The Pros and Cons of Teaching Religion in Public Schools

Why Religion Should Not be Taught in American Public School Classrooms

When the Founders amended the U.S. Constitution to include the provision that, “Congress shall make no law respecting an establishment of religion,” they underscored the importance of keeping church and state separated in the United States. This admonition is readily understandable given that there are more than 4,000 recognized religions that are currently practiced in the world today (World Religion Day, 2022) and individual Americans subscribe to any one (or more) of these religions – or none at all. Against this backdrop, it is clear that religion should not be taught in American public schools. In support of this assertion, the purpose of this paper is to present arguments in support and those against to explain why religion should not be taught in American public school classrooms for these and the other reasons explored below. In addition, a summary of the research and important findings concerning this issue are provided in the conclusion.

The arguments in support of teaching religion in classrooms

Like the issues of slavery and race in the contentious debate over whether critical race theory should be taught in the classrooms, many of the arguments in support of teaching religion in classrooms relate to the centrality that religion has played in the formation and evolution of the American experiment in democracy. For example, according to Beckett, “To some, religion and the classroom are a toxic mix to be avoided at all cost. But should it be considered toxic when religion has played such an important role in shaping America’s identity, purpose, and politics?” (2017, 1). Although some authorities may be reluctant to characterize the teaching of religion in classrooms as a “toxic” enterprise, it is clear that opinions are emotionally charged and sharply drawn to the point where there is little room for compromise in this seemingly all-or-nothing debate.

Notwithstanding the controversy, however, the fact remains that religion in general and Judeo-Christian religions in particular have played a foundational role in shaping modern American society. Not surprisingly, this reality also provides proponents of teaching religion in American classrooms with plenty of fuel for their fire. In this regard, Beckett emphasizes that, “While it’s easy to understand why discussions of religion make some people uncomfortable no matter where the discussions take place, discomfort is no reason to ban the topic from the classroom” (2017, 1). Here again, it is unlikely that even the most ardent critic of teaching religion in the classroom would object to coursework simply because it causes students discomfort since otherwise subjects such as algebra and Latin would also be banned based on this sole criterion.

Citing research by the American Civil Liberties Union, Beckett also notes that there is secular support for teaching religion in American classrooms based on the need for young citizens to develop a better understanding concerning religion’s role today. Based on his analysis, Beckett concludes that, “Educators should objectively teach about the influence of religion on the Pilgrims, persecuted religious minorities, and many crusaders for abolition, women’s suffrage, and civil rights” (2017, 1). These are critical issues in American history, of course, but the operative term against teaching religion in classrooms included in Beckett’s summation is “objectively,” an outcome that has been proven time and again as virtually impossible for many educators to achieve as discussed further below.

the arguments against teaching religion in classrooms

Religion remains an important force in American society, but it its importance has diminished significantly over the past century or so. In fact, the percentage of American adults who self-report that they belong to a religion has declined substantially since a Gallup poll first measured this trend in 1937 when the rate was about 75% (Fewer Than Half of U.S. Adults Belong to A Religious Congregation 2021). Further, the rate of decline in membership has steadily accelerated in recent years to the point where fewer than half of American adults report belonging to any organized religion today (Fewer Than Half of U.S. Adults Belong to A Religious Congregation 2021).

This trend translates into a new reality in the United States where religion is no longer even a factor in a growing number of American homes and children being raised in these households will likely regard religion on the same level as other obsolete beliefs such as black magic or voodoo. Indeed, a report by the National Education Association emphasizes that today, “A good number of students feel that no one should be forced [and] teachers must be sensitive to the beliefs of all students, including atheists, and not let their own biases show” (Rosnick-Goodwin 2018, 3). As noted above, a major caveat to teaching religion in classrooms is the need for educators to remain objective about the subject, but even the most objective teachers may allow their own personal biases to influence which religions are taught and what is taught about them.