Religion and Schools Entry #2

In the article Religion in Schools Debate Heats Up, the author focuses on what role religion can play in public schools in the United States.  The article stresses how different issues in public schools such as having a moment of silence and Darwin’s theory of evolution raises a debate within our society (Calefati 2009). 

Personally, I see nothing wrong with having a moment of silence in the classroom or reciting the pledge of allegiance.  However, this is based on my religious beliefs.  I feel that if the student does not want to participate in the moment of silence based on his belief that is fine; however, I do expect him to respect the opinion of others in the classroom and remain silent during the time. 

In addition to the idea of respecting others, I would like to note that I have always believed that the United States was founded on the premise of “one nation, under God”.  As we have started moving away from this concept as a nation, I can definitely see a big difference in our schools and society in general.  As I research the idea of our founding fathers, I find evidence to support the possibility that they believed in a definite separation of church and state.  Thomas Jefferson was actually responsible for coining the phrase.  In his letter to the Danbury Baptists, he stated the following:  "Make no law respecting an establishment of religion, or prohibiting the free exercise thereof, thus building a wall of separation between Church & State” (Library of Congress).  According to a writer for the examiner.com in Austin, TX, “It seems that the debate of separation of church and state has been going on since the creation of the state” (Curran 2011).

As I continue to reflect on the ideas of the Religion in Schools Debate Heats Up article, I focus on the idea of teaching Darwin’s theory of evolution in the classroom.  In the article, I was troubled to read that some parents said that “their children had been intimidated and ridiculed by biology teachers when they questioned evolution and that there is nothing wrong with debating a theory that is not proven fact” (Calefati 2009).  As a future educator, I think that it is wrong to ridicule a child for questioning any theory that is presented to them.  I believe that they have the right to ask questions.  While I am on the subject of what is taught in the classroom, I do not feel that any religion should be taught as part of the curriculum within a public school.  Religion is a matter that should be taught in the home.  If a parent chooses to incorporate religion into their child’s curriculum, there are private schools that can accommodate this decision.  The idea of someone teaching my children religious beliefs at a public school definitely bothers me.  I understand that not all teachers are going to have the same religious beliefs as my family and me, and I really feel that it is my job as a parent to teach my children these concepts.

In the end, I think that students, parents, administrators, and teachers should all learn to respect that we are all different.  We come from different cultures.  We speak different languages.  We are different heights and weights, and we have different opinions on religion.  I think that respecting one another is the key.  I would like to conclude my ideas on the topic of religion in public schools by recommending an interesting article that was written for The Tennesseean.  A very appealing comment caught my attention as I was reading the article.  Larry Crain, a Brentwood lawyer who is senior counsel for a Christian legal group called the American Center for Law and Justice, stated the following:  “The school is always going to be the battleground…That’s where the reality of these competing views occurs—between those who espouse an airtight, hermetically sealed separation of church and state and those who believe there should be some toleration or accommodation of students’ religious views” (The Tennesseean 2011).  (The article can be found at the following website:  http://www.timesfreepress.com/news/2011/jun/13/religion-schools-debate-shows-no-sign-stopping/)

References

Calefati, J. (2009 January 22).  Religion in schools debate heats up.  US News.  Retrieved from http://www.usnews.com/education/blogs/on-education/2009/01/22/religion-in-schools-debate-heats-up

Curran, L. (2011, August 7).  Religion in Government—Argument 1.  Examiner.com-Austin, TX.  Retrieved from http://www.examiner.com/religious-theory-in-austin/religion-government-argument-1

Library of Congress.  Jefferson’s letter to the Danbury Baptists.  Retrieved from http://www.loc.gov/loc/lcib/9806/danpre.html

Religion in schools debate shows no sign of stopping.  (2011, June 13).  The Tennesseean.  Retrieved from http://www.timesfreepress.com/news/2011/jun/13/religion-schools-debate-shows-no-sign-stopping/

Historical Perspectives Entry #1

Prior to exploring the PBS website regarding the innovators of American education and John Taylor Gatto's reflection of the real makers of public schools, I found myself wondering what is the difference between a maker and an innovator as the terms relate to public education.  Prior to viewing the two sites, my initial thoughts were an innovator is someone that is the first to do something; however, a maker is an individual who constructs something usually by changing it.  After fully investigating the two sites, I was able to relate these two terms to prominent individuals in the educational arena.  I was also able to determine what truly makes the public view these individuals as innovators and makers.

In my quest to find the differences between the two terms, I first viewed the PBS website.  PBS referred to innovators as men and women who have taken the lead and transformed the public education system for more than a century (PBS, 2001).  I enjoyed reading about the different contributions that each innovator made to education.  Some of the ones that I found interesting were Horace Mann, Catherine Beecher, Booker T. Washington, and Deborah Meirer; however, the innovator of the group that I found most interesting and most unique was Linda Brown Thompson.  It seemed to me that each of the other innovators discussed were personally responsible for their own innovations; however, in Ms. Brown Thompson’s situation, her innovation just happened by chance.    In my opinion, she was just “at the right place at the right time”.  Brown Thompson has been given credit for being the sole individual to end segregation in America’s public schools; however, she really was not.  She actually had no choice or decisions in any of the matters that unfolded.  Basically, the NAACP asked her family as well as several other families to try to enroll their children in a local all white school.  The schools rejected these children, and the NAACP filed a lawsuit against the Board of Education.  Since Brown’s last name began with a “B”, the entire case was called Brown vs. the Board of Education of Topeka (PBS, 2001).  A CBS News article states, “In the years since [the ruling], Brown vs. Topeka Board of Education has been a blessing and a burden for the Brown family: A blessing because the family helped change history; a burden at times because of media attention it brought” (2009).  I find Brown Thompson and her father as well as the other families involved in the case to be very inspiring.  If they had not been so bold and basically trusted the NAACP with this matter, how long would public schools have remained segregated?

After I reviewed the data regarding innovators, I next read John Taylor Gatto’s opinions regarding the makers.  Gatto gave me somewhat of a new outlook on the historical aspect of education.  I never really thought about some of the ideas that he proposed.  Honestly, I knew more of the individuals listed as a maker in Gatto’s data than I did from the innovators data on the PBS website.  I have never really thought about Henry Ford, Andrew Carnegie, or John D. Rockefeller having any influence whatsoever on education.  Gatto identifies these men as makers of modern schooling because they were the leaders of a new American Industrialist class, and they were dreaming big dreams (Gatto, 2000-2003, pp. 2&3).  Gatto’s opinion of a maker of modern schools seems to relate the maker to any individual that revolutionizes the corporate world and their idea is somehow forced upon the education system. 

Of all the makers identified by Gatto, I feel that Andrew Carnegie contributed the most to education.  Gatto identifies Carnegie as the steel baron.   Carnegie was the “leader of the American steel industry from 1873 to 1901.  He also donated large sums of his fortune to educational, cultural, and scientific institutions” (Andrew Carnegie Biography).  While reviewing Carnegie’s biographical information on the Encyclopedia of World Biographies website, I discovered that by 1878 his company was valued at $1.25 million.  This is a lot of money for the year 2011.  Can you imagine having this much money in 1878?  I am sure that other individuals that lived during this era viewed him as an industrial genius, and they tried to incorporate his ideas into the public school system.  In addition to actually being a maker as Gatto defines him, Carnegie did actually make great contributions to education. “In retirement, Carnegie began to set up trust funds "for the improvement of mankind." He built some three thousand public libraries all over the English-speaking world. In 1895 the Carnegie Institute of Pittsburgh was opened, housing an art gallery, a natural history museum, and a music hall. He also built a group of technical schools that make up the present-day Carnegie Mellon University. The Carnegie Institution of Washington was set up to encourage research in the natural and physical sciences. Carnegie Hall was built in New York City. The Foundation for the Advancement of Teaching was created to provide pensions for university professors” (Andrew Carnegie Biography).

Included in his discussion of the makers, Gatto pursues a very interesting topic.  He makes reference to past-president George W. Bush and other distinguished individuals.  Gatto claims that these individuals scored low to mediocre on their SAT’s yet they somehow managed to graduate from very distinguished institutions and become notable characters in our society. “Bush graduated from Yale, became governor of Texas, and president of the United States—with a mediocre 550”  (Gatto, 2000-2003, p.8).  I always find these types of discussions interesting.  I believe that Gatto’s point is that one test cannot determine how truly intelligent a human being is or what the future holds for this person.  I think that this idea can also be related to how much education a person receives.  For example, Andrew Carnegie was forced to educate himself due to his need to help take care of his family (Andrew Carnegie Biography).  Henry Ford, another maker and the inventor of the assembly line, was a poor student and had little interest in school (Henry Ford Biography).  Also, we have all heard about Bill Gates dropping out of college.  Does this mean that one can be a maker, or even an innovator, and not perform well academically?  I think so especially when the academic performance is based on a standard that is set by society such as a standardized test.

In summary, the PBS website and the Gatto review have changed my perception on innovators and makers as they relate to public education.  I now understand that the innovators revolutionized issues and perspectives with regards to public education; however, the makers have developed motivational ideas that have been incorporated into public school classrooms. 

References

Andrew Carnegie Biography.  (n.d)  In Encyclopedia of World Biographies online. Retrieved from http://www.notablebiographies.com/Ca-Ch/Carnegie-Andrew.html

CBS News. (2009, February 11).   The Legacy of Brown v. Board.  Retrieved from http://www.cbsnews.com/stories/2004/05/16/national/main617697.shtml

Gatto, JT.  (2000-2003).  The makers of modern schooling.  The Odysseus Group.  Retrieved from http://www.johntaylorgatto.com/historytour/history1.htm

Henry Ford Biography.  (n.d.)  In Encyclopedia of World Biographies online.  Retrieved from  http://www.notablebiographies.com/Fi-Gi/Ford-Henry.html

PBS.  (2001)  Innovators.  Retrieved from http://www.pbs.org/kcet/publicschool/innovators/index.html

 

Who Am I?

I am currently pursuing my Master's degree and license to teach grades 4-8.  I am very excited about the decision that I have made regarding my future.  A great teacher can make a huge difference in a young person's life.  That is my goal---become a great teacher!