Teaching Religion in Public Schools: A Comparative Study between the U.S. and the U.K. (2000-2019)

Abstract

The rise of controversial debate over religion as an influential issue in public life was hypothesized upon diverse critical views related to the appearance of new global dominant process which endeavors to separate the state from religion, especially in the Western world, and which basically targets education in public schools and institutions. Hence, this study investigates various perspectives about this issue and the impact, if any, of teaching religion in public schools in the United States and the United Kingdom to ultimately compare the findings in both countries. The impact of religious education on students’ development and their academic performance is one argument usually used by the proponents of teaching religion in schools. Moreover, this investigation intents for the dissection of particular devotional faiths regarding people’s affiliations in the contemporary secularist decade. These interpretative standards cincture the variant lawful political and social features that embodied a clear explanatory to the total separation of state and religion at the new millennium in particular to evaluate the different sides of religious influence, both positive and negative. The comparison between teaching religion in public and private schools is important as it informs the debate and clarifies the realities surrounding the issue. Linked to religion, education and secularization, the controversy over religious education engages different conflicting views supported by different ideologies that hold common segments which seek to guarantee religious freedom to individuals. The premised objectives of this research are due to be achieved through studying important quantitative and qualitative data relevant to the subject. The findings of this comparative study show a regress of Christianity, in both studied countries, against minority religions, and a trendy uprising of non-religions. This represents a serious menace to people’s identities and the life styles of their communities.