The Bible in public school

Talk about anything in here.

Postby USSRGirl » Sat Mar 31, 2007 12:22 pm

True. And you may still get teachers telling kids it's all a bunch of fables. I think the best way to go about this would be to present the historical evidence - both the pros and cons of the inerrancy of scripture or its historical content, and let kids decide on their own. Of course, whatever you do it really just comes down to whether or not the teacher is going to have a bias. Banning debate really didn't work for my class. When you're dealing with something like the Bible it's just hard NOT to debate anything.
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Postby oro! » Sat Mar 31, 2007 7:01 pm

This course is going to be offered next year at my school. I am really excited/somewhat nervous about how it will turn out. We'll see if it can be in that median. In any case, I do like the spiritual talk it may spurn outside of class with my fellows.
"I've learned when you throw mud at others, not only do you get your hands dirty, but you also lose a lot of ground." Ravi Zacharias
"Pride grows in the human heart like lard on a pig." Aleksander Solzhenitzen (so call me on it)
"Zeal without knowledge can lead to chaos." - Bob Rohm
"Why don't we love his truth as much as we seem to love his love?"- Cross Movement, in their song "Check us Out"
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Postby Technomancer » Sun Apr 01, 2007 7:17 am

USSRGirl wrote:True. And you may still get teachers telling kids it's all a bunch of fables. I think the best way to go about this would be to present the historical evidence - both the pros and cons of the inerrancy of scripture or its historical content, and let kids decide on their own.


I've never been a fan of that kind of approach, at least as it pertains to arguments that attempt to establish something as being factual or not. The problem is that high schoolers (and most adults) simply do not have the education necessary to evaluate many of the claims being made by either side. I think it's far better instead to teach what is the broad consensus of archaeologists, linguists and other scholars on these matters as being authoritative. Where meaningful controversies exist (and are pertinent to the curriculum) these can and should be explored, although probably not in depth.
The scientific method," Thomas Henry Huxley once wrote, "is nothing but the normal working of the human mind." That is to say, when the mind is working; that is to say further, when it is engaged in corrrecting its mistakes. Taking this point of view, we may conclude that science is not physics, biology, or chemistry—is not even a "subject"—but a moral imperative drawn from a larger narrative whose purpose is to give perspective, balance, and humility to learning.

Neil Postman
(The End of Education)

Anti-intellectualism has been a constant thread winding its way through our political and cultural life, nurtured by the false notion that democracy means that my ignorance is just as good as your knowledge

Isaac Aasimov
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