Religion in Public Schools: Morality in Religious vs. Atheist Views

Introduction: Moral Development and Schooling

The relevance of raising children with an insistence on the development of a high moral character cannot be overstated. Individuals raised with a well-founded moral character have the ability to clearly distinguish between bad or unacceptable behavior and good or acceptable behavior. With this in mind, it is understandable that parents usually prefer to have their children educated in an enabling environment that supports their moral development. It is equally understandable that religious fundamentalists and atheists alike would prefer their children to be schooled in a setting that holds high regard for moral virtues such as respect, concern for others, responsibility, and honesty.

Religious Fundamentalism and Moral Education

According to Lebron, "for most religious theists, their faith practices provide the basis for their entire understanding of morality and moral values" (521). This view is reinforced by Estes and Bowman, who argue that in the absence of morality, religion would amount to mere superstition (104). Historically, various religious texts — including but not limited to the Bible — have served as sources of guidance on moral values. For instance, biblical teachings judge an act based on its conformity to the moral character of God. As Grudem and Purswell note, "whatever conforms to God's moral character is right" (93). This is essentially the teaching advanced by religious fundamentalists in their quest to define standards of moral character. In basic terms, God's moral character encompasses concern for others, honesty, and responsibility, among other moral expectations. When children are educated in an environment that values the emulation of the Supreme Being's character in relation to well-defined moral standards, their character is nurtured in a way that enables them to relate appropriately with others in society.

It can also be noted that historically, both public and private schools administered with a strong emphasis on religious fundamentalism have been considered strict in the observance of well-defined rules governing student conduct. For instance, there is a widely held belief that schools governed by Catholic values score highly when it comes to observance of moral standards. This is also the case for other schools leaning heavily toward religious fundamentalism. As an indicator of their commitment to the development of moral character, some of these institutions have well-defined core values that outline what is expected of every student in terms of interpersonal relations, discipline, and the fulfillment of specific duties.

Furthermore, schools in this category often provide additional motivation to help enforce adherence to moral standards. It is common for schools with a keen interest in religious values to allocate time for special activities, including study of religious texts such as the Bible, as well as counseling sessions designed not only to address the spiritual needs of students but also to offer guidance on embracing moral habits that will enable students to live fulfilling lives. Such sessions contribute meaningfully to the ongoing moral development of children.

Atheism and Its Moral Framework

It is important to note that, though their views on deities differ substantially, atheists and religious fundamentalists tend to operate on a similar moral plane. While morality from a religious perspective is firmly rooted in what is expected of people based on the teachings of a particular religion, atheism also has a number of standards governing moral conduct. Traditionally, some people have considered atheism and morality to be rather incompatible (Cox, 200). To understand the position of atheists with regard to morality, it is helpful to consider the nature and conduct of atheism more carefully. According to Lebron, "positive atheism entails such things as being morally upright, showing an understanding that religious people have reasons to believe… not lecturing others about atheism…" (521). Taking this as the true nature of atheism, it is clear that atheists also attach significant meaning to morality.

It therefore follows that many common opinions held about atheists and their moral bearing are largely stereotyped. Indeed, according to Lebron, many religious theists believe that atheists have no basis for morality because they do not believe in any gods (521). Lebron further notes that religious theists tend to think it is impossible for atheists to fully appreciate the true meaning of moral behavior. However, as the arguments presented throughout this paper suggest, these are merely stereotypes that fail to appreciate the true meaning and nature of atheism.

Conclusion

Lebron, Robyn E. Searching for Spiritual Unity… Can there be Common Ground?: A Basic Internet Guide to Forty World Religions & Spiritual Practices. Bloomington, IN: CrossBooks, 2012. Print.

This is a well-written guide to a wide range of religious beliefs from a global perspective. The book is designed to challenge the stereotypes individuals hold about religions other than their own. It was selected for use in this paper based on the important concepts it contains drawn from an array of different religions.

Poidevin, Robin Le. Arguing for Atheism: An Introduction to the Philosophy of Religion. London: Routledge, 1996. Print.

One of this text's most notable strengths is its rational and flexible approach to difficult issues. The author does not merely present a case for atheism; instead, he clearly outlines and interprets various questions so as to give readers a rare perspective on the role religion plays in our lives — both moral and spiritual. The book is designed to be accessible and is an easy read.