Religious Literacy and the Case for Religious Studies Education
This paper examines two scholarly arguments about religious literacy and the role of religious studies in American society. Drawing on Stephen Prothero's "Religious Literacy" and Wilfred Cantwell Smith's "Comparative Religion: Whither — and Why?", the paper explores the consequences of widespread religious ignorance, the distinction between theology and religious studies, and the ethical responsibilities of religious scholars writing for a global audience. The paper ultimately argues that religious education, grounded in cultural awareness rather than worship, is essential for fostering cross-cultural understanding and civic responsibility.
- Introduction: The Problem of Religious Ignorance: Prothero diagnoses deep American religious illiteracy
- Real-World Consequences of Religious Illiteracy: Ignorance drives xenophobia and harmful misinterpretation
- Prothero's Case for Religious Studies Education: Religious studies as civic duty distinct from theology
- Smith on Writing Religion for a Global Audience: Scholars must write responsibly for global readers
- The Insider-Outsider Problem in Religious Scholarship: Outsider writing risks misrepresenting lived religion
- Toward Respectful Interfaith Dialogue: Religious scholarship as public, cross-cultural dialogue
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What makes this paper effective
- The paper synthesizes two distinct scholarly sources and draws clear connections between their arguments, demonstrating comparative analytical skill.
- It grounds abstract claims in concrete examples — such as post-9/11 targeting of turban-wearing individuals — to show how religious ignorance produces real harm.
- The paper distinguishes carefully between theology and religious studies, reflecting an understanding of an important disciplinary boundary that strengthens its argument for public education reform.
Key academic technique demonstrated
The paper models effective source synthesis: rather than summarizing each author in isolation, it moves between Prothero and Smith to build a cumulative argument about the purpose and responsibility of religious scholarship. This integrative approach elevates the paper beyond simple summary.
Structure breakdown
The paper opens with Prothero's diagnosis of American religious ignorance and its consequences, then transitions to his proposed solution — expanded religious studies education. It then shifts to Smith's complementary argument about scholarly responsibility toward a global readership, including the insider-outsider problem in religious writing. The conclusion ties both arguments together under the shared goal of respectful interfaith dialogue.
Introduction: The Problem of Religious Ignorance
In Religious Literacy: What Every American Needs to Know — And Doesn't, Stephen Prothero claims that "Americans are both deeply religious and profoundly ignorant about religion." The professed religiosity of most Americans belies a lack of actual knowledge about religion. As Prothero puts it, "They are Protestants who can't name the four Gospels, Catholics who can't name the seven sacraments, and Jews who can't name the five books of Moses" (p. 30). Most Americans, according to Prothero, are unable to distinguish a Muslim from a Sikh, and cannot even name the five major world religions beyond Christianity, Islam, and Judaism.
Real-World Consequences of Religious Illiteracy
Religious ignorance has very real consequences beyond simple embarrassment. As Prothero points out, religious ignorance led Americans to target any man wearing a turban after September 11. Religious ignorance is also a sign of a broader xenophobia and a general ignorance about cultures, peoples, and histories beyond American borders. The consequences of such ignorance can be both direct and indirect, leading to misinterpretations of scripture used to support slavery or to prohibit marriage equality. Americans have therefore exhibited a remarkable and potentially dangerous ignorance — not only about the religions of other cultures, but about their own.
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