One of the most talked about controversies in recent years related to religion in schools was in March 2006 when the Supreme Court of Canada ruled to allow Sikh teenagers’ to wear there dagger-like kirpans to school. It was said by the legislator that accommodating these Sikhs and allowing them to wear there kirpans under certain conditions demonstrated the importance that Canadian society attaches to protecting freedom of religion; yet, bringing a seemingly harmless bible to school can lead to a severe punishment or a likely suspension. It’s ironic to see how a potentially dangerous weapon is favored over an undisruptive book (Chartrand, Fred). In West Virginia, a picture of Jesus was the center of a legal battle, claiming that it goes against the law separating church and state. The artwork had been displayed in the high school for over thirty years and a large part of the schools history. It was stated that the portrait may be offensive to some students. How can a little picture be so insulting to people? The logic surrounding these situations don’t seem to be fairly balanced.
In Does God Make a Difference: Taking Religion Seriously in Our Schools and Universities , Warren Nord argues that we must educate more broadly about religion in ways that engender connection and understanding to enable civil discourse, discourse that involves our most deeply held beliefs. There are signs that the pendulum may be beginning to swing back to a position like that advocated by Nord: where education about religion may be more widely accepted in our universities and our public schools. It is at once encouraging and disheartening to note that some of the same forces at work 150 years ago, and so ably traced by Professor Green, are with us still. But as he reminds us, incremental progress characterized the process then. So it must be now.
journeyed from place to place, teaching and converting hundreds of followers
and died at the age of eighty. However, his many disciples continued
spreading his teachings. At the same time Buddhism splitted into two
main schools of thought: Hinayana and Mahayana . The Followers
of Hinayana do not worship idols of Buddha as the enlightened prince
taught against idolatory. Very few other Nepalese Buddhists have adopted
the Hinayana school of thought, choosing rather to follow Mahayana teachings.
One of the central beliefs of Mahayanists is that one can achieve nirvana
by following the example of Bodhisattvas, Bodhi meaning enlightenment
and Sattva meaning essence.