Faith Ed: Teaching About Religion in an Age of Intolerance

by Linda K. Wertheimer Narrated by Tara Sands

Overview

An intimate cross-country look at the new debate over religion in the public schools
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A suburban Boston school unwittingly started a firestorm of controversy over a sixth-grade field trip. The class was visiting a mosque to learn about world religions when a handful of boys, unnoticed by their teachers, joined the line of worshippers and acted out the motions of the Muslim call to prayer. A video of the prayer went viral with the title “Wellesley, Massachusetts Public School Students Learn to Pray to Allah.” Charges flew that the school exposed the children to Muslims who intended to convert American schoolchildren. Wellesley school officials defended the course, but also acknowledged the delicate dance teachers must perform when dealing with religion in the classroom.

Courts long ago banned public school teachers from preaching of any kind. But the*question remains: How much should schools teach about the world's religions? Answering that question in recent decades has pitted schools against their communities.

Veteran education journalist Linda K. Wertheimer spent months with that class, and traveled to other communities around the nation, listening to voices on all sides of the controversy, including those of clergy, teachers, children, and parents who are Muslim, Jewish, Christian, Sikh, or atheist. In Lumberton, Texas, nearly a hundred people filled a school-board meeting to protest a teacher's dress-up exercise that allowed freshman girls to try on a burka as part of a lesson on Islam. In Wichita, Kansas, a Messianic Jewish family's opposition to a bulletin-board display about Islam in an elementary school led to such upheaval that the school had to hire extra security. Across the country, parents have requested that their children be excused from lessons on Hinduism and Judaism out of fear they will shy away from their own faiths.

But in Modesto, a city in the heart of California's Bible Belt, teachers have avoided problems since 2000, when the school system began requiring all high school freshmen to take a world religions course. Students receive comprehensive lessons on the three major world religions, as well as on Sikhism, Hinduism, Buddhism, and often Shintoism, Taoism, and Confucianism. One Pentecostal Christian girl, terrified by “idols,” including a six-inch gold Buddha, learned to be comfortable with other students' beliefs.*

Wertheimer's fascinating investigation, which includes a return to her rural Ohio school, which once ran weekly Christian Bible classes, reveals a public education system struggling to find the right path forward and offers a promising roadmap for raising a new generation of religiously literate Americans.

Editorial Reviews

Publishers Weekly

07/06/2015
Former Boston Globe education editor and former Dallas Morning News reporter Wertheimer is shocked when swastikas are painted in the boy’s bathroom at a suburban Boston high school near her home. The March 2014 incident forces Wertheimer to recall similar events more than 40 years earlier, when she and her brothers were the only Jewish students in a rural Ohio public school. With skill and intelligence, the veteran interviewer crisscrosses the country in search of a public school program that teaches religious literacy well. What she finds are sincere instructors with little training in how to teach about religions as an academic subject. Despite more than 70 years of effort and several Supreme Court rulings, Wertheimer writes, “There has never been a nationwide movement to make the world’s religions a more integral part of education.” However, religion and public education do not have to be at odds. In this thorough investigation, Wertheimer makes a strong case for developing a public school pedagogy to promote rights, responsibilities, and respect for the richly woven religious fabric found in the United States. (Aug.)

From the Publisher

This book sheds light on the reality that people hide their religious background in a school environment at times out of fear. It may be of value for individuals who have experienced religious intolerance at school or for those linked to public schools by raising awareness for religious groups that may not yet have a voice.”
—Library Journal

“This is an important and compelling book.”
—The Jewish Advocate

“Insightful and engaging, Faith Ed shows how education fights intolerance. This is an important book, with huge implications for public policy and stronger communities.”
—Jonathan Eig, author of The Birth of the Pill and Luckiest Man

“Faith Ed offers deep insights into the combustible issue of teaching religion in American schools. Linda K. Wertheimer combines her personal experience with vivid reporting to reveal the fault lines as well as a pathway to progress. At a time when religion and intolerance are at the heart of conflicts both global and local, this powerful book is required reading.”
—Mitchell Zuckoff, author of 13 Hours and Lost in Shangri-La

“Linda Wertheimer has given us a deeply reported, sobering look at the promise and taboos of teaching religion in our public schools. With a sharp eye and open mind, she brings to light the heroes of tolerance, the isolationists who choose safe harbors of ignorance, and the ongoing struggle over what it means to be an American.”
—Scott Helman, coauthor of  Long Mile Home: Boston Under Attack, the City’s Courageous Recovery, and the Epic Hunt for Justice

“Readers enjoy a front-row seat in the classroom with Linda Wertheimer's revealing book about teaching world religions in the public schools. This is essential reading for everyone concerned about building respect among young people for the diversity of religious faith in America.”
—Stephen D. Solomon, author of Ellery's Protest: How One Young Man Defied Tradition and Sparked the Battle over School Prayer

“In Faith Ed, an impassioned journalist takes her readers on a tour of timely topic:  what it is like to teach the world’s religions in a climate of hostility and ignorance. The result is a heartfelt plea for open-mindedness and civility, in the classroom and beyond.”
—Madeleine Blais, author of In These Girls, Hope Is a Muscle

Library Journal

06/15/2015
Journalist Wertheimer tackles the problem of discussing world religions while also trying not to make it a contentious issue within a public school context. She wonders how schools can ensure that the next generation will not experience religious intolerance. The book collects interviews with individuals who have experienced some level of intolerance as a result of their religion or because of teaching about religion. The reader connects to each story shared, but Wertheimer's initial questions lack direct answers. It feels as though the book needed one more chapter to offer practical guidance for teachers and administrators. Perhaps that was intentional, as it does cause one to stop and reflect on what a beneficial model for engaging religious tolerance positively in the educational realm would or should look like. VERDICT This book sheds light on the reality that people hide their religious background in a school environment at times out of fear. It may be of value for individuals who have experienced religious intolerance at school or for those linked to public schools by raising awareness for religious groups that may not yet have a voice.—Mark Hanson, Maranatha Baptist Univ. Lib., Watertown, WI

Kirkus Reviews

2015-04-05
Narrow examination of the teaching of religion in America's public schools. Education writer Wertheimer experienced anti-Semitism firsthand on various occasions while growing up in Van Buren, Ohio, in the 1970s. The experience shaped her and thoroughly shapes this book on the teaching of world religions in public schools. Justified or not, the author's study comes across as pre-concluded and defined by a restrictive set of values and views. Wertheimer traveled to a handful of places where the teaching of religion has in one way or another been newsworthy, and she interviewed local students, teachers, administrators, and community leaders. In Lumberton, Texas, she explored a controversy that arose when students tried on burkas during a class discussion about Islam. In Wichita, Kansas, she visited an elementary school that has experimented with beginning world religion education as early as first grade, with mixed reception by the public. In Modesto, California, she toured a school system that intentionally built a religion curriculum based on extensive training and strict adherence to "equal time." The author's case studies are interesting and well-documented but hardly broad enough to provide a picture of the education of religion nationwide. Moreover, no matter how much readers may want to agree, Wertheimer's personal prejudices are simply too heavy to ignore. Evangelical Christianity is always immediately suspect in her writing, while other faiths are not. For instance, she sees it as a success when the religion class in Modesto caused a Pentecostal girl to question her faith, stop wearing long skirts, and in the end leave her church tradition. It is difficult to imagine the author being equally happy about a woman of any other faith tradition having the same reaction. Wertheimer also looks down on rural or noncoastal America with a stereotypical haughtiness, and the book is replete with references to her experience growing up, which, though perhaps valid, don't add much to the narrative. A worthwhile study marred by bias.

Product Details

BN ID:	2940170088706
Publisher:	Penguin Random House
Publication date:	02/20/2018
Edition description:	Unabridged

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