Why teach about religion in public schools? What educational
value can such courses potentially have for students?
In "For the Civic Good, " Walter Feinberg and Richard A. Layton
offer an argument for the contribution of Bible and world religion
electives. The authors argue that such courses can, if taught
properly, promote an essential aim of public education: the
construction of a civic public, where strangers engage with one
another in building a common future. The humanities serve to awaken
students to the significance of interpretive and analytic skills,
and religion and Bible courses have the potential to add a
reflective element to these skills. In so doing, students awaken to
the fact of their own interpretive framework and how it influences
their understanding of texts and practices. The argument of the
book is developed by reports on the authors' field research, a
two-year period in which they observed religion courses taught in
various public high schools throughout the country, from the "Bible
Belt" to the suburban parkway. They document the problems in
teaching religion courses in an educationally appropriate way, but
also illustrate the argument for a humanities-based approach to
religion by providing real classroom models of religion courses
that advance the skills critical to the development of a civic
public.
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