sonal change and growth, exposing teenagers to be unfair to those coming from non-Christian back- As the question of how to approach religion in the THE SEPARATION of church and state a multitude of fresh influences within a learning grounds or simply not inclusive enough of other re- classroom becomes more pressing, educators also 10 January/February 2016 THE CLASSIC THE CLASSIC POLITICAL PERSPECTIVES VERSUS RELIGIOUS IDEALS January/February 2016 11 means that religion remains a sensitive subject in environment that introduces more complex intel- ligions. Some refer to either a reinforcement of their comment on how they feel curricula should change REMOVE BIAS FROM FROM school environments, given that faith (or a lack lectual and cultural forces―religion being a part faith or a disillusionment of it upon entering high to accommodate students of all religious roots. Beyond academics in the class, the social has been one of the very few places in which out more and more about ourselves. However, THE ENGLISH thereof) is not something that is easily extricable of that. Some Harristies find the academic study of school, whether that be through solidarity found school environment has led students to ques- I’ve encountered people with different views. realizing your sexuality is one that goes against from a student’s identity. High school, however, religions lacking or controversial, either citing the in faith-based communities at THHS or changing tion the nature of orthodox beliefs, as many be- I feel that it’s a safe environment to discuss the unspoken or spoken rules in your religion CURRICULUM has proved to be a time-honored stage of per- prominence of the Bible in humanities curricula to political views that conflict with religious orthodoxy. gan to form political views separate from what issues concerning gender and sexuality. These definitely has students questioning their ability HOW HAR RI SIIT their religions preached. people and their perspectives have caused me to stay faithful to their religion. When it comes BY EKTA RANA SECULAR E S ID E N Their interactions with the LGBT communi- to me personally, I don’t practice religion but T MANY STUDENTS debate whether or not HOW HARRISITES IDENTIFY RELIGIOUSLY IF “ Y ty led many students to question their conven- I do dabble in both Islam and Christianity be- R we should be reading the Bible in a secular E L In a survey involving 150 students, roughly religious. It’s something I personally pursue; it’s In regards to school influences, Stephen said, I tional religious ideals. cause of my parents. My club members are G school like Townsend Harris. Some feel that I STUDY O 10.7% said they identified as “very religious,” out of a sense of duty, it’s habitual. I’ve attended “It’s hard to reconcile religious texts with science U “I do support the LGBT community. I for the most part not religious, some by choice S RELIGION AND SEXU- there is a bias present, which allows students of L 32.7% said they were “moderately religious,” 32% church every Sunday for ten years and I find it odd and academia because of the lack of believable Y never associated my support with my religion, and some because they weren’t raised with Abrahamic religions to gain an unfair advantage. said they were “somewhat religious,” and 24.7% not to go.” stories that most religions have. THHS has although I do know that homosexuality is con- religion.” ALITY ARE TOPICS The primary reason defenders offer is that the said they were “not at all religious.” In particular, we were interested in exploring made me more open towards considering a sidered a sin in Islam,” stated senior Komal Junior Nicholas Mohan added, “I think that TO SCRIPTURE: Bible is essential to understanding the Western More than 50% of the students claimed that how school affects student religious perspectives. more scholarly perspective on religion.” Siddique. THAT DON'T GO HAND- the LGBT community and the religious commu- canon. However, this is where our curriculum they were religious because of their families, while There are the ways that certain courses could chal- Other students had various perspectives Senior Sarah DeFillipo added, “Although nity have always been at odds with each other IN-HAND UNLESS IT'S lacks in sense, as we study the Bible senior 42% identified as being religious on their own, re- lenge or deepen personal beliefs, but there’s also on the topic, which we will explore in the below heterosexuality is the norm in Islam, that doesn’t because the main opponents of LGBT rights year instead of learning it as a fundamental text gardless of the influence of their families. the way that interacting with students can influence sections. mean that I should judge or reproach people by are usually religiously conservative people. You ONE CONDEMNING THE freshman year. Senior Stephen Mai said, “My parents aren’t others. their sexual orientation or gender identity. I think can’t blame the LGBT community for not want- If we are to read it as a prelude to the clas- it’s a major sin to make someone feel unwanted ing to be devoted to belief systems that don’t OTHER. sics of Western literature, the Bible should be a or subhuman. You can be conservative or liber- believe in them.” A LOOK AT THE CURRICULUM RESULTS IN REEVALUATION OF RELIGIOUS BELIEFS part of the freshman curriculum and then lead al, but when it comes to people, you treat them into texts that are based upon it or reference Though a secular education may not seek to Olechowski believes that religious texts are an However, humanities teacher Raquel Chung Catholics are Christians. They’ll compartmentalize like people—anything else is unacceptable.” ” it, so that students unfamiliar with Abrahamic broaden student perspectives on their own reli- essential part of any school’s curricula, although believes that “students who are familiar with the them based on opinions more than facts. Every re- Similarly, junior Fatema Haidery stated, to become more open minded. I’m much more religions are better equipped to analyze texts WH INFLUENCE OF gion, studying the history of religions is essential measures should be taken to make sure the texts stories have a hard time reading the text as a story. ligion has an aspect that doesn’t sound logical and “Growing up, I was constantly surrounded liberal than I was five years ago.” Y HA that include Christian symbolism. Instead, only RR to a well-rounded education. In the process of are taught effectively and respectfully. Non-Christians are more comfortable and have an students shouldn’t mock this. For example, some by family members, some of whom held very Junior Sarah Gafur, leader of THHS’ Gay IS IT seniors take a humanities class that includes the E S conducting this study, many students report ques- “Reading religious texts doesn’t work espe- easier time looking at it as a story, not through a kids don’t understand why cows are so sacred in aggressive views concerning topics like same Straight Alliance (GSA) chapter stated, A R Bible as part of the required reading. If the Bible E tioning their own personal beliefs. When asked if religious perspective.” Hinduism, but then you can ask how a virgin has a sex marriage. Since they were really the only “Usually, religion and sexuality are top- R E were taught in freshman year, all students could HIGH SCHOOL L high school classes expanded their perspectives She continued, “I ask the class to approach baby in Christianity. There are some things that are influences I had as a child, they shaped my own ics that don’t go hand-in-hand un- I “ G perform on an equal level as they are already I on religion, numerous students suggested that the story as a work of fiction because a lot of stu- not logical, that can’t be proven scientifically but if views to match their own.” less it’s one condemning the other. O U acquainted with the common themes. S the curricula presented from multiple departments dents read creation myths, like in freshman year, they approach these things with respect, it can be a She continued, “However, while I didn’t As youth, following a religion is IN ORDER TO STUDY THE Thus, while there is validity to the argument ON THE has the tendency to lead them to question their and they don’t see it as a religious text. They should very enlightening discussion.” have large influences outside of family, school hard in itself as we come to find that it is important to read the Bible to help stu- religious texts. LIVES OF OTHERS, YOU leave ‘the religious baggage’ outside the door. I Sophomore Anil Singh added, “Honestly dents understand the Western canon, because Senior Florebencia Fils-Aime recalled, “One had a student last year, who decided to look at it THHS is a school where logic and questioning NEED TO APPROACH THEM NAVIGATING HIGH SCHOOL of poor curriculum choices, the school does not moment that allowed me to reflect where I stood [the Bible] with the perspective of a character. She seems to be the top priority and it seems to destroy RELIGIOUS actually facilitate this learning. Given this, if we on the topic of religion was in A.P. French. I decided compared the character of Jesus to the characters your beliefs. But in some ways it’s good because CORRECTLY. are to read the Bible without any clear plan for to be against religious institutions because people in the Quran. By treating the stories in that manner, it makes you very aware and forces you to under- High school has a polarizing effect on ences. He added, “The values of Sikh- applying it to other texts in the western tradition, have used religion for unjust reasons. People have she was able to distance herself from the religious stand your beliefs even more.” students’ religious beliefs. 15% of students felt ism, such as selfless service to society, there’s no reason why we can’t read other reli- used religion to justify war, slavery, the destruction texts.” “In a school like ours that has a strong Human- their overall religious views strengthened after were really important to me until about last LIVES OF ” gious texts in addition to the Bible. of different cultures, and attacking groups of peo- Atheist students also shared their experiences ities foundation—in a country like ours—the model starting high school, 14% believed their views year. Lately, because of the school Election There is a large facet of prominent world ple. However, some aspects of religion I like are cially well in the seminar because students haven’t on the Biblical readings. Senior Stephanie Howe of what a secular humanist society should look weakened, and the other 71% felt their views Simulation (largely Donald Trump), I’ve be- literature left untouched in the curriculum. This how it tries to bring order and how people use it to been taught what the Bible is without ever reading noted, “Reading about other religions is fascinating like is one where students learn a wide variety of remained the same. come a lot less religiously narrow-minded and she attended a Catholic middle school where presents us with the opportunity to expand or HARRISITES get through harsh times.” it themselves, and those who have read it by them- in class, especially during A.P. World, but during religious texts. Not just the texts that their parents Julian recalled that he was not very reli- I believe that service to the community is more she already started to question religion. “I modify the curriculum. Students can still study Though students can be led to question their selves have the influence of religious backgrounds humanities, when we read about Jesus and how believe in and what they were brought up with, but gious before attending THHS. impactful than just praying.” wasn’t very religious to begin with freshman classic works of great merit and relate them beliefs in science courses and social studies class- and organizations,” he commented. “When you he was a divine figure, [it] was kind of awkward. I what they don’t know,” Mr. Olechowski concluded. “In freshman year, I was trying to look for In terms of the school workload, he stat- year. I started seriously questioning Catholi- to other religious texts. Take E.M. Forster’s A HOW es, one of the key areas of controversy in Townsend bring it into a secular environment we’re working respect other people’s religions, but the fact that I RE myself and figure out my values. I was led to ed, “I often get a lot less time to visit the temple cism a few years before that, and I was more LIG Passage to India. A classic of the canon, this IO U Harris involves the humanities seminar, where stu- under the assumption that they’re just texts.” was being questioned on the details felt like I was S trying to find a church and Seekers, the Chris- due to extra work from school, so in turn I’ve open to hearing about other religions since I H novel consistently refers to ideals in Hinduism A dents read, discuss, and write about He added, “I think that we need a specialized at a disadvantage.” R tian fellowship club at THHS, gave me more of become less religious in terms of praying, but only knew one my whole life. Classes such as BY POONAM DASS, R and could contribute to our understanding of IS key stories from the Bible as class, or even unit that teaches tolerance and ob- Christina added, “the curriculum allows athe- IT an idea. Then, a fellow senior invited me to vol- I keep my values and remember the teachings Humanities make me look at how others view E history during the British imperial time and the S

part of the Western lit- jective thinking related to religious texts… In order ists to be exposed to various religions, in what is A unteer at a day camp and that’s when I started of my Gurus.” their faith. I wouldn’t say that learning about R appropriation of Hindu culture by foreigners. If SUMAITA HASAN, & E erary canon. to study the lives of others, you need to approach supposed to be an objective manner.” going to that church.” Junior Muhamed Bicic said, “I believe more religions has made me less religious, we were to add such a text to the THHS cur- “I think the them correctly.” Senior Prabhjot Shergill stated, “I was always Junior Harleen Singh Karir said he “grew school has the potential to affect the way but I have to admit that occasionally, I’ll come riculum, we could also study excerpts from the fact that we are Some students revealed that they felt at a dis- pretty skeptical about my faith; nevertheless, up a devout Sikh” because of his parents’ influ- someone, like myself, views religion. You are across something on social media that really JASON LALLJEE Bhagavad Gita or the Vedas to further our com- forced to read advantage when reading the Bible. learning about other religions helped verify the exposed to people who makes me stop and think about the validity of prehension of the text. the Bible in Senior Janet Hernandez expressed, “it’s skepticism that I had. A.P. World History was have different beliefs some organized religions.” A current work in the freshman curricu- senior strange to read [the Bible] as just a book. I see it as where we learned about a lot of different cultures and are sometimes Fatema concluded, “Religion definitely lum, Salman Rushdie’s Haroun and the Sea a religious text. When the teachers ask questions and groups of people that have come and gone. forced to compare the gives you a list of what is right and wrong and Senior julian de la rosa, pictured right, of Stories, is rife with Islamic connections, but ' on the ideas established in the text I feel like they’re Learning biology, chemistry, and physics, all of two. When this hap- school has encouraged me to not necessarily performs at the seekers coffeehouse last students are never given Islamic texts to study may. challenging my beliefs.” which had research and time put behind them, pens, you try to put challenge these principles, but rather give in order to supplement their understanding. In- Senior Triparna Banik questioned, “How can would conflict with religious ideas I was told to be some sense into why them deeper thought. There is a difference tegrating religious texts in the lesson will only year is alright. In we read the Bible, but not the Vedas? I feel at a true.” your religion hasn’t ac- between what you are told to do based on increase a student’s ability to recognize worldly theory, we’re sup- disadvantage in the discussions because I grew up Social studies teacher Aliza Sherman hopes cepted a principle that religion and what rules you choose to uphold connections and adeptly apply what he or she posed to only view the in a Hindu household so when the class is talking that A.P. World “broadens political and religious another has.” based on the values you’ve acquired through learns in years to come. Both these examples PHOTO BY CAMILLE text as a work of literature about a verse, I feel lost. I look forward to learning perspectives, not to change their [students’] own, Senior Adrienne other experiences.” Chan offer common sense solutions to the objections and not a religious text, about different religions because even the books but to understand others, and that this should fos- Cabral mentioned that that many students voice to studying only one but in practice I think it is difficult for the we read freshman year have elements of the Bible. ter a sense of respect.” religion’s sacred text during their time at THHS. other students who have been brought up with It is a matter of being exposed to the Bible early Regarding the curriculum, she stated, “I find We need not merely stick texts in from other cul- the Bible as a religious text,” said Senior Christina on so that by senior year, everyone has a chance that students who are of a religious faith have mis- tures for the sake of being more diverse; we can Louie. to understand and have elaborate discussions on conceptions about their faith. [Students] will think continue to study the classics of western litera- Assistant Principal of Humanities Rafal the text.” that Catholic and Christians are different, but really ture, but we can study classics that would invite us to view the sacred texts of other traditions. We live in a diverse and heavily intercon- nected world. Exposing students to some of that diversity through the litera- ture of other cultures would educate new generations on how to better understand one another.

Art by Anna Cheng