In the public school context, the First Amendment dictates official school policies that implicate religion are treated differently than student religious expression. On the one hand, the ability of public school teachers to speak freely in the classroom is somewhat limited because public school officials can ensure teachers do not violate the Establishment Clause by endorsing a particular religious viewpoint or requiring students to participate in religious activities.
The religious expression of students is private expression fully protected by the First Amendment. Santa Fe Independent School District v. Doe in held that school-sponsored prayer at high school football games violated the First Amendment even though it was delivered by a student representing the student body.
So long as students conduct themselves in a non-harassing and non-disruptive manner, public schools must allow students to express their religious views on the same terms as they allow other forms of expression. An issue public school administrators and teachers often confront is the appropriate role that religion may play during instructional time in the classroom.
The U. Teachers and administrators also are prohibited from discouraging activity because of its religious content, and from soliciting or encouraging anti-religious activity. While the guidelines forbid public school teachers from engaging in religious activity in the classroom, they affirm the Establishment Clause does not mean that religion is strictly forbidden from public schools in all aspects.
In Stone v. In other words, the Bible, Koran and other religious texts may be studied or otherwise used in public schools for their literary, poetic or historical aspects, but schools cannot teach that the religious tenets of these texts are true or false. Similarly, it is permissible to consider religious influences on art, music, literature and social studies.
Additionally, a federal court ruled in a case involving a Michigan charter school that teachers may address religious issues in more detail in response to student questions. The bottom line is that religious beliefs and practices may be discussed in the classroom in an academic, non-devotional manner.
The study of religion may naturally occur within the context of studying other topics. In early education, the subject of religion may naturally arise in discussion of families, communities, and different cultures and holidays. For older students, the topic may be integrated into classes on social studies, history, literature, art, music and comparative religions. Old Capitol Building P. Box Washington St. SE Olympia, WA Skip to main content. Teachers Applicants, certified educators, more… Paraeducators First time applicant, renewal, more… Administrators Applicants, certified administrators, more… Educational Staff Associates Applicant, reissue, renewal, more… National Board Certified Teachers Renewal, bonus, more… Troops to Teachers Eligibility requirements, stories, more… Professional Certification Webinars and Presentations Webinars, presentations, and dates.
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Public schools may instruct students about religion in an even-handed, objective manner, such as discussing the impact of religion on history, art, music and literature, or teaching a course on comparative religion.
But they may not teach religiously based curriculum. Sound science and history is taught in public schools. Joe Smith, also a student in Mr. Clark's class, showed the reader referenced in the prior scenario to his mother, who became very upset with the passage on Leonardo da Vinci, since she viewed it as contrary to her religious beliefs. Joe's mother asked Mr. Clark to excuse Joe from using the reader. Clark, unsure of how to respond to Mrs. Smith's request, went to the principal to seek guidance.
The school should not excuse Joe from using the standard reader. However, the school must ensure that the standard reader neither promotes nor opposes religion, and that Joe is merely required to read and discuss the material and is not required to perform or refrain from performing any act forbidden or mandated by his religion.
Parker, who is not Jewish, is afraid that he will mischaracterize Hanukkah when he is explaining about holidays. In class, he calls on a Jewish student to see if she would be willing to explain to the class the meaning of Hanukkah. She tries to do so. Later that day, the student tells her mother about the incident, who objects to Mr. Parker proposes that the mother come to class and explain Hanukkah.
She agrees and comes to school and performs a holiday-foods cooking demonstration. Should Mr. Parker have asked the student to explain Hanukkah? Should he have asked her mother? By asking the student, Mr. Parker singled her out from her peers and made Hanukkah seem too exotic for him to explain. It is also unlikely that many students would have the requisite knowledge to give an accurate answer. By asking the mother, Mr. Parker rightly shifted the burden off of the student to an adult.
However, he must make sure that the presentation given by the mother is neutral, objective and fits in with a broader lesson plan concerning the holidays.
Better still, Mr. Parker could avail himself of one of the many books about Hanukkah and prepare himself to teach the lesson. Paul Dee Human, F. Poway Unified School District, F. York County School Division, F.
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