View Point Religion in public schools By Rev. Michael Rosenau Ferrace Fol! Gaspel Christian Fellowship THE IMPASSIONED debate in the Fraser Valley over whether public schools should give crea- Hen theary an equal heering atong side evolution theory, has Stirted up some controversy and brought out some of the educa- tional big guns. The Abbotsford School Board bas expressed interest in having both vicws presented, but has been given s stem warning from the Minister of Education, Art Charbonneaz, not to allow the creation theory to be taught in scicnce classes. In a recent letter 10 the Board, ‘caching a ‘‘icligious belief” in public schools violates the Provincial School Act and the Charter of Rights and Freedoms. When the Minisier, high on the wall of Fort Public Schoot, foaded bis guns with this srgu- meat and took aim at creation theory citdling the fort, he in- advertently caught evolution and a host of other the public school’s religious dagmas and practices in the cross fire, To srgue agsinst the creation model on the basic that nts reli- gious belief is to be taught in our public schools, one must cither be ignorant of the religious nature of much of whal is being trught in our schools, or dishanest. Now belore you react, think ibis through for a moment. Consider the dictionary defini- Wens of the word religion, The Webster's New World Dictionary — the third college edition — in- cludes the following as the defin}- tion of religion: ‘“‘any apecific system of belief often including a code of ethics and 2 philosophy; Such as ihe Christian religion, the Buddhist religion, or the religion of Homsnism.”* As you can see, the Is- sue is not whether reil gion will be taught in our public schools, but which religion. Our educators have ack nowledged that Humanism is the Primary philosophical base of public education, and have been calling themselves ‘‘humanists,”* and cur educstion system. ““pumanistic”’ for years. In an article entitled “A Reli- gion for a New Age” in the fanFe> 1983 issue of The Humanist one educator described the role of tbe public school classroom by saying, “The battle for humankind’s future must be waged and won in the public School classroom by teachers who contecily perceive their role as the proselytizers of a new faith... The classroom must and will become an arena of conflict between the old and the new - the rotting corpse of Christianity..and the new fajts of Humanism.” What is the difference between Ge religious = dogmas of Humanism being taught in our achonis and the religious dogmas of Christianity, or any other reil- gion for that matter? The Random House Dictionary of the English Language, 2nd Edition, defines religion a5 “A set of beliefs concerning the cause, suture, and purpose of the universe, espécially, when con- sidered a8 the creation hy a super- human agency or agencies, usuel- ty lavolving Ucvetional or ritual observaners, and oftea containing a more! code governing the con. duet of human affairs.” fs abere “‘a set of beliefs con- cemiing the cause, nature and pur. pose of the universe’ being taught in ous public schouis? Certainiy! Evolution defines the cause and nature of the universe, and in myriad ways and settings, the purpose af the universc, of fife, and of bumunity is discussed, 1s a “moral code gaverning We conduct of human affairs’ being, taught in our schools? Cenainly! Jusi read une lists of moral, ale liudinal, and vatue oriented cul- comes aut chillren are expecled lo denonstate, fouad throughout Ihe varinus Ministry of Education documents al your Focal public he D.C. Minisuy of Educa- Learning for Living Cure rictdum Guide auc makes it clear thal areas sach as the *‘spiritual’” dimension of children and beticis in ‘‘superhuman agencies’ -~ both matters which have tadi- tionally ben in the domain of re- Tigton — are to be dealt with in the public schoot classroom. Pages 111 aad 112 of this docu- ment says, “Health educa- tion....addresses afl four learning cognitive, affective, be- havioral and = spiritual... The spiritual dimension of humen de- velopment refers to one’s princi- ples and ethics, to a sense of pur- pose in life, and to a sense of belonging to a greater whole. It jucludes, for many, 2 commit- meat to some higher process or being(s).”” AS you can see, the issue is Hot whether religion will be aught in our public schools, but which cc- Hgion. ‘The public school’s reli- gion of Humarism is extremely intoterant of olber religions, par- ticularly Christianity, and it is ceriainly not open to having other views taught along side its own. Tf Mr. Charboancau really wants to train his guns on religion Hi be needs to do is mm them around and point them back in- side the Fort. It'll be a shooting gallery. The above column ts one in a series of articles from the Terrace Ministerial Association and ex- presses the views of the author, misc CORRECTIONS WORKER INSTITUTE PROGRAM Career Opportunities! The Cotrectans field provides many opportunities for eraployment with botn yauin and adult otenders. Uf you arc mierested. $ oMering a Carre # Corrections Academy Justice Insitute of 8.C. Vibrier Eracioyment Reaainess Program The frve (5) week taining program vat be offered from, Fulltime program: August 14- September 15, 1995 Auniication deadline: June 23, 1995 JUSTICE INSTITUTE OF B.C. 748 McBade Boulevard New Westminster, 8 C. Gourse Lecation, Fulltime program: September 5 - October 6, 1995 Application. Sending: June 2d, 1995 GLENDALE LODGE 4484 Markham Steel victoria, BC. 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