Thank you to Mark Movsesian and Marc DeGirolami for the chance to participate in the Center for Law and Religion’s blog. I am delighted to work with them in addressing questions about the relationship between religion, law and culture. My primary interest in the next few weeks is exploring these concerns in the context of American education.
America’s current educational battles are about competing beliefs and commitments. This may sound like a strange assertion, given the practical nature of the debates on No Child Left Behind, vouchers, teachers unions, the curriculum, and so on. However, beneath such disagreements are deeper and more profound ones that are philosophical and cultural in nature: about the purpose of education, the nature of the child, and the question of authority.
Put differently: educational policy always rests upon particular views about who the child is and what education is for. In this sense, schooling is always about philosophy – explicitly or implicitly. Whose philosophy, though? Why one set of assumptions and not another? How does American public education reflect past debates about pluralism and democracy? Finally, how might our present disputes be improved, and perhaps fresh solutions achieved, by re-visiting these foundational questions?
This task is difficult because of the inescapable nature of culture, the taken-for-granted backdrop to our individual experiences and social encounters. Speaking in sociological terms, “culture” consists of the ideas and institutions Continue reading