Phenomenological Arguments for Teaching about Religions in Public Schools Beyond Civic Purpose

Abstract

This paper develops the following thesis: teaching about religions in public school holds meaning and value beyond civic purpose, aiming also to educate the existential and spiritual dimensions of students. In developing this thesis, Carmelo Galioto employs a phenomenological approach in considering the place and role of religion in public schools. First, he reconstructs the prevailing liberal arguments regarding the purpose of teaching religion in public schools. Second, drawing on some of Edith Stein's claims, he proposes that public schools contribute not only to the development of civic friendship and critical thinking, but also to existential purposes. Third, he presents how Simone Weil's reflections help us to see the connection between teaching religion in public schools and accomplishing important existential and spiritual purposes. Finally, Galioto details how teaching religion serves as a key element in the existential and spiritual development of students, taking into account various issues related to this educational aim. The phenomenological approach, he concludes, contributes to a specific conception of religion as an educational subject in the public school system, one focused on teaching about and from religions.