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It isn’t just in recent arguments over the teaching of intelligent design or reciting the pledge of allegiance that religion and education have butted heads: since their beginnings nearly two centuries ago, public schools have been embroiled in heated controversies over religion’s place in the education system of a pluralistic nation. In this book, Benjamin Justice and Colin Macleod take up this rich and significant history of conflict with renewed clarity and astonishing breadth. Moving from the American Revolution to the present—from the common schools of the nineteenth century to the charter schools of the twenty-first—they offer one of the most comprehensive assessments of religion and education in America that has ever been published. From Bible readings and school prayer to teaching evolution and cultivating religious tolerance, Justice and Macleod consider the key issues and colorful characters that have shaped the way American schools have attempted to negotiate religious pluralism in a politically legitimate fashion. While schools and educational policies have not always advanced tolerance and understanding, Justice and Macleod point to the many efforts Americans have made to find a place for religion in public schools that both acknowledges the importance of faith to so many citizens and respects democratic ideals that insist upon a reasonable separation of church and state. Finally, they apply the lessons of history and political philosophy to an analysis of three critical areas of religious controversy in public education today: student-led religious observances in extracurricular activities, the tensions between freedom of expression and the need for inclusive environments, and the shift from democratic control of schools to loosely regulated charter and voucher programs. Altogether Justice and Macleod show how the interpretation of educational history through the lens of contemporary democratic theory offers both a richer understanding of past disputes and new ways of addressing contemporary challenges.

How the actions and advocacy of diverse religious communities in the United States have supported democracy’s development during the past century Does religion benefit democracy? Robert Wuthnow says yes. In Why Religion Is Good for American Democracy, Wuthnow makes his case by moving beyond the focus on unifying values or narratives about culture wars and elections. Rather, he demonstrates that the beneficial contributions of religion are best understood through the lens of religious diversity. The religious composition of the United States comprises many groups, organizations, and individuals that vigorously, and sometimes aggressively, contend for what they believe to be good and true. Unwelcome as this contention can be, it is rarely extremist, violent, or autocratic. Instead, it brings alternative and innovative perspectives to the table, forcing debates about what it means to be a democracy. Wuthnow shows how American religious diversity works by closely investigating religious advocacy spanning the past century: during the Great Depression, World War II, the civil rights movement, the debates about welfare reform, the recent struggles for immigrant rights and economic equality, and responses to the coronavirus pandemic. The engagement of religious groups in advocacy and counteradvocacy has sharpened arguments about authoritarianism, liberty of conscience, freedom of assembly, human dignity, citizens’ rights, equality, and public health. Wuthnow hones in on key principles of democratic governance and provides a hopeful yet realistic appraisal of what religion can and cannot achieve. At a time when many observers believe American democracy to be in dire need of revitalization, Why Religion Is Good for American Democracy illustrates how religious groups have contributed to this end and how they might continue to do so despite the many challenges faced by the nation.

The full-scale assault on public education threatens not just public education but American democracy itself. Public education as we know it is in trouble. Derek W. Black, a legal scholar and tenacious advocate, shows how major democratic and constitutional developments are intimately linked to the expansion of public education throughout American history. Schoolhouse Burningis grounded in pathbreaking, original research into how the nation, in its infancy, built itself around public education and, following the Civil War, enshrined education as a constitutional right that forever changed the trajectory of our democracy. Public education, alongside the right to vote, was the cornerstone of the recovery of the war-torn nation. Today's current schooling trends -- the declining commitment to properly fund public education and the well-financed political agenda to expand vouchers and charter schools -- present a major assault on the democratic norms that public education represents and risk undermining one of the unique accomplishments of American society.

The United States remains a deeply religious country and religion plays an inextricably critical role in American politics. Controversy over issues such as abortion is fueled by opposition in the Catholic Church and among conservative Protestants, candidates for the presidency are questioned about their religious beliefs, and the separation of church and state remains hotly contested. While the examination of religion's influence in politics has long been neglected, in the last decade the subject has finally garnered the attention it deserves. In Religion and Democracy in the United States, prominent scholars consider the ways Americans understand the relationship between their religious beliefs and the political arena. This collection, a work of the Task Force on Religion and American Democracy of the American Political Science Association, thoughtfully explores the effects of religion on democracy and contemporary partisan politics. Topics include how religious diversity affects American democracy, how religion is implicated in America's partisan battles, and how religion affects ideas about race, ethnicity, and gender. Surveying what we currently know about religion and American politics, the essays introduce and delve into the range of current issues for both specialists and nonspecialists. In addition to the editors, the contributors are Allison Calhoun-Brown, Rosa DeLauro, Bette Novit Evans, James Gibson, John Green, Frederick Harris, Amaney Jamal, Geoffrey Layman, David Leal, David Leege, Nancy Rosenblum, Kenneth Wald, and Clyde Wilcox.

Excerpt from Religious Education and American Democracy President Wilson says we must make the world safe for democracy. The safety of democracy demands intelligence and godliness. The present world war will have been waged in vain if it hands democracy over to an ignorant and godless people. A democratic people must be able to think clearly and act righteously. The world will never be safe for democracy until intelligence and godliness are the common possessions of the whole human race. Democracies must learn how to make secular and religious education efficient and universal. The first chapter in this volume outlines the great system of public schools which the state is building in order that the masses of the people may have the grade of intelligence demanded for citizenship in a democracy. It also sketches the outline of a system of schools which I believe the church must build if the intelligence of the people is to be coupled with godliness. The succeeding chapters discuss in detail the problems involved in the realization of the proposed system of church schools for the American people. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.