Aswad
Posts: 9374
Joined: 4/4/2007 Status: offline
|
quote:
ORIGINAL: erieangel The Gnostic works comes to mind. Arguably, those have had less of a formative impact on the culture, and belong in a discussion of persecution in the Middle Ages instead (being one of the major targets of such persecution). The time would be better spent on the major formative influences of other parts of the world. Confucianism, Buddhism, Hinduism, Islam, and so forth (I'm not comfortable suggesting something from Africa, for instance, as I'm not sufficiently familiar with its history myself). Heck, most of the islamophobes around these parts have no idea what Ramadan is, and seem to regard it as "that time of year when you can't get a cab", for instance. quote:
Censorship just doesn't sit well with me. But the Bible in the public classroom shouldn't be taught in a religious sense, but in a historical and literary one. One shouldn't teach anything in a religious (or antireligious) sense in the classroom. People can do that in specific schools for their own stuff if they want to mix roles that way. It might be useful to have an exposition of the various theologies of the various religions out there (and, of course, atheism), though, with an emphasis on the right to choose what to believe (or not to), so as to counteract conformity pressures and the like, while fostering tolerance. And, obviously, the roles of these various beliefs and associated groups and organizations in history and culture is a must (and difficult to convey without a grasp of their substance). IWYW, √\swað.
_____________________________
"If God saw what any of us did that night, he didn't seem to mind. From then on I knew: God doesn't make the world this way. We do." -- Rorschack, Watchmen.
|