What is the role a person's faith and value system have in a classroom or school and should these be expanded or contracted?
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I would like to answer the question from a Muslims perspective. A Muslim, man or woman, is duty bound to acquire knowledge and to pray for it.
"O my Lord! advance me in knowledge." Quran 20:114
And it is not left to the prayers but a Muslim is also required to toil for it.
That man can have nothing but what he strives for.
So the faith is very clear about it. One goes to school for learning and not to play and the faith, that lays the foundation of value system for Muslims, require him to devote herself/himself to learning. Someone may say that games are a part of schooling but one must also realise that all such games also contribute to learning and help to grow as a responsible law abiding citizen. This come by following rules of the game and cooperation with team-mates.
So I would say that role of a person's faith (and value system) needs to be enhanced.
These first two responses are of great value in addressing this inquiry. However, in the public school classroom in the United States, the First Amendment of the United States Constitution is of paramount importance because public schools in the United States are essentially governmental institutions, and as such, subject to all the requirements of the Constitution. The First Amendment states that the government may not establish a religion nor interfere with anyone practicing his or her religion. A public school, in its capacity as a governmental entity, must follow this amendment.
So, when we consider the school, its administrators, teachers, and students, we must always ask whether the presence of the faith and belief of these stakeholders in the classroom can in any way run afoul of the First Amendment. For example, for years and years, a typical school day began with a Protestant prayer, “The Lord’s Prayer.” This was held to be unconstitutional because promoting one prayer in school is a kind of “establishment” of religion by the government, requiring students to say a prayer from one particular religion. This makes everyone feel as though other religions do not have as much value or importance, exactly what the drafters of the First Amendment wanted to avoid. On the other side of the constitutional equation, the school cannot do anything to prevent people from practicing their respective religions. This means that someone who must pray at certain times of day should be excused so he or she can do so, or that a school should not try to celebrate the birthday of someone whose religion prohibits birthday celebrations.
Now, how to reconcile the requirements of the First Amendment with the presentation of people’s values and faiths in the classroom is a very tricky problem. To the extent that values are not religiously based, there is no issue. If I value honesty and say so, as a teacher or a student, the First Amendment does not come into play. However, if I value marriage between men and women only, because of my religious beliefs, my introduction of that value into the classroom, as a teacher or as a student, becomes problematic. If I believe in many Gods, as do those of the Hindu faith, if I believe in a Trinity, as do those of the Catholic faith, or if I believe in one God, as do those of the Jewish or Islam faith, my presenting my belief is likely to cause some problems. If I am a teacher, it appears that I am using my authority to promote a particular faith, which is unconstitutional, and if I am a student, it might appear that I am critical of those who do not believe as I do, leading to other students’ beliefs being interfered with.
Having said that, I do think that there is a place for discussion of value and faith in the classroom. It is a question of how that discussion is framed. If it is framed as “I believe thus,” then it is a problem. If it is framed as a study of the wonderful variety of values and faiths across time and place, with a proper respect for all, and without making it a discussion of people's personal beliefs, it can be great benefit to all. The more we know about one another’s faiths and values, the more likely it is we can find common ground.
This is a good question. A person's faith and value system are very much a part of a person and so these are very much a part of what a person bring to school. It should also be this way, as a person should not have to put his or her values or faith on the shelf. Moreover, it is when people bring their values into the classroom that there is a interesting mix of view. Within this context, learning can take place.
In light of this point, we should encourage people to share their values and faith. So, the role of faith and values should be expanded.
Here is another perspective. If values and faith are not brought into the classroom, then other values will be brought in, as no values are neutral. In the end, everyone has views and if they are not brought in, then the view of those in power will hold sway.
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