In 2007 Stephen Prothero wrote a book that caused a great deal of discussion. It’s entitled, “Religious Literacy: What Every American Needs to Know – and Doesn’t.” It is based on a survey which reveals how little most Americans, especially college students, know about religion. In other words, there is a great religious illiteracy in our country. Prothero’s main point is that “high school and college graduates who have not taken a single course about religion cannot be said to be truly educated” (page 17).
The writer of this article takes this seriously. If this is the case, then what does it mean for teachers of religion, for colleges? What courses should be offered and how? What should the content be or basic approach?
The article makes the point that it is very likely that the college students we would be teaching have not had a single class or course in religion when they come to college, and that if they do take a class, it may well be the only one they take. It’s a kind-of one and done opportunity. So whatever and however we teach, this needs to be remembered. He challenges us to do some deep thinking about what religious literacy in the world right now would look like and then design our classes accordingly.
The writer makes many interesting points and insights, not just for me as someone interested in religion and probably will do some teaching in it, but for all teachers. For example, he believes that any class in religion has to be primarily an introduction (largely because of the above about a lack of preparation and foundation). But he goes on to quote Jonathan Z. Smith (1988) that the primary task and expertise of all college teachers is introduction. Then he asks the provocative and, I think, helpful question, “To what are we trying to introduce students in our courses?” He also asks this great question, “If students could learn only one thing from this course, what would it be?”
I found the article reminding me of much we have read and discussed in our class. It also encouraged me to do more thinking about religion, it’s role in the lives of millions of people, and what a course would look like if I were to teach it. It has excited and prompted me to design such a course, for I, too, believe that everyone really does need at least some fundamental knowledge about religion, as it is obviously very much a powerful influence (and will continue to be) on our whole world. Introducing them to it is one thing, but it will also be important to help them do so in a way that they can engage in some critical thinking about religion. Indeed, Gallagher says this, “Our introductory courses are, or should be, primarily about thinking critically. Religious traditions provide the materials about which we think, write, speak, and argue.”
If you would like to read the complete article, you can find it here:
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9647.2009.00523.x/full
