The Impact That Religion Has on Education That Teachers
Are Ignoring
Education and religion are
often seen to be incompatible.
There is an underlying notion
inside the liberal education establishment that religious belief is backwards
and contrary to enlightenment. Schools have long been viewed as gateways to a
glorious secular and technological future, free of religious superstition.
After all, the purpose of
education is to make children “career and college ready,” not to impart
character or moral sentiments. Some educators go to the point of insinuating
that the less religious influence upon the student, the better.
The educational establishment
treats religion as if it is a deadly disease, not a blessing, for kids
Such convictions would be more
convincing if they were based on facts. It would be good to see serious
empirical studies that prove these prejudices against the influence of religion
are justified. All too often, the assumptions are simply stated without proofs.
The public is asked to accept them at face value.
In his recent book, “Our
Kids: The American Dream in Crisis,” sociologist Robert Putnam
actually cites many such studies and the evidence is overwhelming. His
conclusion is that religion has not only a good impact, but even a great effect
upon the success of a child’s education.
“Compared to their unchurched
peers,” Putnam writes, “youth who are involved in a religious organization take
tougher courses, get higher grades and test scores, and are less likely to drop
out of high school.”
Moreover, churchgoing youth
have better relationships with their parents. They are more involved in sports
and extracurricular activities. They are less likely to abuse alcohol and drugs
that inhibit learning. That is to say, the moral formation influenced by
religion provides the framework for students to flourish.
Even more surprising is the
finding that religion is not the domain of the unenlightened lower classes of
society as is often insinuated. In fact, students from affluent families are
now much more likely to be involved in religion than those in poorer families.
Religion is a major part of the mix that allows many of them to attain later
success in life.
If that were not enough,
students enlightened by religion tend to seek higher education. Putnam cites
studies that show that a child whose parents regularly attend church is 40 to
50 percent more likely to go on for a college education than a similar child of
parents who do not attend church.
Based on such evidence that
clearly shows a positive impact, schools should at least recognize that
religious involvement in the home helps the educational development of
children.
The sad fact is that while
religion is good for education, education is not good for religion. The
educational establishment treats religion as if it is a deadly disease, not a
blessing, upon the child.
The least reference to
Christianity is increasingly expunged from the schools more thoroughly than
from a Soviet classroom. A secular quarantine is imposed upon the school by
taking away references to Christmas and other Christian holidays deemed
poisonous to the child. At the same time, immoral or anti-religious material or
programs freely circulate and are promoted. It is despite, not because of,
educational policy that churchgoing students do better.
While religion tends to help
get students into college, college tends to get religion out of students. It is
a sad fact that many students find an atmosphere on campus which corrupts their
morals and erodes their faith. Openly hostile professors attack and ridicule
Christian principles and beliefs. It has almost become a rite of passage that
many American students lose their faith at the university.
The welfare of the student
should be a major concern for educators. All positive influences upon the child
should be encouraged, not banished – especially if the influence is proven
effective. In this sense, how much better education would be if it were at
least not hostile to God and religion, and how much better it would be if
education policy were to be based on facts, rather than prejudices.
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