Wow! What a great discussion we had in class on Tuesday! Discussing these historical readings can certainly raise some important issues for all of us and I thoroughly enjoyed the discussion and sharing. The first major point involved a discussion very much in the forefront of the beginning of Catholic schools in the mid-19th century. The Catholics did not want the government getting involved with teaching religion because they were convinced they would mess it up and teach untruths.
Considering the material in the text and others I have seen in my historical study, I can see how their fears were real. But is such the case today? Can only a Catholic teach Catholicism effectively? How about a Muslim teaching about Christianity? Or a Christian teaching about Islam? In our discussion the topic of a Caucasian teaching African-American studies came up, since a number of students actually had this experience. Gratefully, things have changed much since the mid-19th century. There are many people who go beyond their own culture and religion and become scholars and competent teachers on these topics. Likewise, I have heard some Catholics who do a very poor job of teaching their own faith, and the same can be said for other situations also. Expertise in scholarship and competence in the classroom are much more widespread (thank God!) than they have been in the past, as well as my experience of interest in other religions and respect for accurate interpretations of them and other cultures taught by others. It is indeed a good development and speaks of the value of a more multi-cultural society that needs to be more and more appreciated.
As for the second part of the discussion, I appreciated the insights offered concerning the African-American experience. I know of a number of African-Americans who have been successful and moved out of their neighborhoods and into other areas of society and, yes, seemingly (if not actually) abandoned their roots. I consider it noble to have the idea that was put forth that professionals that have developed their talent in academics strive to develop and raise those who are in the urban setting. Living where I do in the Buckeye-Woodland neighborhood, I and others at Benedictine have given of ourselves to assist the students who come to us from this neighborhood and to our neighbors know we care about our surroundings. Many have appreciated our contributions, but there is much work to do.
The suggestion was for an overhaul of the entire system that rids it of the established prejudices that have existed since the late 18th century and that persist even to the present day. This is a noble thought, but filled with hard work and many difficulties in changing the minds of others. But in time, with support and the realization that the current situations are real and have detrimental results, there is the opportunity for change. It will come slowly, but person by person, we can make a difference and strive for greater results.
Yes, it was a powerful discussion.
ReplyDeleteI think good teachers could effectively teach about another faith if they’re well enough educated. Our Global Literature class used to have a section on “Wisdom Literature,” a highlighted passage or two from each major religion. I felt highly prepared to teach the passages from the Hebrew and Christian Bibles (OT and NT), but ironically was the least comfortable teaching them in case a student should accuse me of showing bias toward my own Judeo-Christian heritage. On the other hand, I felt really uncomfortable teaching about Taoism because all I knew of it was what was in the text and a little extra research I’d had time for. What if I was misrepresenting it the way I’d overheard another teacher misrepresenting Christianity while I was walking down the hall past his room one day? Frankly, I was relieved when they took the Wisdom Literature out of the new edition of the text book.
In a different example of cross-cultural teaching, we have a white woman teaching African American history in our school too. My students last year often referred in class to information they’d learned in her course. If they had been dissatisfied with the experience, they’d have said something; teenagers usually do. I found it curious, though, that in our discussion, every white teacher with an African American history class was a woman. I wonder if white women are perceived as having a bit more sensitivity to the discrimination Blacks have faced because women have faced discrimination too. Just an idea.
I agree that an overhaul of the educational system is really a big job. However, between alarming stories that are coming out of Columbus and Ohio’s process or re-aligning to National Standards, we may see a monstrous overhaul in the wrong direction instead of the healthy kinds of changes Stephen was talking about in class. Very uncertain times in education, and to me, scary times.
I think that education of such type of classes can be divided in two categories: informative-cognitive and informative-advocating. The first type can be taught in various school systems, such as public schools, colleges, and universities in clearly defined classes or subjects. For example, the study of African American culture can be put in this category. I can see that type of subjects can be taught by a person that is not bound spiritually or ideologically with the study of a religion, development of culture or nation. Thus, students are not provoked, obligated, or propagandized to have particular views. However, Saturday/Sunday Schools and Catholic schools may use second type of education, since students study a particular religion. Therefore, teachers and instructors must be scholars in a particular religion, since must know that information that they are taught is theologically correct. Thus, a Protestant minister or pastor cannot teach Catholicism or vice versa.
ReplyDelete