should religion be taught in schools argumentative essay brainly

Four Reasons Why You Should Teach About Religion in School

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Understanding and weighing perspectives—from different people, cultures, and schools of thought—are important global competence skills that all student should develop. I’m happy to have Mark Fowler and Marisa Fasciano guest blog today to help us understand why and how to teach about religion in schools.

For a variety of reasons, many educators are understandably reluctant to raise the topic of religion in the classroom. They may worry about offending a student, misrepresenting a tradition, or favoring one belief system over another. If you’re unsure of the legal guidelines pertaining to religion in public schools, you might take the separation of church and state to its literal extreme and steer clear of the topic altogether.

Addressing and overcoming this reluctance is essential to the creation of respectful learning environments that adequately prepare students for an increasingly diverse and connected world. Not only is it perfectly legal to teach about religion in unbiased and academically sound ways, but educators have a responsibility to do so. Here are four reasons why:

1. Religiously motivated hate crimes are on the rise.

According to the U.S. Department of Justice’s Hate Crime Victimization report, the percentage of hate crimes that were motivated by religious bias was nearly three times higher in 2012 (28%) than in 2004 (10%). Many violent hate crime perpetrators are school-age: in 2012, nearly one in five were under the age of 18. By encouraging students to understand and respect people of different religious beliefs, educators are combatting these disturbing statistics and contributing to a more peaceful world.

2. Our student body is more diverse.

In 1970, a little fewer than 5 percent of the U.S. population was foreign born. The majority of them were Christian Europeans whose cultural and religious practices blended into the mainstream. By 2010, our foreign-born population has nearly tripled , and the proportion from Latin America (54%) and Asia (28%) greatly surpassed the proportion from Europe (13%).

To ensure that students of less familiar cultures and religious traditions feel included and safe in their learning communities, teachers need to provide opportunities for all students to share unique aspects of their identities. As their classmates become more educated about these differences, the likelihood of exclusivity and bullying diminishes.

3. Religious literacy is key to a well-rounded education.

If students are to function as globally competent citizens, they need to understand religion’s profound impact on history, politics, society, and culture. They should know basic religious facts and principles and recognize the diversity that exists within each belief system across time and place. Familiarity with central religious texts is also important, and it’s legal to study these texts in public schools, as long as the purpose is educational and not personal or devotional. For example, the Bible can be studied as a piece of literature that has influenced many classic works.

4. Students have a First Amendment right to religious expression in school.

The U.S. Constitution contains two clauses, known as the religion clauses, which inform the relationship between religion and public schools.

The Establishment Clause: “Congress shall make no law respecting an establishment of religion,...”

The Free Exercise Clause: "...or prohibiting the free exercise thereof.”

As government employees, public school teachers and administrators are subject to the Establishment Clause and thus required to be neutral about religion while carrying out their duties. The Establishment Clause prevents public school staff from

• mandating or organizing prayer;
• praying in the presence of students;
• indoctrinating students in a particular religious belief;
• religiously observing holidays;
• erecting religious symbols on school property;
• distributing religious literature for persuasive purposes; or
• displaying a preference for religion over non-religion, or vice versa.

The Free Exercise Clause, on the other hand, affirms that certain religious activity in public schools is protected. As long as students do not coerce or otherwise infringe on the rights and learning of their schoolmates, they can

• engage in private prayer during the school day;
• express their religious beliefs in homework, artwork, and other written and oral assignments that meet educational goals; and
• obtain excusals from specific classroom discussions or activities for religious reasons.

Even though these guidelines may seem clear in the abstract, applying them to real-life situations often leaves room for interpretation and comes down to a judgment call. Educators can find it challenging to balance the requirements of the Establishment Clause, and the desire to protect students’ from unwelcome religious persuasion, with the right to free expression. To better prepare for this challenge, educators need to create conditions in their schools that allow for regular and sensitive communication about religious differences. That way, if religious tensions arise, they can be resolved more skillfully and effectively.

Dr. James Banks, a renowned expert in social studies and multicultural education, states “The world’s greatest problems do not result from people being unable to read and write. They result from people in the world-from different cultures, races, religions, and nations-being unable to get along and to work together to solve the world’s intractable problems.” By replacing anxiety about religion with a thoughtful strategy for promoting students’ religious literacy, educators are taking a step towards a better world.

The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Argumentative Essay Samples on Religion in Public Schools: To Teach or Not to Teach?

In this article, the basic requirements for this type of writing are presented so that you could write a good argumentative essay on religion in public schools. Moreover, some examples of essays are given on whether students should study religion in public schools or not. Pay attention to every detail and create your own essay on the same topic “Religion in Public Schools: To Teach or Not to Teach?”

Table of Contents

3 Basic Rules for Argumentative Essay Writing

It is obvious that an argumentative essay has the same structure as a paper of any other type. So, there is a necessity to write:

• An introduction in which a student should point out the main topic of a paper based on the thesis statement. Look at how to write argumentative thesis statements .
• The body (three paragraphs as a must, then consider what can be added more) where it is necessary to prove your thesis with strong arguments and explain them in details. Get to know how to evaluate the validity and strength of arguments .
• A conclusion is aimed at summarizing all the above mentioned briefly to convince the reader of the significance of reading this essay to the end. Study the guide on writing conclusions to argumentative essays .

10 Main Arguments to Write an Essay on Religion

As your argumentative essay is to be built on a set of reasons that show that you’re right, it is better to think about them in advance. You can brainstorm on your own if it is worth to teach religion in public schools or not. Alternatively, you can take into account the following ideas:

Top 5 Pros of Teaching Religion in Public Schools

• Children learning religious practices and beliefs and aware of their deferences are more tolerant towards people around;
• Schoolchildren learning religion apply more critical thinking in matters of morality. They learn to comprehend their actions not only from the perspective of their own advantages but also from the point of view of moral norms.
• Modern society has an urgent need to cultivate moral values, tolerance, mutual understanding, and respect for each other in the younger generation.
• The classes in Religion cover most topics that are ignored in many families.
• Studying more subjects broadens the schoolchildren’s outlook.

Top 5 Cons of Teaching Religion in Public Schools

• Teaching religion at school is an attempt to impose a religious outlook on the child, but not on critical scientific thinking.
• In a civilized state, there is no imposition of dogmas of any religion. Most modern people have a habit of believing inwardly, individually.
• Teachers may not be able to teach the basics of a particular religion; they may have other faiths. In this case, it is necessary to preserve the secular nature of the subject and to separate their own faith from theoretical information.
• Textbooks can be compiled in the preaching and anti-scientific style and absolutely do not meet the goals.
• Fierce disputes arising during the classes in Religion can provoke hatred and animosity among students that can be manifested in aggression.

2 Argumentative Essay Samples on Religion – Should Students Study It or Not?

As we have already said, the main aim of argumentative essay writing is to confirm a certain point of view. Since this opinion is by definition controversial, we decided to show you how to state that that religion should be taught in schools in the first essay sample, and refute this opinion in the second example. To ensure you succeed in this academic endeavor, consider using professional help and ask experts to do my project for me . This approach not only provides you with a strong foundation but also enhances the credibility of your argument.

1. Religion Should Be Taught in Public Schools

The times when education was religious are in the past. As a result, today, we have a selfish and individualized society, where everyone protects himself. Religion should be taught in school, as this is the only way to return to society the forgotten moral standards and true values.

Religion is a way to show our differences through our unity. People practice different religions, but they have the same moral ideas. It is a way to unite groups of people globally, based on common values, even if religious groups are different.

Learning religion is a way to know the world. In Finland, children from primary school study religion practiced in their family or ethics, and this is one of the most popular subjects.

Since not many parents talk to children about God and religion, the school can fill this gap. Thus, schooling will become more complex. This is an opportunity to give not only academic knowledge but also to grow a human from a person.

In conclusion, it should be said that it is necessary to prepare for the teaching of religion in schools – to teach teachers to translate the true values and compile textbooks correctly. With this approach, religion has the opportunity to become one of the most important and favorite subjects.

2. Religion Should NOT Be Taught in Public Schools

In most countries, religion is separated from education. This is a balanced decision, as a civilized society implies the ability of each person to make an individual choice and believe in their values. Religion should not be studied in school because it is contrary to the views of most modern societies and can lead to enmity between young people and their groups.

We live in the 21st century, when the understanding of religiosity is critically rethought – now it is not identified with spirituality. Religiousness is part of spirituality. And spirituality is very broad; it is often called the whole life of a person. Therefore, each person should develop spirituality independently, without forcible influence and even not under the influence of certain religious norms.

Religion is an inner sense of belonging to certain values. When we start broadcasting it outside, where there are various other thoughts, then the person becomes vulnerable. And it does not develop self-confidence but adds disagreement in adolescence.

If the school focuses on the ethics of a particular religion, then the topic of bullying in schools will continue. Because now the child can be offended on a religious basis. And from a social point of view, it is necessary to unite society, and not to develop enmity.

As a result, the school can give basic knowledge of the religions of the world, point out their differences, and make a comparison of the traditions of these peoples. For deeper understanding, students might benefit from engaging with a capstone project writing service , which can help them explore these concepts through well-researched papers. This should be an objective presentation of the picture, without priorities and deviations. Then the children of all religious denominations will feel at ease in the classroom. As for religious ethics, it is better to develop an understanding of basic human values that are universal.

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On religious and moral education: Should religion be taught in public schools?

Religious education for children is a controversial issue, especially in secular states. We discuss if religion should be taught in public schools and the importance of religious education.  

Should religion be taught in schools?

Historically, it is difficult to deny the importance of religious education . During the Middle-Ages, most education was oversighted or run by the Church across Europe. Most of the books were copied by monks and theology was a key subject of study. Similarly, in the Muslim World the emergence of formal education was driven by religious purposes. Reading and seeking knowledge was recommended by Quran. Consequently muslims rulers contributed to the creation of impressive libraries in Baghdad, Cordoba and Cairo as ways of disseminating religious and moral education. 

Over the twentieth and twenty-first centuries an increasing number of countries have been declared secular. This means that there is a clear distinction between the Church (or other religious institutions) and the State, and that no religion will enjoy privileges over others. The goal is that people with different religious and non-religious beliefs enjoy similar opportunities and are treated equally by the state. The issue of religious education becomes therefore a controversial one.  Many argue that religious education is very positive and foster  respect of authority, moral values and even academic excellence. But not everyone agrees with this view. Religious views often clash with scientific rationality , as in the case of the denial of the theory of evolution and other theories explaining the origins of our planet. Moreover, some parents are agnostic, atheists or simply prefer that their children choose their religion once they are adults. In some countries, such as France and the Netherlands, wearing ostentatious religious signs or symbols such as big Christian crosses or Muslims headscarves is banned in schools.

Religious education curriculum worldwide

Countries with an official religion tend to provide instruction in the faith to their students. For instance, in most Arab countries Islam is part of children's education. Similarly, i n Pakistan religious and moral education is mandatory for muslim children from primary to higher education. In Greece  the basics of orthodox religion are taught to children in school. In the UK religious education (RE) has been part of the compulsory curriculum  for students in state schools. Although it is taught in a non-proselytizing way and covers a variety of different faiths, Christian Anglican content tends to dominate. Moreover the Department for Education and The Office of Qualifications and Examinations Regulation have announced consultations for the new General Certificate of Secondary Education (GCSEs) and Advanced Level (A-Levels) subjects in order to reform the religious education curriculum. 

Secularists claim that religious instruction should not take place in state schools, that government should not offer religious education as a public service . Many countries by law establish the separation of church and state. In China religious education is banned from schools. Only some licensed state-run theology courses include moral and religious education in their curriculum. In the USA and other countries, religious education is provided outside normal school hours, at Church , through supplementary private bible lessons for kids in "Sunday schools", weekend Islamic schools, Hebrew schools, etc. Children thus can attend public schools and also be instructed in the religion of their family choice. However, some parents think that this system of supplementary education is insufficient and they enrol their children in full-time religious schools or practice homeschooling . In the US these institutions are privately funded.

Although in some secular countries religious education is strictly forbidden in state schools, in many others governments provide religious education or sponsor private schools where religion is taught to students. For instance, in Finland religious education is compulsory. In  Poland or Spain , the education of religion (usually Catholicism) has been optional for many years in government schools. In Israel , France and parts of Canada , the government funds private schools, many of which provide religious education to their pupils. As we can see, even among secular countries there is often some involvement of the government in religious education.

Some argue that religion should be taught in a secular way in public schools as a means of intercultural awareness and a way to limit the segregation of students, which may be otherwise sent by their families to study in private schools offering religious education.

But is it possible to teach religions in a neutral and balanced way? Should not that time be devoted to learning languages, history, sciences or maths?

Check out these videos on the debate on religious and moral education in schools

Many question emerge: Is religion beneficial for our society? Is it desirable that children learn religion in school? If so, should schools teach faith and worship or only offer an overview of different religions and their relevance for our history and culture? Who should teach religion?  What do you think of bible lessons for kids or other mandatory religious education in the curriculum?

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Religion in Schools: Is There a Place for It? Pros and Cons

Why should religion be taught in schools? If you’re writing an argumentative or persuasive essay on pros and cons of religion in schools, this sample is for you.

Introduction

Religious studies help to raise morally decent citizens, religious studies promote religious freedom, religious studies help in explaining the mysteries of life, reasons why religion should not be taught in schools.

The discussion of religious studies in schools is a subject that has elicited contention in academic circles. Scholars are divided on whether or not religious studies should be taught in schools. The subject matter has also brought out controversy among curriculum developers. The main issue of contention revolves around establishing the boundary between religion and state.

Religious studies are critical in raising morally upright citizens in a nation. Although it is possible to reject the move to offer religious studies in schools based on the claim that parents should instill morals in their children at home, it is crucial to realize that many contemporary parents are usually busy to the extent that getting time to share moral stories with their kids is almost impossible. Hence, with this foundation, the paper argues that there is a place for religious studies in schools today and that the benefits of studying religion outweigh the demerits.

Why Should Religion Be Taught in Schools?

The main argument in favor of teaching religion in schools is that it helps to instill good morals in people. It also promotes faith as religious freedom and helps explain complicated life issues not addressed by other disciplines.

According to Cochran (2014), the study of religion should be encouraged from the entry-level since it assists in character molding. It is important to note that religious studies instill good morals in people. Examples of these morals include honesty, faithfulness, hard work, respect, and dignity.

All religious studies promote these virtues, including Christianity, Islam, and Hinduism. Religion also helps to prevent vices among young people in society today. The witnessed violence among young people may be attributed to a lack of religious teachings. Video games contribute to aggressive behavior in kids of age between 9 and 12 years (Ellithorpe et al., 2015).

Religion discourages vices such as early pregnancies among young people, most of whom are in school. As part of their work, tutors of religious studies discourage drug and substance abuse among learners, thus encouraging them to be productive citizens in a country. Since religion prohibits sexual relationships before marriage, it plays an essential role in eradicating sexually transmitted diseases such as HIV and AIDS, among others.

Furthermore, religious studies teachers address the issue of the sanctity of family and the need to promote faithfulness in marriage. Hence, as future parents, students who lack such understanding from school may fail to know the aspects that must be imparted to their kids.

According to Cochran (2014), religious studies help to develop learners’ character, values, and beliefs. Hence, failing to offer lessons that instill these concepts in school may result in a violent and undisciplined generation lacking meaningful focus.

According to Cheadle and Schwadel (2012), religion helps to promote ethics among learners. Such ethical elements help to nurture students to become all-rounded citizens. The religious principles in a school setting form the basis of professional work ethics in many organizations today. It also promotes good interpersonal relationships by making people appreciate diversity and/or create the need for peaceful co-existence.

These attributes can only be acquired through the study of religion in schools, where they are instilled from the formative stages of growth and development (Cheadle & Schwadel, 2012). It is also important to note that many careers today have their foundation in religion. Religion comes in handy in the career development of disciplines such as law, medicine, philosophy, psychology, and counseling, among others.

These disciplines have their foundation established on the morals and ethics of religion as presented in the various schooling levels. Moreover, people majoring in religious studies can grow to become professionals in various areas, such as teachers, counselors, and religious leaders.

They can also run religious organizations and ministries, facilitate proper international relations, and/or work in the media and non-governmental organizations. Governmental organizations such as public schools, the police force, and the military typically have a chaplain.

Such a role can only be developed after studying religion and developing an interest in the career. According to Jeynes (2012), schools that teach religion achieve the highest level of performance compared to those that discourage religious studies. The implication here is that religious studies significantly impact career advancement.

Religion also helps in acquiring essential life skills. Such skills are acquired after learning about religious personalities who demonstrated great faith, perseverance, and commitment. Students with such skills will also try to emulate such persons and hence grow to become responsible citizens.

It is also important to note that moral uprightness is acquired by instilling the fear of God in students’ lives. Such fear helps learners to acquire knowledge and wisdom. However, it is apparent that schools are the best placed to impart this understanding through religious studies.

As Russo (2016) reveals, the freedom of religion is a guaranteed fundamental human right in most progressive constitutions. Therefore, religious studies give students a better understanding of their religions. It is important to note that religious studies teach the basic pillars of every belief.

For example, through religion, students learn essential aspects such as the believers’ creed and the five pillars of Islam. Therefore, teaching religion gives one the freedom of choice in relation to worship.

It is also important to note that the best democracies in the world have their countries founded on the belief in a Supreme Being or deity. From these establishments, it becomes crucial to instill morals among learners by teaching them religious studies in schools.

Furthermore, Duemmler and Nagel (2013) reveal how religion helps learners to understand the cultural diversity of the world’s populations since different regions practice diverse religious beliefs. Understanding the varied beliefs will promote peaceful co-existence while allowing for better diplomatic negotiations among nations.

It is important to note that religion has a lot of influence on how people live, do their businesses, and/or relate with one another. Therefore, this situation makes religious studies a crucial aspect of schools since it helps prepare students to work in any part of the world.

In other words, religion plays an important role in helping students understand the world’s history. It may also help a student explain the patterns of politics, trade, and law. Religion forms the foundation of these major areas, which eventually directly impact people’s way of life. Equipping students with religious knowledge helps them understand and appreciate the role of faith in shaping the world.

According to Kunzman (2012), the worsening levels of education can easily be attributed to strict regulations on religious studies in schools. This restriction has led to deteriorating standards of education, as well as moral decay in society.

Religion helps explain the complicated issues of life that are not addressed in other disciplines. Some mysteries include life after death, miraculous occurrences, eternal living, hell, and heaven. Science and other disciplines do not explain these things, yet they are essential religious items.

Therefore, addressing these aspects gives learners a broader view of the matters of life. Furthermore, in line with Vermeer’s (2012) views, religious studies help to enhance learners’ critical thinking. It expands the scope of students since it goes beyond issues that happen in the present world.

Religion also reveals future events in the form of prophecy, helping learners have an insight into events to come. Hence, it is crucial to include religious studies in the school curriculum to boost students’ level and scope of thinking.

Religion answers many learners’ curiosity questions. For this reason, elements from religious studies dominate discussions on social and mainstream media. Therefore, such studies cannot be wished away. Religion dramatically influences people’s cultural activities and beliefs, making it an important subject of study in schools.

According to Banton (2013), religious studies form part of the social structure of a society. Hence, omitting the study of religion in school means denying learners a crucial element they need in their life.

It is crucial to note that religious education comes with some drawbacks when presented in a school setting. One disadvantage is that the subject excludes the interests of nonreligious groups. It also disregards cultural diversity and the personal beliefs of students.

According to Kurtzleben (2017), nonreligious groups such as atheists have interests and freedom that should be respected in schools. Religious studies are based on the belief in supernatural beings that are not recognized in atheism. Therefore, the teaching and practicing of religion in schools may make atheists and other nonreligious groups feel socially excluded and discriminated against.

Furthermore, religion may not consider every individual’s cultural diversity and beliefs (Kurtzleben, 2017). Nonreligious groups that form a minority may also feel harassed and discriminated against by the teaching of religion in schools. Furthermore, the study of religion contradicts some teachings of science.

For instance, while science teaching in schools will make learners believe and uphold the evolution theory, religious studies teach the opposite to the same learners. Hence, opponents of teaching religion in schools assert that it confuses the learner.

For instance, according to Gaylor (2014), it is advisable to teach atheism in schools as well for all learners to be well-represented. The evolution theory believes people are transformed over time through several stages and advancements.

I support religious studies in schools since the learner has more to gain than lose from religious subjects. Religious studies help in molding and shaping the world’s culture. However, it is important to allow students to choose whether they want to study religion since it has a bearing on their careers, as previously highlighted.

In my opinion, religious studies should not be made compulsory but optional. In so doing, it will ensure that the interests of religious and nonreligious students are respected and that nobody will feel discriminated against.

From the discussions above, it comes out clearly that religious studies should form part of the school curriculum. However, it is essential to underscore that the studies should provide an understanding of various cultures in the world to facilitate the integration of communities.

The peaceful integration and co-existence of the world’s population guarantee proper political relations. The study of religion in schools should not be aimed and converting individuals. Instead, it should help people to appreciate diversity. Carrying out religious studies appropriately in schools may help to stop many religious wars and persecutions that the world is witnessing today.

Banton, M. (2013). Anthropological approaches to the study of religion . London, England: Routledge.

Cheadle, J. E., & Schwadel, P. (2012). The ‘friendship dynamics of religion,’ or the ‘religious dynamics of friendship’? A social network analysis of adolescents who attend small schools. Social Science Research , 41 (5), 1198-1212.

Cochran, C. E. (2014). Religion in public and private life . London, England: Routledge.

Duemmler, K & Nagel, A. (2013). Duemmler, Kerstin; Nagel, Alexander-Kenneth: Governing religious diversity: Top-down and bottom-up initiatives in Germany and Switzerland. Integrative Psychological & Behavioral Science , 47 (2), 265-83

Ellithorpe, M., Cruz, C., Velez, J., Ewoldsen, D., & Bogert, A. (2015). Moral license in video games: When being right can mean doing wrong. CyberPsychology, Behavior & Social Networking, 18 (4), 203-207.

Gaylor, A. (2014). The Dangers of Religious Instruction in Public Schools .

Jeynes, W. H. (2012). A meta-analysis on the effects and contributions of public, public charter, and religious schools on student outcomes. Peabody Journal of Education , 87 (3), 305-335.

Kunzman, R. (2012). Grappling with the good: Talking about religion and morality in public schools . Albany, NY: SUNY Press.

Kurtzleben, D. (2017). Nonreligious Americans Remain Far Underrepresented In Congress .

Russo, C. (2016). Religious freedom in faith-based educational institutions in the wake of Obergefell v. Hodges: Believers beware. Brigham Young University Education & Law Journal, 1 (2), 263-308.

Vermeer, P. (2012). Meta-concepts, thinking skills and religious education. British Journal of Religious Education , 34 (3), 333-347.

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StudyCorgi. (2020, January 9). Religion in Schools: Is There a Place for It? Pros and Cons. https://studycorgi.com/religion-in-schools-is-there-a-place-for-it-pros-and-cons/

"Religion in Schools: Is There a Place for It? Pros and Cons." StudyCorgi , 9 Jan. 2020, studycorgi.com/religion-in-schools-is-there-a-place-for-it-pros-and-cons/.

StudyCorgi . (2020) 'Religion in Schools: Is There a Place for It? Pros and Cons'. 9 January.

1. StudyCorgi . "Religion in Schools: Is There a Place for It? Pros and Cons." January 9, 2020. https://studycorgi.com/religion-in-schools-is-there-a-place-for-it-pros-and-cons/.

Bibliography

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7 Reasons Why Religion Must Be Taught in School

1. We shouldn’t refrain from doing anything out fear of retribution.

My colleagues and I were working on an interdisciplinary unit that included a giant timeline that traced certain historical themes within each region of the world along side of one another, including politics, economics, art and literature, science and invention, and social history.  As we were brainstorming what themes to use, I said, “Oh, yeah, don’t forget religion.”  Now, I had grown to love and respect these colleagues over a long period of time, and we could pretty much say anything in our meetings and know that we wouldn’t be judged, but when I suggested that groups of students would research and plot the development of the major religions of the world, you’d have thought I’d suggested we convert the 8th grade class to Islam.

The awkward silence ended with everyone reassuring me that religion would be covered within the other themes. Finally, they conceded we could have a religion theme but we would not call it religion.  We could call it “culture.” What I took away from the discussion was not that my colleagues were against teaching religion. They were against the idea of us being accused of teaching religion. It was an reflexive reaction to a very real fear that we were entering territory that gets teachers in big trouble. We are so hardwired to avoid what might upset even one or two parents or correspondingly raise the eyebrows of our principal. I know I am guilty of the same. I might navigate a little closer to the boundaries (or a lot closer, to my detriment), but I have refrained from “doing the right thing” many times to avoid the political aftermath of the decision.

The implications of the way we, as teachers, censor ourselves are far-reaching and frightening. We have got to find a way to put those fears on the shelf when we reflect and make decisions about all aspects of our practice, including curriculum, pedagogy, assessment, classroom culture, discipline--at least long enough to think about our practice on its own merits of appropriateness, importance, and relevance. We know that religion a perfectly legitimate and important subject to study, but we avoid it out of fear of retribution. That means we are depriving our youth of important knowledge they are entitled to receive. And we are allowing extremists and the under-informed to dictate what we do and do not teach, without even making them lift a finger, before there is even a issue to resolve. If we are supposed to be teaching our youth to be active citizens in their society, we need to model those behaviors more often.

2. We heard somewhere that teaching about religions was a violation of church and state, but it  is not.

I don’t know how this “rumor” got started, but once misinformation is out there, it’s very difficult to undo it. It reminds me of when I taught about the most recent Iraq War. To this day, students who were old enough to remember the Iraq War believe that we went to war because Sadam Hussein was behind 9/11. After readings, discussions, debates, essays, even numerous pop quizzes with just that very question on the quiz, some kids were still resistant to stating that Saddam Hussein was not directly behind 9/11. Once we get an erroneous idea in our head, it’s very hard to get it out. You would hope we would be better at it than 12 year olds, but that is not always the case.

The Supreme Court has been very clear about studying religion in school. It’s allowed. What we can’t do is give one religion special attention over the other or promote a particular religious text as a singular truth. Religion can be included in our curriculum in a myriad of ways. We can study it as history, as literature, as art and architecture, as part of the study of a contemporary society or culture (including our own), or as it influences or is influenced by a current political or social issue. We can even teach entire electives, called Religious Studies. The Constitution and the Supreme Court give us very clear license to allow students of all ages to become students of the religions of the world.

3. We shouldn’t shy away from curriculum that could get a little dicey where we have to navigate in volatile waters.

Just because studying religion is perfectly legal doesn’t mean teaching it may not get a little challenging, at times. The same can be true of other important subjects, such as politics, sex education, racism, bullying, and conflict resolution. I’ve found most of the challenges don’t come from legal boundaries at all, but more from the stigma attached to discussing religion in the classroom.  Most students think we’re not supposed to talk about religion, so they may react emotionally and impulsively if we don’t prepare them. Having a discussion before hand about what separation of church and state means, and what limitations do exist and what limitations do not exist, could eliminate unnecessary fires and reactions when we start discussing the actual subject matter.

I use the word, discussion, a lot because whole group and small group discussions, talking circles, or Socratic seminars, is powerful pedagogy that shouldn’t be avoided when we hit sensitive subject matter. Having said that, it is essential that students have already practiced important dialogue guidelines that have been clearly established prior to the exploration of religion. Having said that, all the preparation in the world won’t prevent some kids from going straight for the gusto, the topics sure to trigger a response from their peers. For example, some will be anxious to talk about their own religious beliefs at the first opportunity. Some will find a way to bring up the very issues we “pray” won’t come up- creationism, abortion, who doesn’t get to go to heaven, etc. I usually allow these attempts at shock and awe to play out as long as they stick to the rules of respectful conversations, which include staying on topic, using I statements, among others. By allowing the discussion, it usually demystifies the idea of talking about such taboo topics. Then we can get on with it, and the process becomes more fluid and on point. The key is to be underwhelmed by the topics they bring up, and strictly adhere to the rules of respectful discourse, which would have already been practiced with other units and topics.

There are lots of other mine fields we could walk into. There is always the awkward potential for Sally to go home and tell her parents she much prefers the tenets of eastern Buddhism, thanks to her ____ class,  to her Methodist upbringing and she’d like to make a temple in the back yard and refrain from going to church from now on. That never happened to me, by the way, but it could, and it’ll be totally awkward, but that’s okay, because of reasons #4, #5, and #6.  The importance of the subject matter transcends having to live with a little uncertainty and unpredictability.

4. The subject matter is very important if we are going to understand other people and other societies.

Just like any subject we teach at school, studying religion shouldn’t be the study of a series of isolated facts, but sometimes some very basic knowledge offers perspective and opens up a whole new world that they hitherto didn’t have a chance to know about. Most students, no matter what the age, predict that the majority of the world is Christian. It’s very interesting to them and exciting to uncover a more realistic perspective about the world. And then the questions just start flowing. They want to know who was Buddha, who was Abraham, are Catholics Christians? and so on..

Comparing and contrasting religions offers enormous opportunities to not only see fundamental differences but also similarities, which students can analyze and draw conclusions about. I remember the kids especially enjoying choosing between ways of knowing between an indigenous and non-indigenous world view, or eastern and western religious world views, then we uncover which views belonged to which group. We unpack what it all might mean for us in understanding other groups, our own culture, and our own values. They also like studying the similarities of the religions within the Western and Eastern religions. They read quotes from various sacred texts and try to make conjectures on whether they are Eastern, Western, or Indigenous then they try to guess which religion they most sound like. They also really liked a lesson that I retrieved from Teaching Tolerance showing the Golden Rule of Christianity also being the Golden Rule in every major religion.  We read the original text and the translation and discuss the implications of these similarities.

Finding correlations, connections, relationships, and causation in relation to religion is an essential component in understanding much of what has occurred in history, politically, scientifically, artistically, in literature, personal relationships and economics. When studying a culture, historical or contemporary, we can’t begin to understand a group of people without knowing their beliefs. And a group’s fundamental beliefs about matters of ultimate concern are connected to all other beliefs and behaviors within the culture. We can’t look at politics, economics, art, social relationships, science, our environment, or religion, without looking at how they interact with each other. An indigenous spiritual world view might impact our treatment of the environment and our economic system. It might affect what one eats, how much one produces, who gets what, and so on. This, in turn, will impact how much time we spend with our families, how we treat Elders, and other social relationships.

5. The subject matter is very important if we are going to understand ourselves.

Students can see the long term effects of ideas and beliefs that permeate cultures today that arose from religions and world views of the past. If those ripple effects happen to be part of American history, we are really learning about layers of ourselves and assumptions about the world that we can now “unpack”, evaluate, then either embrace, reject, amend, or leave them to percolate as we continue our quest for self-identity, our beliefs, and our role in society. Students are fascinated to learn of the Puritan work ethic, pre-destination, and the “city upon a hill” mentality that has rippled into our economic and political systems today. They also learn the rich history of the Quakers and their firm and early stance against slavery, the subjugation of women, and the suffering of the poor. The Quakers, too, are part of our identity that they rarely have a chance to learn about.

6. The subject matter is very important if we want to eliminate prejudice, intolerance and hate.

If there’s one thing I’ve learned over the years, creepy ideas aren’t just for extremists. Better words for creepy might be intolerant or dangerous, but when I hear some of the flawed belief systems that kids will share if they are allowed to express how they really feel, and when I know these kids to be otherwise kind and loving people, the word that comes to mind is creepy.  It’s one thing to here these statements come out of the mouths of a Ku Klux Klan member, but it’s quite another to come out, in chorus, from the majority of any given classroom of beautiful children. The incredibly good news is that a real education allows students to explore these prejudices and come out the other side completely transformed, but we have to have the courage to dive in and take on these powerful and difficult issues.

The only thing as poignant and powerful as watching someone discover their way out of a previously held prejudice is to watch someone who has been discriminated against and oppressed become aware of their predicament. We must provide a forum for to study all kinds of prejudice, including religious persecution. We must speak of the origins and effects of these prejudices. If we don’t kids automatically assume there is something wrong with them and there is something wrong with their family and their community, without ever verbalizing it. They assume this is the way of things, so they have a good chance of continuing the deeply entrenched destructive cycle of prejudice. But when those kids start to become aware of the direct causes that created the problems they are experiencing in their lives and communities, their consciousness emerges into an empowered individual who is no longer chained to the patterns they see around them. Naming oppression is the first step to liberation, and we as educators, have an absolute obligation to provide that space in the curriculum for our students; otherwise, we are being not only irresponsible, but we are promoting institutional racism and prejudice, much of which has its origins in religious persecution.

7. Kids can deal with it.

Often when I promote the idea of dealing with complex sensitive issues with kids, a common reaction is that kids are too immature to deal with all that. That may be fine for college students, but not high school, certainly not middle school or elementary. I believe we don’t give kids near enough credit. The earlier kids start learning about the world realistically in an educational setting, the more mature and reflective they become as adults. We can’t expect to shield them from thinking, and then expect them to start when they turn 18. Moreover, we are fooling ourselves if we think our kids are sheltered from important issues of any kind. They see, live with, see others live with, and wonder about far more than we can imagine--not to mention what is experienced via television, internet, and music. If we don’t provide a safe environment to learn to make sense of the world, we end up with kids who don’t have the tools to cope, who suppress and ignore or react, or who follow their parents lead, never quite knowing how to process and develop their own views. There are wonderful units and lessons out there already and yet to be created for kindergarteners through 12th graders that appropriately integrate and embrace the study of religion in a way that nurtures curiosity, inquiry, and growth.

Making religion an integral part of the fabric of our curriculum may not be easy, but it is certainly legal and well worth the effort if we want to help our kids become independent tolerant critical thinkers who seek to understand and improve themselves and the world in which we live.

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

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Why Should Religion Be Part of the Curriculum?

religionmatters · 29 Mar 2020 · Leave a Comment

Tim Hall, Ph.D.

In education, there is a fear of bringing religion into the classroom. This fear founded on a misunderstanding of the application of the First Amendment has a huge potential negative impact on students growing up in the globalized twenty-first century. But why is there a misunderstanding? And why should we care?

The First Amendment of the U.S. Constitution states the following: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

Many in public education have interpreted the First Amendment to mean that religion should not be taught in the classroom. But this is not the case at all. As Justice Clark stated in the majority opinion in landmark First Amendment case, Abington Township School District v. Schempp (1963), an education “is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization. It certainly may be said that the Bible is worthy of study for its literary and historical qualities. Nothing we have said here indicates that such study of the Bible or religion, when presented objectively as part of a secular program of education, may not be effected consistently with the First Amendment.”

Then, students need to learn about religion in the classroom. Knowledge of other faith traditions helps to eliminate prejudice, hate, and intolerance. Students who have a better understanding of religion and its importance to societies will be preparing to thrive in a global community. Therefore, teachers shouldn’t run from the topic of religion; instead, they should embrace it. The better students understand the importance of religion to culture, the better equipped they will be to face and form our globalized future.

But we can go deeper into the reasons that religion should be incorporated into the classrooms in America. These deeper arguments can be used separately or jointly to provide a solid case for teaching about religion in the schools with the first three being advanced by  Warren Nord  and  Charles Haynes  in the text  Taking Religion Seriously Across the Curriculum  published at the end of the millennium.

• Civic Argument : Schools must have a common ground. We need to learn to listen to and respect each other on deeply held understandings. So curricula should reflect inclusivity—teaching about religious and secular ways of thinking.
• Constitutional Argument : Schools should remain neutral, meaning religiously neutral, neutral among religions, and neutral between religion and nonreligion. Schools should not ignore religious perspectives of thinking and living and only teach secular views of thinking and living, which can be religiously contested.
• Liberal Education Argument : Schools based on a liberal arts model of education require that students should be liberally educated. So they must understand a good deal of the content and context of religions. Liberal education is a long educational dialogue in which students listen to, reflect on, and think critically about a variety of perspectives tackling the most critical questions of life. Students should be learning about and from religions to gain a deeper awareness, reflectivity, and understanding of themselves and others. (1)
• Global Competence : Knowledge of religions is essential as we globalize in the twenty-first century. Our world is only getting smaller, and students will have more contact with other faith traditions. An understanding of religions will allow students to interact with others successfully. In more concrete terms using the Four Domains of Global Competence developed by the Asia Society , an understanding of religions provides students an opportunity to investigate the world beyond their immediate environment, recognize their own and others’ perspectives, and communicate their idea effectively with diverse audiences.

Regardless, whenever reasons for religion in schools are offered, it is common to hear a chorus of “Yes, but…” from anxious teachers and administrators. Yet, if we are working toward a world with better understanding, our students must conceive the dimensions of religion in it.

(1) Warren A. Nord and Charles C. Haynes,  Taking Religion Seriously Across the Curriculum  (Alexandria, VA: ASCD, 1998).

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Religious Education Should Be a Part of the School Curriculum?

Religious topics and prayer used to be a part of the school curriculum and school days in the U.S. up until June 25th, 1962 when in the Engel v. Vitale case, the Supreme Court decided against it. While religion is sometimes taught from a secular perspective, there isn’t an emphasis on it as a study in school curriculum. Should religious education be a part of school’s curriculum or is it unnecessary and cause for confusion?

The debate has heavy arguments on both sides, with passionate opinions for and against. To help you see both sides and understand the debate that surrounds this somewhat controversial topic, following are arguments for religious education being taught in schools with rebuttals covering the opinions of those who are against.

All the Yes points:

It’s a positive topic, children should know and learn about all religions, it teaches children how to be open-minded and accepting of other people’s faiths and backgrounds, it teaches ethical values, re helps to challenge misconceptions, prejudice and ignorance which can divide society., all the no points:, religion divides, yes because….

Many argue that religion, for the most part, is a positive subject that can provide students with moral and ethical ideas that will help to instill good values in them. From Christianity to the teachings of Buddha and some Islamic beliefs, there is a basis of do good unto others and be kind to your fellow human and people will argue that this is not a harmful topic to be taught in class. An argument for it being positive in student’s lives is that it helps to provide character development due to positive messages like “love thy neighbor as thyself” from the Bible and “Hatred does not cease by hatred, but only by love; this is the eternal rule.” With a focus on these subjects shared in religious books, many consider the idea of religious education to be a formative and character building one that will provide children with material that will benefit them as adults.

No because…

On the flip side, others will bring up that while many religions do teach positive messages about love and kindness, those very same religions also include material that is downright violent. Many people will bring up how the Old Testament is full of horrific stories and that the Koran seems to condone violence. With this in mind, many would argue that the violence in these religious teachings combined with the messages of love and peace in the same books could only serve to cause confusion for students and become a very difficult topic to teach in schools. Others wonder if the stories in these religious books are appropriate for certain ages in schools and if they are to be taught in school curriculums, when should they be taught? The violence and judgmental viewpoints in some religions causes many to question if teaching religious education is actually a good idea.

Some people argue that it’s important for children to have a broad awareness about religions. They believe that it will help them make an informed decision on the religion they would like to believe in and understand it, as opposed to only learning about religion at home. Many people who argue for religious education in school curriculums feel that they would have liked to have been offered an option as children about what to believe and to have been able to learn about the different religions that exist. The argument for children understanding about all religions is that they can have a more logical and well-rounded perspective on faith and religious beliefs so that they can choose to think and what they want to believe, for themselves, instead of it being something that they are taught as a fundamental fact by their parents.

While for a long time, parents of a certain faith pushed for religion to be taught in schools, they were only determined to have their faith taught on the school curriculum. When it comes to several religions being taught, many from strict and staunch religious beliefs will argue that it is confusing for children to be exposed to so many religions, especially if they are being taught to respect and practice a certain one at home. Many people will argue that this is imposing upon the belief system of individuals and their families and that it isn’t fair for children to be exposed by the oftentimes confusing messages found in religions different from their own. Some people consider children to be too young to consider the big questions about life and purpose that are often brought up in religions. They feel that these kinds of deep questions can only cause confusion in young children and make them think about serious topics when they should be still having fun.

Many will argue that one reason why there are so many issues with religions is that people are not taught to be open about other religions while growing up. For many, religion is a very personal thing that is taught by their own family, so if they feel attacked about their religion, they take offense at it personally as it if is an attack on their family and themselves. The argument for teaching religious education in schools is that helping children to be aware of the broad spectrum of religions and how there are children just like them that believe differently will help them to separate their faith or their family’s religious belief from being a personal matter of who they are. Many people have the opinion that children who are raised to learn about several different religions will grow up to be more tolerant of those who are from different backgrounds and religions—even very strict and possibly “strange” ones.

A contradicting opinion that some people may have is that if so many different religions are being taught in school, children could become confused with why their own parents have chosen to believe in one certain one. Depending on how the religion is taught, many argue that this could cause them to think negatively about their parents and why they believe in a certain religion when there are several different ones. If these children are raised to believe in Christianity, for example, but then they learn about another religion such as Buddhism or Hinduism, they may question why they “have” to believe what they are being taught at home. Some consider RE studies to be disruptive for family life and cause for confusion in children in both deep questions about life and in their personal relationships with their family and their family’s religion.

Many will argue that teaching religion in school is an excellent way to teach values to children. Because many religions do have strong ethical and moral values in them, people feel that they are a great place to start for introducing ethics and morals into children’s lives. Some believe that teaching the values from different religions helps to encourage personal reflection in students that teaches them to be aware of their actions and decisions and also inspires tolerance. Many would say that it also teaches them how there are different ways to believe similar things, but that all “roads lead to the same destination.” For those who believe in the positive side of religious education in school curriculums, the argument is that children are able to develop more than just academic skills, but also humanistic advantages by studying about religion in school.

Other people believe that ethical values can be taught in other ways. The argument is that many non-religious households are successful in raising their children to be respectful and caring individuals who function well in society and who are accepting and tolerant of those from diverse backgrounds. People believe that there are plenty of other ways to instill ethics and morals in children that have nothing to do with religion. From non-religious stories that teach values to historic examples of great people that had nothing to do with religion, the argument is made that ethics are not synonymous with religion, so why should that be a reason for religions to be taught in schools? Those on this side of the debate will argue that when it comes to ethics, religion may not be the best standard by which to teach it due to the often-glaring contrasts that are found in certain religions.

Religion does have the potential to divide (as does politics or any other Human phenomenon) especially if it is not understood. Therefore it is even more important to develop a greater understanding of it to prevent division, ignorance and prejudice especially with the increase in multi-faith societies.

This assumes that religion is being taught as a way to learn about all religions. Often this will not be the case. The chances are that the religion teacher will only have a really good knowledge of their own religion so will mostly teach that and will inevitably be bias in his/her teaching of other religions. This could have the opposite effect from that hoped for by the proposition.

The first question you must ask when looking at this is what about the people who are of different or no faith. Is it worth alienating just one person so that the rest of society can do what they want? If so, I would call that communism and I believe that every individual should have a say in what goes on. If we bring education into the classroom then we are just bringing prejudice into the classroom. There are definately good aspects to religion (but most people do not get their morals from religion), but what are children of religion supposed to think of nonbelievers when their number 1 commandment is “Though shall not worship false gods”? This will surely lead to the nonbelievers being outcasts in a place where they are supposed to just be learning. I will not deny that learning about religion is important in an educational sense but studying it from a spiritual sense should be done in a person’s own time. Why bring something that is totally irrevalent and based off of beliefs, not pure facts, be brought into the classroom?

We would love to hear what you think – please leave a comment!

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My Opinion on Whether Religion Should Be Taught in Schools

• Categories: Public School Religious Tolerance

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Words: 2124 |

11 min read

Published: Jan 29, 2019

Words: 2124 | Pages: 5 | 11 min read

Works Cited

• Bhatia, S., & Davie, G. (2019). Teaching about religion: Towards a research agenda for religious education in schools. Journal of Beliefs & Values, 40(3), 285-298.
• Education Week. (2016). Religion in the public schools: A road map for avoiding lawsuits and respecting parents’ legal rights. https://www.edweek.org/leadership/opinion-religion-in-public-schools-a-road-map-for-avoiding-lawsuits-and-respecting-parents-legal-rights/2016/03
• FaithStreet. (n.d.). The lack of religious knowledge is dangerous. https://www.faithstreet.com/onfaith/2014/04/08/the-lack-of-religious-knowledge-is-dangerous/31639
• Hans, V. P., & Hans, A. S. (2016). Religion and education: A guide for the perplexed. Bloomsbury Publishing.
• Hickman, H. A. (2019). Teaching about religion and religious diversity in the public schools: A legal analysis. Journal of Law and Education, 48(1), 1-28.
• Jeynes, W. H. (2015). A meta-analysis on the effects of religion in K-12 education. American Educational Research Journal, 52(4), 744-769.
• Kennedy, K. (2018). Teaching about religion in a polarized age. Phi Delta Kappan, 100(1), 14-18.
• Lee, C., & Patte, M. (2018). Teaching about religion in public schools : What do social studies teachers believe and what do they do? Canadian Journal of Education, 41(1), 128-159.
• National Council for the Social Studies. (2017). Religious studies in the social studies classroom. https://www.socialstudies.org/sites/default/files/publications/se/8004/800409.html
• Wertheimer, L. K. (2016). A Jewish writer’s argument for not teaching religion in public schools. The Washington Post.

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Many think that religion should be taught in schools while others think it should be avoided. Discuss both sides and give your opinion.

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• religious education
• multi-faith society
• values and ethics
• religious freedom
• secular education
• interfaith dialogue
• religious literacy
• moral guidance
• cultural understanding
• critical thinking
• indoctrination
• religious beliefs
• secular state
• religious extremism
• academic subject
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Some people say that to reduce crime there should be longer prison sentences. However, others believe that there are other better ways. Discuss give own opinion

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• Writing Tips

How to Write an Argumentative Essay

4-minute read

• 30th April 2022

An argumentative essay is a structured, compelling piece of writing where an author clearly defines their stance on a specific topic. This is a very popular style of writing assigned to students at schools, colleges, and universities. Learn the steps to researching, structuring, and writing an effective argumentative essay below.

Requirements of an Argumentative Essay

To effectively achieve its purpose, an argumentative essay must contain:

●  A concise thesis statement that introduces readers to the central argument of the essay

●  A clear, logical, argument that engages readers

●  Ample research and evidence that supports your argument

Approaches to Use in Your Argumentative Essay

1.   classical.

●  Clearly present the central argument.

●  Outline your opinion.

●  Provide enough evidence to support your theory.

2.   Toulmin

●  State your claim.

●  Supply the evidence for your stance.

●  Explain how these findings support the argument.

●  Include and discuss any limitations of your belief.

3.   Rogerian

●  Explain the opposing stance of your argument.

●  Discuss the problems with adopting this viewpoint.

●  Offer your position on the matter.

●  Provide reasons for why yours is the more beneficial stance.

●  Include a potential compromise for the topic at hand.

Tips for Writing a Well-Written Argumentative Essay

●  Introduce your topic in a bold, direct, and engaging manner to captivate your readers and encourage them to keep reading.

●  Provide sufficient evidence to justify your argument and convince readers to adopt this point of view.

●  Consider, include, and fairly present all sides of the topic.

●  Structure your argument in a clear, logical manner that helps your readers to understand your thought process.

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●  Discuss any counterarguments that might be posed.

●  Use persuasive writing that’s appropriate for your target audience and motivates them to agree with you.

Steps to Write an Argumentative Essay

Follow these basic steps to write a powerful and meaningful argumentative essay :

Step 1: Choose a topic that you’re passionate about

If you’ve already been given a topic to write about, pick a stance that resonates deeply with you. This will shine through in your writing, make the research process easier, and positively influence the outcome of your argument.

Step 2: Conduct ample research to prove the validity of your argument

To write an emotive argumentative essay , finding enough research to support your theory is a must. You’ll need solid evidence to convince readers to agree with your take on the matter. You’ll also need to logically organize the research so that it naturally convinces readers of your viewpoint and leaves no room for questioning.

Step 3: Follow a simple, easy-to-follow structure and compile your essay

A good structure to ensure a well-written and effective argumentative essay includes:

Introduction

●  Introduce your topic.

●  Offer background information on the claim.

●  Discuss the evidence you’ll present to support your argument.

●  State your thesis statement, a one-to-two sentence summary of your claim.

●  This is the section where you’ll develop and expand on your argument.

●  It should be split into three or four coherent paragraphs, with each one presenting its own idea.

●  Start each paragraph with a topic sentence that indicates why readers should adopt your belief or stance.

●  Include your research, statistics, citations, and other supporting evidence.

●  Discuss opposing viewpoints and why they’re invalid.

●  This part typically consists of one paragraph.

●  Summarize your research and the findings that were presented.

●  Emphasize your initial thesis statement.

●  Persuade readers to agree with your stance.

We certainly hope that you feel inspired to use these tips when writing your next argumentative essay . And, if you’re currently elbow-deep in writing one, consider submitting a free sample to us once it’s completed. Our expert team of editors can help ensure that it’s concise, error-free, and effective!

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• High School

The following claim is made in an argumentative essay: Civics should be taught in school from an early age. Which of the following would be considered ineffective evidence to support this claim? Examples from research of the benefits and impacts of civic education Facts from a documentary about the three branches of government Statistics showing the number of children who receive civics education Testimony from politicians about the importance of learning about civic duty

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Studies on the advantages and disadvantages of civic education provide the most convincing support for the necessity for civics instruction in schools. In order for a claim to be supported by the empirical evidence that research produces, this is done. Information from a documentary about the three branches of government and data indicating the number of students who receive civics instruction are compelling arguments in favour of the notion that civics is taught in schools. Politicians' testimony about the significance of civic education is less reliable evidence due to its subjectivity and potential lack of scientific backing.

A documentary's principal goals are to " document reality, for the purposes of instruction, education, or maintaining a historical record." Non-fictional is the genre designation for documentary films. The documentary, in Bill Nichols' words, "is a practise without clearly defined boundaries in terms of filmmaking, cinematic tradition, and audience reception."

Early documentaries were referred to as "actuality films" at the time and lasted little more than a minute. The length of documentaries and the introduction of new genres have altered how they have developed throughout time. Examples include teaching, observing, and watching documentaries. Documentaries provide excellent teaching aids in a variety of topic areas because of their quantity of information. Documentary

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