over here in the 'religion' box - is a hopeless waste of time.

why did Americans put the ten commandments in courthouses? because it was part of their culture, the history of their law code, or their faith? the only answer is yes, because America was a Christian nation. there is no scalpel precise enough to pare those things apart. if you pulled all the Christian parts out you would be left with neither culture, nor history of law, nor faith.

when you think the way you do, we have to imagine people in this country walking around with massive cognitive dissonance about the laws they were actively putting in place, or that they were somehow activists and the laws they passed were explicitly targeting some structures. the latter is true sometimes, but absolutely not always. the blasphemy case - people v ruggles - was not only a unanimous decision by the NY supreme court in 1811, but ten years later at the state constitutional convention the same justice elaborated on the decision, saying

Quote:

The court considered those blasphemous words, uttered with such an intent, as a breach of public morals, and an offence against public decency. They were indictable on the same principle as the act of wantonly going naked, or committing impure and indecent acts in the public streets. It was not because Christianity was established by law, but because Christianity was in fact the religion of this country, the rule of our faith and practice, and the basis of the public morals. Such blasphemy was an outrage upon public decorum, and if sanctioned by our tribunals would shock the moral sense of the country, and degrade our character as a Christian people.

The convention voted to confirm this ruling.

how could anyone read this and think - "justice kent and those around him clearly didn't understand free exercise of religious profession and worship! surely the people who wrote it must be wrong!"????

its far simpler to establish the idea of a people group - nation, ethnos, in the classical sense - which are not bound by genetic or what we now call ethnicity, but by what they held common in their life. the greeks called this concept nomos. Nomos is the way of life, customs, convention, that laws are drawn from, are an expression of, are derived from. It is the coherent whole that makes this people distinct from that people. Americans have never had a common genetic inheritance, but there is absolutely a nomos that distinguishes us from the other people of the world. And further, you can say that the nomos of Christianity distinguishes Christians from other peoples of the world. At times these two ways of living have overlapping to varying degrees. American law is an expression of the American nomos at all times by necessity. In the time of the writing of the Declaration of Independence, and Constitution, and into the 20th century the American nomos was a deeply Christian way of life, our laws are also derived from and are an expression of a (singular) Christian way of living. not the Christian way of living...of course that would include every authentic expression of Christianity for the past two thousand years.

there are then ways of living which are both Christian and American; and ways that are American but not Christian; and ways that are Christian but not American.

Justice Kent correctly identified that where public morals were concerned, the Christian nomos and the American nomos were one and the same.

the founders of this country expressed clearly and on multiple occasions that they derived the laws that established this country from the Christian nomos, up through the common law of England, and out of the life of the colonies. Like a flashlight with a bulb and a lens, or a building with a foundation, structure, and external edifice.

but you absolutely cannot conceive of the declaration of independence or the constitution apart from Christianity, and it is utterly impossible to have an 18th, 19th, or early 20th century American nomos apart from a Christian one, or over and against it.
Sapper Redux
How long do you want to ignore this user?
Whose Christianity? Your 1811 judge didn't consider Catholics or Orthodox to be Christians. Again, you claim to be making an anrgument about how the culture is tied up in Christianity without acknowledging how different their understanding of what that meant is from yours. You keep trying to smooth out the issues in what was meant by "Christian" in 1711 or 1811 or 1911 vs today while trying to make the culture of that era dependent on your particular understanding of what "Christian" means to a society. In 1811 most Anglo-Americans were not near a church and only had the vaguest idea of what Christian meant. For many it comes across as less a theology or faith than an expression of belonging to the dominant culture and race.

Yes, Christianity is a critical part of American history and culture. But Christianity in America is not static. Nor is it a category of belonging that would have a consistent definition across time. Catholics who landed in Puritan Boston, for example, had 6 months to convert or leave under penalty of imprisonment or, in the case of priests, death.

And the educated elites of the 18th century, including those who wrote the Declaration of Independence and the Constitution, absolutely responded against institutional Christianity. They consciously attempted to base their government on their understanding of classical Greece and Rome rather than Christian traditions of governance. They believed the pagans of Greece and Rome had a more virtuous form of government than Christian Europe.
Zobel
How long do you want to ignore this user?
AG
kurt vonnegut said:

Trying to steer the discussion back to the original post -

The question I want to ask this morning to Blu and AggieRain and AGC and Zobel and others is this:
Describe for me the role you would like for public schools to take in your child's religious education.

Relating specifically to the 10 Commandments:
Do you wish for public schools to be involved in teaching which God your children should worship?
Should public schools teach your children the proper way to worship God?
Do you wish for public school teachers to preach to your children the proper way to speak about God?
Is it the public school's responsibility to tell your children which days are holy?
And, do we really want our public school teachers to teach our children sexual morality?

I understand that morality is unavoidable in school. We expect our public schools to promote some rules against stealing and fighting and for promoting general cooperation and respect. Do you draw a line between moral teaching that is appropriate or inappropriate in public schools? If you do, how and where do you draw that line?
i'm sorry but i have to challenge the premise of your question. there is no such thing as religious vs secular education. i don't think you can separate the two any more than you could ask a teacher to ignore behavior and focus exclusively on academics.

education is enabling a person to flourish through learning, but it always has an end goal in mind. there has to be an aim of "flourishing". there is no unbiased end point there. and that's ok - that's a good thing. but just like we can't have unbiased, unfounded laws, we can't have unbiased, un-philosophized teachers. there is always an ethical, political, philosophical layer involved, even to answer a relatively innocuous questions like "when am i gonna use this?"

children are learning machines, and they don't have buckets. they just learn stuff. so they soak up all of that along with the readin, ritin, and rithmetic. so you have this whole bucket of things - philosophy; the forming of body, mind, and person; habits and their associated reasoning - all coming in at once on kids. how do you separate religious from secular? even if i were to carefully never, ever invoke Jesus i will have a radically different approach to teaching than a satanist. i don't talk about my faith when I coach baseball, but i suppose (hope) i coach baseball like a Christian.

so with that kinda outlined, the public school of the ideal would take part in my kid's religious education by reinforcing it, supporting it. much like the laws of my ideal country would take part in my religious life. the idea i'm suggesting here is not explicit - i don't need a teacher to talk about Jesus - but it should be harmonious. not dissonant. of course that is an ideal, and the only way that happens is if you have a homogeneity of belief about all of the above - the philosophy of the educator. that's why kids are in private school. when i went to a big city public school, the kids i was around were not all christians but (pulling on my earlier post) their nomos was not dramatically different from mine. that has changed a lot, in my estimation. so my kids are in private school so where the way of life of their teachers and the families that go to the school are in line.

like i said earlier - 50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level. so i dont think people had to wrestle quite so much. catholics perhaps prove the point, as they wanted the same thing i do today, so they had private school tradition for the same reasons i suppose.

you're focused on explicit, but i'm way more worried about the underlying beliefs of the teachers than what specific words come out of their mouths.

forget religion, it's not really that important to the point here. all things being equal, would you like an anarchist teaching your kid in elementary school? or a communist?
Sapper Redux
How long do you want to ignore this user?
Quote:

50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level.


Not really. It was just far, FAR more segregated and the voices of non-normative people was ignored or actively shut down. Often with violence.
Aggrad08
How long do you want to ignore this user?
AG
Sapper Redux said:

Silent For Too Long said:

Rocag said:

Sapper's pretty clearly referencing the influence that Zoroastrianism had on Judaism which eventually got passed on to Christianity rather than any direct influence from Zoroastrians in America. I don't get the incredulity here. It's not a controversial idea.


I'm not sure why you don't get the incredulity, it has nothing to do with the topic at hand. Any Zoriastrian syncreticism on Judeo Christian thought would have occurred more then 2000 years before America was even a thing. Therefore, by 1776 or so, it would have been so deeply woven into the fabric of Judeo Christian theology as to become almost indistinguishable.

What was Sapper's point of bringing it up in the first place? How did it add to the discussion?


There's this attempt being made to assert religion, specifically Christianity, as the bedrock of our society and as a force that only influences culture. Never as something influenced or contingent upon other forces. As though Christianity exists as a Platonic form that would exist as it does regardless of the societies and history influencing it. I'm not sure Zobel actually believes that, but that's the logical conclusion of his arguments. My point is that Christianity and any other religion you want to discuss exists as a human construct that is influenced by the culture around it and the beliefs of others with power. If culture is a melting pot, religion is another ingredient that blends into the whole, and deciding where it influences and where it is influenced is more complicated.


To take it further, the idea the you cannot separate values and systems from their original prominent moral systems appears to have no logical foundation. And becomes problematic for this very argument in and of itself.

Can we not say that Grecian democracy and Roman republicanism were inextricably linked to the dominant religious views of the people who originally came up with them and as such our systems are fundamentally pagan? I don't buy this at all.

This seems to be veering back to the tired old "I don't like moral relativism" and "no I can't remotely demonstrate objective morals exist and that I have access to them."

The idea that you cannot arrive at a philosophically consistent argument against pedophilia from a view that doesn't appeal to gods is silly and boorishly false. The philosophy behind it will at some presupposition be subjective but that's true for every and all systems. Similarly it can be true that a moral stance originated in Islam or Christianity and what have you and other philosophical systems adopt the moral precept but alter the logical foundations to fit their own presuppositions. We all influence each other.

The laws are subject to the moving moral views of the population but that's true in a democratic nation for people of every worldview.

And this all floats around this idea of radically dismissing our current form of church state separation. It seems to challenge what is very clearly going to be a fairly straightforward legal dismissal. But let's ignore that. Let's say the first amendment doesn't exist as it does today. What level of favoritism do you want let's call it "generic Christianity" or Protestant Christianity if we are going to be consistent with our founding populations dominant view, to have in our schools?
Zobel
How long do you want to ignore this user?
AG
Oh, it's a big mystery now what the basic tenets of Christianity are? You really think it's tough to look at history and say Christian and not Christian? All of those variations of Christianity, were they still Christian? If so, what is the point you're trying to make?

Quote:

They believed the pagans of Greece and Rome had a more virtuous form of government than Christian Europe.
ok? and? were there a bunch of temples to Zeus Soter or Mars? did King George call it the black robe rebellion because that's what all the priests were wearing when they sacrificed bulls on altars or acted as haruspex?
Zobel
How long do you want to ignore this user?
AG


Quote:

Can we not say that Grecian democracy and Roman republicanism were inextricably linked to the dominant religious views of the people who originally came up with them and as such our systems are fundamentally pagan? I don't buy this at all.
uh, as they existed in Hellenic cities and Rome? Of course they were inextricably linked to the dominant religious views of the people who came up with them. The reason our systems are not fundamentally pagan is because they are fundamentally different in ways that make them decidedly not-pagan. There are continuities and discontinuities, and if you squint I bet you can figure out where the discontinuities are.
Quote:

The laws are subject to the moving moral views of the population but that's true in a democratic nation for people of every worldview.
yeah, we already agreed here. there's no difference between religious and secular - it's just different ways of packaging consensus.

Quote:

And this all floats around this idea of radically dismissing our current form of church state separation
"oh zobel I don't know why you get so defensive no one is accusing you of any motive"
Serotonin
How long do you want to ignore this user?
AG
Quote:

And the educated elites of the 18th century, including those who wrote the Declaration of Independence and the Constitution, absolutely responded against institutional Christianity. They consciously attempted to base their government on their understanding of classical Greece and Rome rather than Christian traditions of governance. They believed the pagans of Greece and Rome had a more virtuous form of government than Christian Europe.
Counterpoint: Those guys believed in slavery, hierarchy, and extremely limited democracy woven into a Republic. There's a reason all the southern state schools have Greek architecture.

The counter to that is John Ruskin and the preference for medieval guilds and craftsmen who could put soul into their work and society and had far more freedom and power than either the slaves of classical antiquity.

That Christian society is the one that built the towns, cities, and architecture that are so beautiful that people will spend thousands of dollars and valuable time just to visit. and be in their presence.
Aggrad08
How long do you want to ignore this user?
AG
You are contradicting yourself and proving my point all at once. If something is inextricably linked for the population at the time it doesn't make it inextricably linked for the populations that follow or adopt the system but formulate different foundations in their minds. I agree we are not pagan at least not significantly, that's the point. Our system of government is no more difficult to repurpose towards varying philosophical views than the Romans.

If you don't want to be misinterpreted the easiest avoidance is to straightforwardly answer the question fundamental to the OP. What do you advocate for with regard to religious favoritism?
Zobel
How long do you want to ignore this user?
AG
you're just presenting a tautology along the lines of "it's the same unless it is different." the differences matter as much as the continuities. and the reason for the differences is the varying, underlying philosophical view. if our founders had the same philosophical views as the Romans, our government wouldn't look the way it does. what am i missing here??


Quote:

If you don't want to be misinterpreted the easiest avoidance is to straightforwardly answer the question fundamental to the OP. What do you advocate for with regard to religious favoritism?
sure, if you don't want to be accused of beating your wife make sure you start every post with "i have never beaten my wife."

i have never once, ever, advocated for any kind of theocracy, christian nationalism, dismissal or change of separation of church and state, or anything else. even further i would go as far as to say a christian cannot also be a nationalist. probably, maybe, because i don't believe in those things. who knows, its a mystery.

accordingly, i don't want or advocate for any religious favoritism. mind blowing, eh?
Zobel
How long do you want to ignore this user?
AG
Sapper Redux said:

Quote:

50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level.


Not really. It was just far, FAR more segregated and the voices of non-normative people was ignored or actively shut down. Often with violence.
this is when you reveal just how useless discussions with you are.

it is outright dumb to disagree with the statement that 50 years ago the US was more homogenous as a nation than it is today, and moreso at the local level.

there is no objective or empirical measure that can be used to deny this.
Aggrad08
How long do you want to ignore this user?
AG
Let's go brick and mortar. Which specific words of the constitution must be changed to accommodate a non Christian philosophy.?

It actually is mind blowing because for you since this last sentence according to your views is meaningless right?

Since religious and secular are meaningless distinctions in your view how could the government possibly separate church and state? The only answer is that there are at identifiable differences as discussed in the other thread and we've largely consistently maintained these distinct groups. And the consistency with which we've done so indicates the differences are subjective rather than fully arbitrary since we are maintaining those distinctions by consensus across very different groups and time periods.

Edge cases abound in our laws and it's more the norm than not for laws to have edge cases and gray areas, I hardly think it's significantly problematic.
Zobel
How long do you want to ignore this user?
AG


Quote:

Let's go brick and mortar. Which specific words of the constitution must be changed to accommodate a non Christian philosophy.?

It actually is mind blowing because for you since this last sentence according to your views is meaningless right?
this is an interesting question actually but i think it misses the point...the vector is backwards. the better question is "how would the constitution differ if those who wrote it had a different philosophy?"

i would argue that the constitution as a whole is an expression of the total aggregated philosophy of the framers, and includes their individual philosophies and influences (plato, aristotle, sydney, herodotus, neville, locke, hobbes, plutarch, and the church).

but there are mechanistic parts and philosophical parts. just like me, a christian coaching baseball, will probably have an incredibly broad overlap with my good friend who also coaches and is not a christian, the underlying whys are the difference and the expression comes from there - but not in the mechanistic parts.

you'll find most of the mechanistic choices outlined in aristotle's politics. just like when i tell a kid to keep his hands inside the ball or whatever, there's not like some lurking jesus motivation, these design choices are engineered for certain reasons to have the system function.

the aim or end of the system, and the reason that aim is selected, is where the differences come from. and, unsurprisingly, when you inquire of the framers what their end is, suddenly there are boat loads of religious and philosophical statements.

so i can provide all of those, but you'll just go back to the mechanistic parts - as if those aren't informed and selected by the philosophical aims and goals.



Quote:

how could the government possibly separate church and state
interesting that this particular example isn't actually in the constitution, and i think the idea of separation of church and state is much abused and misunderstood in general vernacular.
Aggrad08
How long do you want to ignore this user?
AG
No it's not. It's actually a different question that supports a different argument. How might the constitution differ if the framers weren't deist and Christian's at a particular time in history is one question that while interesting has no bearing on the fundamental appeal here, which is the extent to which a system cannot be parsed from the views of its founders.

I don't see anyone arguing that Christianity didn't have an influence on their philosophy even for the deists. This is a very different claim than saying we cannot maintain those laws, those mechanisms with a different worldview or provide different philosophical justifications therein.

So yes I will point at the mechanisms and it appears you tacitly agree that there is nothing in the mechanisms which demand a Christian view. This can simultaneously be true as to say the particular form of the constitution was highly dependent on the circumstances, culture, education, religion, enlightenment, and cultures that came before.

You didn't answer. It's easy to be a critic and point out what's wrong, most everyone can do that. Articulate what you think we should be using as the definition of religion in order to give appropriate meaning to separation of Chu rch and state. Or to word it differently "avoid religious favoritism"
kurt vonnegut
How long do you want to ignore this user?
AG
Zobel said:


i'm sorry but i have to challenge the premise of your question. there is no such thing as religious vs secular education. i don't think you can separate the two any more than you could ask a teacher to ignore behavior and focus exclusively on academics.

education is enabling a person to flourish through learning, but it always has an end goal in mind. there has to be an aim of "flourishing". there is no unbiased end point there. and that's ok - that's a good thing. but just like we can't have unbiased, unfounded laws, we can't have unbiased, un-philosophized teachers. there is always an ethical, political, philosophical layer involved, even to answer a relatively innocuous questions like "when am i gonna use this?"

children are learning machines, and they don't have buckets. they just learn stuff. so they soak up all of that along with the readin, ritin, and rithmetic. so you have this whole bucket of things - philosophy; the forming of body, mind, and person; habits and their associated reasoning - all coming in at once on kids. how do you separate religious from secular? even if i were to carefully never, ever invoke Jesus i will have a radically different approach to teaching than a satanist. i don't talk about my faith when I coach baseball, but i suppose (hope) i coach baseball like a Christian.

so with that kinda outlined, the public school of the ideal would take part in my kid's religious education by reinforcing it, supporting it. much like the laws of my ideal country would take part in my religious life. the idea i'm suggesting here is not explicit - i don't need a teacher to talk about Jesus - but it should be harmonious. not dissonant. of course that is an ideal, and the only way that happens is if you have a homogeneity of belief about all of the above - the philosophy of the educator. that's why kids are in private school. when i went to a big city public school, the kids i was around were not all christians but (pulling on my earlier post) their nomos was not dramatically different from mine. that has changed a lot, in my estimation. so my kids are in private school so where the way of life of their teachers and the families that go to the school are in line.

like i said earlier - 50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level. so i dont think people had to wrestle quite so much. catholics perhaps prove the point, as they wanted the same thing i do today, so they had private school tradition for the same reasons i suppose.

you're focused on explicit, but i'm way more worried about the underlying beliefs of the teachers than what specific words come out of their mouths.

forget religion, it's not really that important to the point here. all things being equal, would you like an anarchist teaching your kid in elementary school? or a communist?

If you'll permit a moment of melodrama and hyperbole. . . .

I interpret your response to mean that you believe it is impossible to teach a child basic addition without also indoctrinating them into a manner of thinking and reasoning that will forever and inevitably dictate whether they grow up to follow the Christian faith and traditions or grow up to worship Satan.

And that the teaching of children to read is inseparable from providing those children with instruction on the origins of the universe, the metaphysics of the nature of good and evil, the very nature of God Almighty, and meaning and importance of the suffering, death, temptation, and Resurrection of Jesus Christ, our Lord and Savior, through who all things are possible and through whom we can achieve eternal salvation at God's side in Heaven.

Melodrama done. . .
----------

Would I want an anarchist or a communist teaching my children? Hell yes. And I'd like for there to be a capitalist and a socialist. And I'd like for them to have teachers that are Christian and a Muslim and an Atheist and a Hindu and a Wiccan. Liberals and Conservatives. Different cultures. I don't fear having my children exposed to different ideas.

What is the goal of public education? Understanding of basic mathematics, reading, writing, history, etc., yes. Philosophically what is the goal? Is it to teach children what and how they MUST think? Or is it to give them tools to think for themselves?


Sapper Redux
How long do you want to ignore this user?
Zobel said:

Sapper Redux said:

Quote:

50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level.


Not really. It was just far, FAR more segregated and the voices of non-normative people was ignored or actively shut down. Often with violence.
this is when you reveal just how useless discussions with you are.

it is outright dumb to disagree with the statement that 50 years ago the US was more homogenous as a nation than it is today, and moreso at the local level.

there is no objective or empirical measure that can be used to deny this.
I'm sorry the past is more complicated than you want it to be.

A lot of that homogeneity you're pointing to is due to the segregation and force used to maintain that segregation. It undercuts a claim of some natural process rather than a constructed process. Homogeneity was enforced and has a history that goes back to the 1890s when you get the great waves of southern and eastern European immigration coupled with the Great Migration of African Americans out of the South. The idea of cultural homogeneity is an illusion held up in a brief moment of time that lasted maybe a generation from the 1930s to the 1960s and is often particular to place.
Sapper Redux
How long do you want to ignore this user?
Serotonin said:

Quote:

And the educated elites of the 18th century, including those who wrote the Declaration of Independence and the Constitution, absolutely responded against institutional Christianity. They consciously attempted to base their government on their understanding of classical Greece and Rome rather than Christian traditions of governance. They believed the pagans of Greece and Rome had a more virtuous form of government than Christian Europe.
Counterpoint: Those guys believed in slavery, hierarchy, and extremely limited democracy woven into a Republic. There's a reason all the southern state schools have Greek architecture.

The counter to that is John Ruskin and the preference for medieval guilds and craftsmen who could put soul into their work and society and had far more freedom and power than either the slaves of classical antiquity.

That Christian society is the one that built the towns, cities, and architecture that are so beautiful that people will spend thousands of dollars and valuable time just to visit. and be in their presence.
Guilds could be quite nasty to deal with as an apprentice or an outsider. And it's interesting that you choose guilds rather than serfs. Also, people pay thousands of dollars and valuable time to stare at the bleached ruins of Greek and Roman towns. I'm note sure that's a great argument. And I say that as someone who finds Medieval towns more interesting in general. My general point would be that everyone sucks, but the framers did not find the example of Medieval Christendom one they wanted to emulate.
Zobel
How long do you want to ignore this user?
AG

Quote:

the extent to which a system cannot be parsed from the views of its founders.

when did that become the question?

i'm always saying that there's a fixed and causal relationship between the views, and the expression of those views. it doesn't preclude, for example, multiple sources arriving at a common view, or repurposing something for another purpose.

where i think it is especially important is in the first time a view is expressed, or in the "next step" out from existing views to something new. the US Constitution is influenced by the classic constitutions of the hellenic city states and rome, and by the ideas of magna carta or english history, but it is also very different from them. and its the first time this kind of "next step" synergy or novel solution to the problem of human governance was expressed.

i wrote on this site before that in some ways the constitution is one of the least original documents ever written, but as a whole greater than the sum of its parts it is one of the finest achievements of mankind. it was the culmination of thousands of years of human political evolution and knowledge. but we need to look at that next step, and what it was comprised of, and why they took it, and how they understood it.

Quote:

This is a very different claim than saying we cannot maintain those laws, those mechanisms with a different worldview or provide different philosophical justifications therein.
i never said you couldn't. i just said you can't do that without those different philosophical justifications. there's no nothing zero possible.
Quote:

And I know it's a good question that's why I asked, but you didn't answer.
i thought about it, but it is underdefined. what philosophy needs to be accommodated? its like saying what specific rules in baseball must be changed to accommodate a different sport.

Quote:

Articulate what you think we should be using as the definition of religion in order to give appropriate meaning to separation of Chu rch and state. Or to word it differently "avoid religious favoritism"
ive read this multiple times and i don't understand the question.

the problem isn't in the definition religion, it is in the idea of what that separation means and why it is a good thing. in its original form (i.e., magna carta), the relationship between the separation is to ensure the freedom of the church from the state - "the English Church shall be free, and shall have its rights undiminished, and its liberties unimpaired". most people get that fundamentally backwards as you do here. the underlying premise of the separation described in magna carta, as well as the earlier charter of liberties is that the church has rights and liberties that the state cannot usurp.

if you read the source of the "separation of church and state" - Jefferson's correspondence with the Danbury Baptists, he says that the wall consists of the limitation of the national legislature to establish a national religion or prohibit free exercise. his reasoning is that the legitimate powers of government extend only to actions and not opinions (i.e., of faith) and so the government has no right to bind the conscience of its people, or prohibit them in any way of their natural right to worship as they see fit.

we know for a fact because he is agreeing with the letter sent to him, and we have that, too. they say:
Quote:

...religion is at all times and places a matter between God and individuals - that no man ought to suffer in name, person, or effects on account of his religious opinions - that the legitimate power of civil government extends no further than to punish the man who works ill to his neighbors; But, sir, our constitution of government is not specific. Our ancient charter together with the law made coincident therewith, were adopted as the basis of our government, at the time of our revolution; and such had been our laws and usages, and such still are; that religion is considered as the first object of legislation; and therefore what religious privileges we enjoy (as a minor part of the state) we enjoy as favors granted, and not as inalienable rights; and these favors we receive at the expense of such degrading acknowledgements as are inconsistent with the rights of freemen...Sir, we are sensible that the president of the United States is not the national legislator, and also sensible that the national government cannot destroy the laws of each state; but our hopes are strong that the sentiments of our beloved president, which have had such genial effect already, like the radiant beams of the sun, will shine and prevail through all these states and all the world, till hierarchy and tyranny be destroyed from the earth
in other words, their concern is that their local state constitution doesn't give them the same protection from their state legislature as the 1st amendment does from the national one. (it would also seem that incorporation would be welcomed by them, but neither they or Jefferson see that it is established or implicit in the constitution -- quite the opposite).

anyway, the point being that separation of church and state in neither magna carta nor in the source of the famous turn of phrase really seem to be relevant to the question of whether or not the ten commandments can be posted on a public school or if it precludes religious favoritism in general. that is quite a few steps further removed.
Sapper Redux
How long do you want to ignore this user?
Zobel said:

Oh, it's a big mystery now what the basic tenets of Christianity are? You really think it's tough to look at history and say Christian and not Christian? All of those variations of Christianity, were they still Christian? If so, what is the point you're trying to make?

Quote:

They believed the pagans of Greece and Rome had a more virtuous form of government than Christian Europe.
ok? and? were there a bunch of temples to Zeus Soter or Mars? did King George call it the black robe rebellion because that's what all the priests were wearing when they sacrificed bulls on altars or acted as haruspex?
It was a huge argument in the 17th and 18th century and one they spilled blood over. Take it up with them if you have a problem with it. It's important to understanding the society and culture of the era.

Why do you assume the religion is the most important defining aspect? Most of the framers viewed all claims of revealed religion with suspicion. The majority of those we would still call orthodox in their religion still approached justifying their belief with terms and approaches drawn from Descartes and the Enlightenment.

AggieRain
How long do you want to ignore this user?
AG
kurt vonnegut said:

Trying to steer the discussion back to the original post - I'm with you. I have trouble following some of the highbrow philosophical back and forth when the questions are generally more pragmatic.

The question I want to ask this morning to Blu and AggieRain and AGC and Zobel and others is this:
Describe for me the role you would like for public schools to take in your child's religious education. I don't want public schools to take any role in religions education. I'm just not opposed to posting of the 10 Commandments or any other religions text excerpts in public view. We do it with Earth Day, recycling, suicide, etc. I don't advocate for public prayer in school, but I hold no objection against a football coach praying at mid-field with any players wishing to participate.

Relating specifically to the 10 Commandments:
Do you wish for public schools to be involved in teaching which God your children should worship? No
Should public schools teach your children the proper way to worship God? No
Do you wish for public school teachers to preach to your children the proper way to speak about God? No
Is it the public school's responsibility to tell your children which days are holy? No
And, do we really want our public school teachers to teach our children sexual morality? No

I understand that morality is unavoidable in school. We expect our public schools to promote some rules against stealing and fighting and for promoting general cooperation and respect. Yes, but these types of basic rules don't need a moral underpinning. It is okay to have rules against stealing, fighting, etc. without precisely designating a specific reason. If you come into my house and I tell you I have a rule against walking in with muddy shoes - does it need a moral reasoning as to why, or is it something you can deduce from common sense alone? Do you draw a line between moral teaching that is appropriate or inappropriate in public schools? Yes. If you do, how and where do you draw that line? It is hard to discuss certain subjects without political or racial considerations. History and civics, for example. However, these can be clinical and without agenda. Was the US founded on Christian principles? Do the 10 Commandments have significant history in determining common and written law? Do they have instructional value outside of evangelism? I'm fine with these questions being discussed in educational curriculum. Where I draw the line is when specific ideological slants start making their way into schools. Something like dividing students into oppressors vs. oppressed, etc. I unnecessarily attacked Sapper with a straw man out of frustration (and perhaps a few to many craft beers) because you don't have too look hard to find examples of ideology not only slipping into schools, but literally dancing its way in under the guise of benevolent inclusivity. Can we not go back to the days when math wasn't racist?


AGC
How long do you want to ignore this user?
AG
kurt vonnegut said:

Zobel said:


i'm sorry but i have to challenge the premise of your question. there is no such thing as religious vs secular education. i don't think you can separate the two any more than you could ask a teacher to ignore behavior and focus exclusively on academics.

education is enabling a person to flourish through learning, but it always has an end goal in mind. there has to be an aim of "flourishing". there is no unbiased end point there. and that's ok - that's a good thing. but just like we can't have unbiased, unfounded laws, we can't have unbiased, un-philosophized teachers. there is always an ethical, political, philosophical layer involved, even to answer a relatively innocuous questions like "when am i gonna use this?"

children are learning machines, and they don't have buckets. they just learn stuff. so they soak up all of that along with the readin, ritin, and rithmetic. so you have this whole bucket of things - philosophy; the forming of body, mind, and person; habits and their associated reasoning - all coming in at once on kids. how do you separate religious from secular? even if i were to carefully never, ever invoke Jesus i will have a radically different approach to teaching than a satanist. i don't talk about my faith when I coach baseball, but i suppose (hope) i coach baseball like a Christian.

so with that kinda outlined, the public school of the ideal would take part in my kid's religious education by reinforcing it, supporting it. much like the laws of my ideal country would take part in my religious life. the idea i'm suggesting here is not explicit - i don't need a teacher to talk about Jesus - but it should be harmonious. not dissonant. of course that is an ideal, and the only way that happens is if you have a homogeneity of belief about all of the above - the philosophy of the educator. that's why kids are in private school. when i went to a big city public school, the kids i was around were not all christians but (pulling on my earlier post) their nomos was not dramatically different from mine. that has changed a lot, in my estimation. so my kids are in private school so where the way of life of their teachers and the families that go to the school are in line.

like i said earlier - 50 or a hundred years ago the country as a whole was more homogenous than it is today on a general cultural level, and moreso as you got down to the school / community level. so i dont think people had to wrestle quite so much. catholics perhaps prove the point, as they wanted the same thing i do today, so they had private school tradition for the same reasons i suppose.

you're focused on explicit, but i'm way more worried about the underlying beliefs of the teachers than what specific words come out of their mouths.

forget religion, it's not really that important to the point here. all things being equal, would you like an anarchist teaching your kid in elementary school? or a communist?

If you'll permit a moment of melodrama and hyperbole. . . .

I interpret your response to mean that you believe it is impossible to teach a child basic addition without also indoctrinating them into a manner of thinking and reasoning that will forever and inevitably dictate whether they grow up to follow the Christian faith and traditions or grow up to worship Satan.

And that the teaching of children to read is inseparable from providing those children with instruction on the origins of the universe, the metaphysics of the nature of good and evil, the very nature of God Almighty, and meaning and importance of the suffering, death, temptation, and Resurrection of Jesus Christ, our Lord and Savior, through who all things are possible and through whom we can achieve eternal salvation at God's side in Heaven.

Melodrama done. . .
----------

Would I want an anarchist or a communist teaching my children? Hell yes. And I'd like for there to be a capitalist and a socialist. And I'd like for them to have teachers that are Christian and a Muslim and an Atheist and a Hindu and a Wiccan. Liberals and Conservatives. Different cultures. I don't fear having my children exposed to different ideas.

What is the goal of public education? Understanding of basic mathematics, reading, writing, history, etc., yes. Philosophically what is the goal? Is it to teach children what and how they MUST think? Or is it to give them tools to think for themselves?





I may hop back in later but I do want to speak to this: There is a gulf between you and us. We don't believe in morally neutral actions. One participates with God or with demons.

This battle is being waged in education and in math classes to a certain extent. Anyone who promotes representation would want LaTasha and Dinh as the subjects of word problems. They want to manipulate and craft the prompts and can do so easily: how many more activists do they need to recruit for the BLM March if they have 30 committed but 60 spots? You could be asking how many more pews are needed for the additional guests. Both of these questions shape the heart of the child over the years. Yes, they lead to vastly different places and that is intentional.

Do we need to talk about how a school would select books for inclusivity and explicitly omit the western cannon and what ideas are cultivated depending on the choices made?

I think you very intelligent but you do yourself a disservice to treat curriculum as neutral or secular when it's clearly within a worldview and values are intentionally transmitted.

To the second part, I ask to what end? Sociopaths understand those things. AOC understands those things and is telling people to ignore Court rulings (which would usher in societal collapse). Nazi scientists had the tools to think and look what they did. Teaching people to think is not a substitute for moral teaching or purpose in life.
Zobel
How long do you want to ignore this user?
AG

Quote:

I interpret your response to mean that you believe it is impossible to teach a child basic addition without also indoctrinating them into a manner of thinking and reasoning that will forever and inevitably dictate whether they grow up to follow the Christian faith and traditions or grow up to worship Satan.
how long do you think it takes to teach a child basic addition, and how to read? my school finished both of those in kindergarten.

do you really think that's "education"?

do you disagree that a person's philosophy and basic moral outlook influences their actions?


Quote:

I don't fear having my children exposed to different ideas.
i thought you said the melodrama was done?

your suggestion here is that there is no idea that you wouldn't want your children exposed to. is that true? how about a neo-nazi or chinese guy who has no problem with the rape and genocide of Uyghurs?


Quote:

What is the goal of public education? Understanding of basic mathematics, reading, writing, history, etc., yes. Philosophically what is the goal? Is it to teach children what and how they MUST think? Or is it to give them tools to think for themselves?
You can't separate the understanding of the basic mathematics and the like from the philosophical goal. So no, I don't think teaching children how to add is the goal - it is a means to the end. obviously it is a tool, but it is incidental to the matter at hand.

The primary and chief goal of public education in a republic is to have a virtuous population, fit to both lead free men and be led by free men, who can understand virtue and vice and be trained to prefer the former and hate the latter. The second aim is to provide knowledge and wisdom in the use of knowledge - reason - to have those free people be able to lead productive and happy lives.

Thomas Jefferson said this about education, when speaking of the Romans of Cicero's time
Quote:

no government can continue good but under the control of the people: and their people were so demoralized and depraved as to be incapable of exercising a wholesome control. Their reformation then was to be taken up [from the cradle]. Their minds were to be informed, by education, what is right and what wrong, to be encouraged in habits of virtue, and deterred from those of vice by the dread of punishments, proportioned indeed, but irremissible; in all cases to follow truth as the only safe guide, and to eschew error which bewilders us in one false consequence after another in endless succession. These are the inculcations necessary to render the people a sure basis for the structure of order & good government.
Adams wrote in the Massachusetts Constitution of 1780:

Quote:

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections, and generous sentiments, among the people.
Montesquieu wrote in his Spirit of Laws:

Quote:

It is in a republican government that the whole power of education is required. The fear of despotic governments naturally rises of itself amidst threats and punishments: the honour of monarchies is favoured by the passions, and favours them in its turn: but virtue is a self-renunciation, which is ever arduous and painful.

This virtue may be defined the love of the laws and of our country. As such love requires a constant preference of public to private interest, it is the source of all private virtues; for they are nothing more than this very preference itself.

This love is peculiar to democracies. In these alone the government is intrusted to private citizens. Now, government is like every thing else: to preserve it, we must love it....Every thing, therefore, depends on establishing this love in a republic; and to inspire it ought to be the principal business of education: but the surest way of instilling it into children is for parents to set them an example.
Washington said

Quote:

Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports. In vain would that man claim the tribute of patriotism, who should labor to subvert these great pillars of human happiness, these firmest props of the duties of men and citizens. The mere politician, equally with the pious man, ought to respect and to cherish them. A volume could not trace all their connections with private and public felicity. Let it simply be asked: Where is the security for property, for reputation, for life, if the sense of religious obligation desert the oaths which are the instruments of investigation in courts of justice ? And let us with caution indulge the supposition that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principle.

It is substantially true that virtue or morality is a necessary spring of popular government. The rule, indeed, extends with more or less force to every species of free government. Who that is a sincere friend to it can look with indifference upon attempts to shake the foundation of the fabric?

Promote then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

Zobel
How long do you want to ignore this user?
AG
I remember a quote from Agesilaus of Sparta. Someone asked him, what ks the most important thing for a boy to learn? He replied in typical laconic fashion, that which he will use when he becomes a man.

I don't think this is in any way different than what I wrote above.
Aggrad08
How long do you want to ignore this user?
AG
Well yea…the question is what should he learn from his teacher and what from his father and mother.

I'll respond to other stuff later.
kurt vonnegut
How long do you want to ignore this user?
AG
Thank you for the response.
kurt vonnegut
How long do you want to ignore this user?
AG
AGC said:



I may hop back in later but I do want to speak to this: There is a gulf between you and us. We don't believe in morally neutral actions. One participates with God or with demons.

This battle is being waged in education and in math classes to a certain extent. Anyone who promotes representation would want LaTasha and Dinh as the subjects of word problems. They want to manipulate and craft the prompts and can do so easily: how many more activists do they need to recruit for the BLM March if they have 30 committed but 60 spots? You could be asking how many more pews are needed for the additional guests. Both of these questions shape the heart of the child over the years. Yes, they lead to vastly different places and that is intentional.

Do we need to talk about how a school would select books for inclusivity and explicitly omit the western cannon and what ideas are cultivated depending on the choices made?

I think you very intelligent but you do yourself a disservice to treat curriculum as neutral or secular when it's clearly within a worldview and values are intentionally transmitted.

To the second part, I ask to what end? Sociopaths understand those things. AOC understands those things and is telling people to ignore Court rulings (which would usher in societal collapse). Nazi scientists had the tools to think and look what they did. Teaching people to think is not a substitute for moral teaching or purpose in life.

I can see eye to eye with you on parts of your post, but not others. For example, it is baffling to me that there would be an objection to Latasha and Dinh as the subject of a word problem. Latasha and Dinh are Americans. They are your neighbor. If 100% of the names in word problems with intentionally 'ethnically not white', then I think I could see your point. Otherwise, I don't know how to read this as anything other than 'Children shouldn't be subjected to black and vietnamese sounding names in school word problems because reference to those ethnicities are biased and inherently satanic.' Everything is either with God or with Satan right? So the name Latasha and Dihn must be Satanic. Where am I going wrong here?

I understand your position stating that all curriculum is biased, but I think you take it to an entirely unnecessary extreme.

How many activists for the BLM march are needed. . . . . . yes, I see the bias.
How many additional pews for parishioners are needed. . . . also, the bias is clear.

How about this word problem: Bob has 30 items in a container that will hold 60 items. How many additional items can Bob add to the container before it is full? Where is the radical ideology in this question? In what manner does this word problem radicalize your child for or against traditional, Western, or Christian beliefs? Is the radicalization of teaching children that items can go into containers a pro-God or pro-Satan belief? I would like to know whether my Bob word problem participates with God or with Satan?

Understand that I am not promoting a curriculum that is inundated with LGBTQ, BLM, socialist, or "woke" ideology. For the record, I am fine with your word problem involving pews and parishioners. Attending church is a thing that many people do. Its an entirely relevant example. I don't want my children being shamed for not being Christian just as you don't want your children to be shamed for being Christian. Bob and his items and his container does not shame anyone.

When you have hate and mistrust in your heart, you will always find hate and mistrust in the actions of others. For God's sake, maybe the teacher has a friend named Dinh. . . it could be that simple. Maybe its not a political commentary on the treatment of vietnamese-americans during the 1970s. Maybe the fact that a teacher used Latasha as an example in a word problem has to do with Latasha being a human being rather than because the teachers hates white people.

For your last paragraph - I stated that I intend to encourage my children to think critically about social, political, and moral questions. This is what prompted your references to sociopaths, anarchy, and Nazism. I don't even know what to say to that.
kurt vonnegut
How long do you want to ignore this user?
AG

Quote:

how long do you think it takes to teach a child basic addition, and how to read? my school finished both of those in kindergarten.

do you really think that's "education"?

do you disagree that a person's philosophy and basic moral outlook influences their actions?

Education is a broad topic. There are elements of our education that are appropriate in a public school and elements that are not. Addition is part of that education and I feel it is appropriate in public school. The teaching that Jesus is our Lord and Savior might be something you consider to be part of a proper education, but I feel it is not appropriate in public school.

I am sensitive to the fact that religion is massively important to so many people. This is as much a part of my position as my own aversion to religion. Why on Earth would you want state employees teaching the Bible to your children in a manner that may not be consistent with how you believe?

Of course a person's philosophy and basic moral outlook influences their actions. Who is responsible for influencing your child's philosophy and moral outlook? You or the state? How do you divide the responsibilities?


Quote:

your suggestion here is that there is no idea that you wouldn't want your children exposed to. is that true? how about a neo-nazi or chinese guy who has no problem with the rape and genocide of Uyghurs?

Lets not pretend like I suggested I wanted to send my Jewish kids to a Nazi summer camp for 're-education' in the name of exposure to different ideas. My wife and I speak to our children about Nazism, what it was, what it stood for, what it did. My kids know what rape is and what genocide is. We wish to be in control of or participatory in how our children are exposed to these ideas. Because, its OUR responsibility to raise our children and not a state employee's.
AGC
How long do you want to ignore this user?
AG
kurt vonnegut said:

AGC said:



I may hop back in later but I do want to speak to this: There is a gulf between you and us. We don't believe in morally neutral actions. One participates with God or with demons.

This battle is being waged in education and in math classes to a certain extent. Anyone who promotes representation would want LaTasha and Dinh as the subjects of word problems. They want to manipulate and craft the prompts and can do so easily: how many more activists do they need to recruit for the BLM March if they have 30 committed but 60 spots? You could be asking how many more pews are needed for the additional guests. Both of these questions shape the heart of the child over the years. Yes, they lead to vastly different places and that is intentional.

Do we need to talk about how a school would select books for inclusivity and explicitly omit the western cannon and what ideas are cultivated depending on the choices made?

I think you very intelligent but you do yourself a disservice to treat curriculum as neutral or secular when it's clearly within a worldview and values are intentionally transmitted.

To the second part, I ask to what end? Sociopaths understand those things. AOC understands those things and is telling people to ignore Court rulings (which would usher in societal collapse). Nazi scientists had the tools to think and look what they did. Teaching people to think is not a substitute for moral teaching or purpose in life.

I can see eye to eye with you on parts of your post, but not others. For example, it is baffling to me that there would be an objection to Latasha and Dinh as the subject of a word problem. Latasha and Dinh are Americans. They are your neighbor. If 100% of the names in word problems with intentionally 'ethnically not white', then I think I could see your point. Otherwise, I don't know how to read this as anything other than 'Children shouldn't be subjected to black and vietnamese sounding names in school word problems because reference to those ethnicities are biased and inherently satanic.' Everything is either with God or with Satan right? So the name Latasha and Dihn must be Satanic. Where am I going wrong here?

I understand your position stating that all curriculum is biased, but I think you take it to an entirely unnecessary extreme.

How many activists for the BLM march are needed. . . . . . yes, I see the bias.
How many additional pews for parishioners are needed. . . . also, the bias is clear.

How about this word problem: Bob has 30 items in a container that will hold 60 items. How many additional items can Bob add to the container before it is full? Where is the radical ideology in this question? In what manner does this word problem radicalize your child for or against traditional, Western, or Christian beliefs? Is the radicalization of teaching children that items can go into containers a pro-God or pro-Satan belief? I would like to know whether my Bob word problem participates with God or with Satan?

Understand that I am not promoting a curriculum that is inundated with LGBTQ, BLM, socialist, or "woke" ideology. For the record, I am fine with your word problem involving pews and parishioners. Attending church is a thing that many people do. Its an entirely relevant example. I don't want my children being shamed for not being Christian just as you don't want your children to be shamed for being Christian. Bob and his items and his container does not shame anyone.

When you have hate and mistrust in your heart, you will always find hate and mistrust in the actions of others. For God's sake, maybe the teacher has a friend named Dinh. . . it could be that simple. Maybe its not a political commentary on the treatment of vietnamese-americans during the 1970s. Maybe the fact that a teacher used Latasha as an example in a word problem has to do with Latasha being a human being rather than because the teachers hates white people.

For your last paragraph - I stated that I intend to encourage my children to think critically about social, political, and moral questions. This is what prompted your references to sociopaths, anarchy, and Nazism. I don't even know what to say to that.


Most people's worlds are vastly smaller than college grads believe. Latasha likely won't escape her neighborhood, much the same way Billy from West Virginia won't either. Don't get too hung up on the names but we should discuss how many Vietnamese Americans there are and how important it is that they are guaranteed a spot in Arkansas' curriculum. Overrepresentation distorts the world and shapes peoples ideas; thus what starts as 'but they're Americans' quickly turns into an overestimation of their actual size and influence.

To your word problem, what you present would not be contested by most here. Current educational pedagogy views it as an opportunity though. Word problems are an opportunity for representation and value transmission. Try getting that question past a Columbia grad crafting curriculum for the LA school system. Yes, I know people with Masters in Ed, English, and other schools that can talk about the pressure they had against western civ 20 years ago and how much worse it is now.

What you should say to my last paragraph is how teaching someone to think leads to a better place. All those people were taught how to think (and not just what). They still went and go vastly astray. Teaching someone how to aim is not the same as teaching them where to aim. The where is missing in your equation. Where does it come from if your education simply consists of exposing someone to everything you can? They still get to choose whatever they want.
Zobel
How long do you want to ignore this user?
AG

so we agree that:

- education is broad, and extends far beyond the 3 Rs
- that a person's basic moral outlook and philosophy influences their actions
- there are limits to what philosophy or moral outlook is appropriate for a teacher to have
- parents should be in control of or participate in which ideas, and when, their children are exposed to

enter public school. there are laws that kids have to go to public schools unless otherwise accounted for - private, homeschool. 90% of kids are in public schools.

like i said, probably too many times, this comes back to pragmatic realities. who decides where the line is between an acceptable personal belief for a teacher and not? who decides when a child should learn about any particular thing?

in a democratic republic the only answer is consensus.

the problem is, the 3 Rs don't actually accomplish the primary goal of education in a free society. essentially what you are advocating for is the state to abdicate from the primary purpose of education - ensuring a virtuous population - and cede it mostly to parents (which is what has happened over the past 75 years or so). and now we're arguing over the fringes, the remnants of the rest. people see disparity in one teacher talking about LGBQT+ or having a pride flag vs ten commandments, but really most people think the way you do.

i would suggest that, if that's the case, the state should just get out of education altogether. the main vested interest the state has in education is in the stuff you're saying we shouldn't teach anymore. and the only reason you say we shouldn't teach it anymore is because nobody can agree on what it is or how to teach it.

we don't have consensus. at that point the whole game is over.
AggieRain
How long do you want to ignore this user?
AG

kurt vonnegut
How long do you want to ignore this user?
AG
Zobel said:


so we agree that:

- education is broad, and extends far beyond the 3 Rs
- that a person's basic moral outlook and philosophy influences their actions
- there are limits to what philosophy or moral outlook is appropriate for a teacher to have
- parents should be in control of or participate in which ideas, and when, their children are exposed to

enter public school. there are laws that kids have to go to public schools unless otherwise accounted for - private, homeschool. 90% of kids are in public schools.

like i said, probably too many times, this comes back to pragmatic realities. who decides where the line is between an acceptable personal belief for a teacher and not? who decides when a child should learn about any particular thing?

in a democratic republic the only answer is consensus.

the problem is, the 3 Rs don't actually accomplish the primary goal of education in a free society. essentially what you are advocating for is the state to abdicate from the primary purpose of education - ensuring a virtuous population - and cede it mostly to parents (which is what has happened over the past 75 years or so). and now we're arguing over the fringes, the remnants of the rest. people see disparity in one teacher talking about LGBQT+ or having a pride flag vs ten commandments, but really most people think the way you do.

i would suggest that, if that's the case, the state should just get out of education altogether. the main vested interest the state has in education is in the stuff you're saying we shouldn't teach anymore. and the only reason you say we shouldn't teach it anymore is because nobody can agree on what it is or how to teach it.

we don't have consensus. at that point the whole game is over.

According to the Texas School Board:

Public schools exist for three primary reasons:
[ol]
  • Develop a productive workforce
  • Create an informed citizenry
  • Provide for social mobility
  • [/ol]
    What the list does not include is a goal of promoting a sense of spiritual righteousness and developing religious faith. Which is all that I'm against. I am in favor of teaching children to be productive and hard working and responsible and accountable and resourceful and the things that can help them achieve the goals above to be future responsible and useful members of society. Development of religious faith is not required for a workforce to achieve the goals above.

    That children should be taught those values (hard work, responsibility, resourcefulness, etc.) is well within what I think is consensus in this country. That children should be taught that Jesus is their Lord and Savior and that failure to worship God will send you to Hell is not something that I think is part of the general consensus. The trouble is that we need a way to draw a line between which values we should teach in public school and which we should not. This is impossible if you are unwilling to allow for any philosophical or religious distinction between values.

    I believe that there is a general consensus among Americans that there is a distinction between 'secular' and 'religious' values - even if you don't.



    kurt vonnegut
    How long do you want to ignore this user?
    AG
    Cool. Do you want me to post articles of public school teachers openly ridiculing LGBTQ students? I can do that.

    Just as I know you don't support teachers ridiculing gay students as wrong and telling them they are going to Hell, hopefully you understand that I'm not some left wing radical. I don't support the school district decision above. The decision to not use 'boy / girl' is only related to the teaching of sexual reproduction, by the way. But, I think it injects an unnecessary level of confusion.
    barbacoa taco
    How long do you want to ignore this user?
    AG
    kurt vonnegut said:

    Zobel said:


    so we agree that:

    - education is broad, and extends far beyond the 3 Rs
    - that a person's basic moral outlook and philosophy influences their actions
    - there are limits to what philosophy or moral outlook is appropriate for a teacher to have
    - parents should be in control of or participate in which ideas, and when, their children are exposed to

    enter public school. there are laws that kids have to go to public schools unless otherwise accounted for - private, homeschool. 90% of kids are in public schools.

    like i said, probably too many times, this comes back to pragmatic realities. who decides where the line is between an acceptable personal belief for a teacher and not? who decides when a child should learn about any particular thing?

    in a democratic republic the only answer is consensus.

    the problem is, the 3 Rs don't actually accomplish the primary goal of education in a free society. essentially what you are advocating for is the state to abdicate from the primary purpose of education - ensuring a virtuous population - and cede it mostly to parents (which is what has happened over the past 75 years or so). and now we're arguing over the fringes, the remnants of the rest. people see disparity in one teacher talking about LGBQT+ or having a pride flag vs ten commandments, but really most people think the way you do.

    i would suggest that, if that's the case, the state should just get out of education altogether. the main vested interest the state has in education is in the stuff you're saying we shouldn't teach anymore. and the only reason you say we shouldn't teach it anymore is because nobody can agree on what it is or how to teach it.

    we don't have consensus. at that point the whole game is over.

    According to the Texas School Board:

    Public schools exist for three primary reasons:
    [ol]
  • Develop a productive workforce
  • Create an informed citizenry
  • Provide for social mobility
  • [/ol]
    What the list does not include is a goal of promoting a sense of spiritual righteousness and developing religious faith. Which is all that I'm against. I am in favor of teaching children to be productive and hard working and responsible and accountable and resourceful and the things that can help them achieve the goals above to be future responsible and useful members of society. Development of religious faith is not required for a workforce to achieve the goals above.

    That children should be taught those values (hard work, responsibility, resourcefulness, etc.) is well within what I think is consensus in this country. That children should be taught that Jesus is their Lord and Savior and that failure to worship God will send you to Hell is not something that I think is part of the general consensus. The trouble is that we need a way to draw a line between which values we should teach in public school and which we should not. This is impossible if you are unwilling to allow for any philosophical or religious distinction between values.

    I believe that there is a general consensus among Americans that there is a distinction between 'secular' and 'religious' values - even if you don't.
    Well the mistake Zobel and AGC continue to make is confusing "secular" with "anti-religious" when they are not the same at all. Secularism respects one's right to practice Christianity. Anti-religiosity would ridicule them for it.

    Obviously there is demand for children to receive a religiously-based education. That's why religious private schools are common and have been for a long time. And often they are better academically than the public schools. Of course religion should not be censored in public schools, because religion in general is undoubtedly important to a history or social sciences curriculum. But we cross a lot of lines when actual religious doctrine is taught. I think we all know that. The problem is, some people in power continue to push the envelope and disrespect those who are not the same faith as them, or who have no faith.
    AggieRain
    How long do you want to ignore this user?
    AG
    kurt vonnegut said:

    Cool. Do you want me to post articles of public school teachers openly ridiculing LGBTQ students? I can do that. No need. I think you and I would both agree that such ridicule is morally repugnant. I posted that link as an example of what type of moralizing does not belong in schools. And it is moralizing and political - under the guise of teaching reproductive health.

    Just as I know you don't support teachers ridiculing gay students as wrong and telling them they are going to Hell, hopefully you understand that I'm not some left wing radical. I don't think that at all. I don't support the school district decision above. The decision to not use 'boy / girl' is only related to the teaching of sexual reproduction, by the way. A distinction without a difference. But, I think it injects an unnecessary level of confusion. Agree. We already have biologically accurate terms of "male" and "female" that have been used to successfully educate students on reproductive health since the dawn of time. What necessitates this change beside political motivation? The display of the 10 Commandments isn't codified in classroom discussion. This would be.
    AGC
    How long do you want to ignore this user?
    AG
    barbacoa taco said:

    kurt vonnegut said:

    Zobel said:


    so we agree that:

    - education is broad, and extends far beyond the 3 Rs
    - that a person's basic moral outlook and philosophy influences their actions
    - there are limits to what philosophy or moral outlook is appropriate for a teacher to have
    - parents should be in control of or participate in which ideas, and when, their children are exposed to

    enter public school. there are laws that kids have to go to public schools unless otherwise accounted for - private, homeschool. 90% of kids are in public schools.

    like i said, probably too many times, this comes back to pragmatic realities. who decides where the line is between an acceptable personal belief for a teacher and not? who decides when a child should learn about any particular thing?

    in a democratic republic the only answer is consensus.

    the problem is, the 3 Rs don't actually accomplish the primary goal of education in a free society. essentially what you are advocating for is the state to abdicate from the primary purpose of education - ensuring a virtuous population - and cede it mostly to parents (which is what has happened over the past 75 years or so). and now we're arguing over the fringes, the remnants of the rest. people see disparity in one teacher talking about LGBQT+ or having a pride flag vs ten commandments, but really most people think the way you do.

    i would suggest that, if that's the case, the state should just get out of education altogether. the main vested interest the state has in education is in the stuff you're saying we shouldn't teach anymore. and the only reason you say we shouldn't teach it anymore is because nobody can agree on what it is or how to teach it.

    we don't have consensus. at that point the whole game is over.

    According to the Texas School Board:

    Public schools exist for three primary reasons:
    [ol]
  • Develop a productive workforce
  • Create an informed citizenry
  • Provide for social mobility
  • [/ol]
    What the list does not include is a goal of promoting a sense of spiritual righteousness and developing religious faith. Which is all that I'm against. I am in favor of teaching children to be productive and hard working and responsible and accountable and resourceful and the things that can help them achieve the goals above to be future responsible and useful members of society. Development of religious faith is not required for a workforce to achieve the goals above.

    That children should be taught those values (hard work, responsibility, resourcefulness, etc.) is well within what I think is consensus in this country. That children should be taught that Jesus is their Lord and Savior and that failure to worship God will send you to Hell is not something that I think is part of the general consensus. The trouble is that we need a way to draw a line between which values we should teach in public school and which we should not. This is impossible if you are unwilling to allow for any philosophical or religious distinction between values.

    I believe that there is a general consensus among Americans that there is a distinction between 'secular' and 'religious' values - even if you don't.
    Well the mistake Zobel and AGC continue to make is confusing "secular" with "anti-religious" when they are not the same at all. Secularism respects one's right to practice Christianity. Anti-religiosity would ridicule them for it.

    Obviously there is demand for children to receive a religiously-based education. That's why religious private schools are common and have been for a long time. And often they are better academically than the public schools. Of course religion should not be censored in public schools, because religion in general is undoubtedly important to a history or social sciences curriculum. But we cross a lot of lines when actual religious doctrine is taught. I think we all know that. The problem is, some people in power continue to push the envelope and disrespect those who are not the same faith as them, or who have no faith.


    How'd that secular government do with religious practice during COVID? Free exercise? Whose sexual ethic is taught in schools? If our children answered questions in class based on our beliefs would they be counted as 'right' or 'wrong' by the teacher? Or hate speech? Can religious schools only employ people who espouse and practice our beliefs or is that challenged in state and federal court? What about housing policies? Why does the secular government say it's money must be used for its worldview if it's not anti-religious? Why do catholic nuns have to pay to cover abortifacients if the secular government respects their right to free exercise?

    You nailed it with the last lines - people in power push the envelope and disrespect those who aren't of the same faith as them. Right now the faith in power is yours though, so it's all good.
     
    ×
    subscribe Verify your student status
    See Subscription Benefits
    Trial only available to users who have never subscribed or participated in a previous trial.