Religion in the new curriculum
The government’s new draft curriculum, which has alarmed many Christians, prominently bears the personal stamp of Kader Asmal, the education minister presiding over its creation.
Dr Asmal does not seem to be a keen admirer of Christianity in itself, or indeed of any religion. The draft curriculum’s downgrading of religion is an expression of that outlook. It also points to the incipient separation of state and church.
Those who dread the separation of state and church may take courage from the sustained vigour of the Christian churches in the United States–policies such as the ban of prayer in schools notwithstanding.
South Africa’s population, like that of the US, comprises adherents of many religions, and within these several distinct denominations. In a religiously heterogeneous society, the state cannot be seen as being biased towards one group over another. Not too long ago, the close collaboration between the reformed churches and the apartheid state caused enormous harm to South Africa and, indeed, Christianity.
A sensible curriculum in state schools would appreciate the inherent values of all religious orientations while affirming pupils’ own religious background.
This is the policy advocated by the Catholic Institute of Education (CIE), and reflects the general approach to religious education taken by Catholic schools, which at the same time foster gospel values specifically.
Dr Asmal’s model of “religion education” (as opposed to religious education) may not be diametrically at odds with these principles, but aims to secularise them in favour of promoting vague broad values–which the education department says may also emanate from non-religious philosophies.
By definition, religious (or religion) instruction in schools cannot be secular, as Dr Asmal would have it. Individual teachers are prone to convey their own personal religious (or non-religious) bias, even if they do so unconsciously.
It is evident that the religious education component of the draft curriculum requires further development before it can be implemented.
Whatever the outcome, however, it cannot be the function of state schools to catechise our children in the ways of any particular faith. That responsibility belongs above all to the family, assisted by catechism in the parish. Religious education must begin at home.
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