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Religiously neutral education?
Media and teachers, especially before Christmas, discuss heavily the role of schools in relation to a religious, secular or neutral marking or celebration. It is a reflex of a more general debate on the role of religion in schools. So-called neutral and secularistic argumentation is increasingly dominant. Politically decided values and teachers’ opinions might conflict in several contexts in Europe, like in this Norwegian example.
The Norwegian Education Act expresses that values are anchored in culture and tradition and gives a contextual priority to Christian and humanistic values in the Norwegian school. It points out six values that shall be promoted: respect for human dignity and nature, and on intellectual freedom, charity, forgiveness, equality and solidarity. The act states further that Christianity and humanism do not own these values alone, they also appear in different religions and beliefs and are rooted in human rights. (§ 1-1 The objectives of education and training)
The Education Act is in line with the government’s practice on religious freedom to religion (and not from religion) and a policy of a religiously and worldview-open society. The core values in Christian and humanist traditions are stated clearly as a basis for education. (https://www.regjeringen.no/contentassets/53d21ea2bc3a4202b86b83cfe82da93e/core-curriculum.pdf)
As the example linked here shows, some tend to take the view that education should be neutral. Overall, secularisation and neutrality are becoming increasingly dominant. In the case of the Master's students mentioned in the example, however, this attitude is surprising, as they are teachers enrolled in a Master's degree programme in religious and ideological education and have their daily work in various schools and levels.
How can neutral and secular thinking be so dominant among teachers? This is not only the case in Norway but seems to be a western phenomenon. In the name of tolerance, the Christian culture is wiped out or muted to make schools open to minority groups with their religions. The effect is the opposite: minorities are not given the tools to understand and navigate within the majority’s culture. Neutrality in education is impossible. As researchers and educators rooted in the Christian religion it is important how we counter this increasingly dominant ideology of neutrality in the future.
With the wish for a blessed Christmas and more peace in 2025.
Heid Leganger-Krogstad on behalf of
Dr. Tania ap Siôn & Heid Leganger-Krogstad (ICCS) and Michael Jacobs & Piet Jansen (IV)
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