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Australian Education Assembly

A submission on the draft declaration

by
Mr Alex Mills
40 Alban St Taree NSW 2430
02 65 513106

1. Teaching religion's role is not teaching religion.

2. Aborigines and church people

3. Skewing history. Recommend work on policies.

4. Council of Islamic Education. Recommend use quote in Declaration.

5. Religion in history. Leaving this out is a human rights matter.

6. National Identity. Personal identity & relationship to Christ.

7. Pastoral role of eminent educators ; The enlightenment.

8. A history of Australian education lacked the religious factor.

9. Teachers and values and protection of children.

10. Alternate world views.

11. Compassionate people without religious conviction

12. The ASCD and the ACEA are partners.

13. The ASCD and religion.

+ + +

Easter 2001


Teaching religion's role is not teaching religion

by Charles C Haynes Freedom Forum

A question arising from his article:-

How can some of what is written by Charles Haynes be applied to Australia?

Across Australia, there [must be] scores of outstanding teachers doing an excellent job of teaching about religion in ways that are educationally sound. [in both private and public schools].

Would a million hours of student time be spent teaching about religion each year?
This teaching would include teaching about religious influences in history, music,etc. This does not seem to be acknowledged in the Declaration.

Most text books still fail to give adequate attention to religion in history, literature, and other subjects.

Haynes says "far too many teachers avoid religion either because they don't have the necessary educational background or because they are afraid of stirring up trouble."

Is it true " that many teachers don't have the necessary educational background"?

If so, this matter needs to be addressed during teacher training and in inservice courses. How can some of what is written by Charles Haynes be applied to Australia?


If so this matter needs to be addressed during teacher training and in inservice courses. Lack of knowledge about religion means that teachers do not have an overall view of Australian society and so are likely to present a warped view of Australia to students.

This point should be added to "Teachers" Section 10. Point 10

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"too many teachers avoid religion because they are afraid of stirring up trouble"

Is this the case in Australia? Has anyone researched this viewpoint?

If there is truth in the statement how does this relate to any mention of freedom of religion in the Australian Constitution?

Could this quote relate to teachers being intimidated against teaching about certain issues?

I seem to recall that years ago there was information circulating that teachers had been made uncomfortable in one place because of what they taught about Aboriginal people and /or the support that was given to the Aboriginal people.

Would it be possible to include something in the declaration relating to the unacceptableness of intimidation of teachers, and of content of courses?

It seems that it could be necessary to inform "educators and parents " that teaching about religion is legal and that they "should teach about religion wherever appropriate in the curriculum". (Quoted Haynes)

Section 9 Curriculum

Something like the following should be included in curriculum section.

"Neglecting the role of religion in history is a recipe for poor education."

["Does the experience of African-Americans in the United States make any sense without a study of the role of the black churches?"]

For example when studying the Civic Rights Movement in the United States the role of the Black Churches should be studied as well.

In Australia the role of churches and individual missionaries, for example, in protecting Aborigines from massacre, and in education should be recognised as well as the leadership of Aboriginal Christians in the struggle for their rights. David Uanipon, most of the leaders of the Day of Mourning in 1938, Ella Simon and many like her, are examples of Christian leaders who were often supported by Non Aboriginal non Christians and Christians.

For a long time there has been criticism that Aboriginal spirituality was undermined and denied Aboriginal people.

Educators preparing for the 21st century, now aware of the significant number of Aboriginal people who are Christian, will not want to deny Aboriginal children a knowledge of their Christian religious inheritance.

Aboriginal children who come from Christian homes are sometimes aware of movements of the Holy Spirit in the lives of family friends and relations. They see drunk and confused people become purpose filled as they acknowledge Jesus Christ as their
saviour. This is part of the reality of living. This needs to be incorporated into school curriculum to demonstrate that it is living and relevant .

A statement that covers the following information should be included.:

"Some Christians have worked in good faith at the forefront of concern for justice for Aborigines. From our present stand point it is acknowledged that at times actions were misplaced and had anticipated, and also unforseen results. At times the Church
seemed to be the only group speaking out for Aboriginal rights." [NSW Council of Synod Uniting Church in Australia November 2000]

"Shouldn't students know how most social-reform movement.... have been shaped and led by religious individuals and communities?" (Haynes)

In Australia the earliest schools were established by Christians.

Catholic sisters, priests ,as well as Protestant lay people and clergy were involved in ministering to people in distress. Christian women and men were worked for women's suffrage, hospitals, etc. etc. Christians were key people in the formation of the Labor and conservative parties.

"Not only does silence about religion skew history; and literature and economics,etc.- it is also unfair."

"In the spirit of "..."Advance Australia Fair", the National Anthem, " public schools should make sure that students are exposed to religious ways of seeing the world. Otherwise, how can [Australian] schools claim to be offering a FAIR and
complete education? Omission of study about religion can give [Australian ] students the false impression that the religious life of humankind is insignificant or unimportant."

A statement such as the following could be placed in the Declaration.

Departments of Education and universities should be " working with educators and community leaders to develop policies and practices that protect the religious-liberty rights of all students and help teachers to teach about religion, where appropriate, in the
curriculum."

"If we, as a nation, are to sustain our bold " work in multiculturalism which includes "religious liberty, then we must make sure that religion and religious conviction are treated with fairness and respect in our public schools" and in our private schools.

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Papers that I have written indicate that I am concerned that all faiths should be acknowledged in the school curriculum where appropriate.

Examples of this will be supplied later.

The following, which has some application for Australia, is
taken from the Executive Summary: Teaching about religion in national and state
social studies standards Council of Islamic Education Foundation Valley Ca. and Freedom Forum Nashville Tn 2000

>From the foreword:

Consideration should be given to including most of the above
quotations from the Foreword in the "Declaration for Education".

Religion in History

The place of religion in Australia's history needs to be fully and appropriately acknowledged in historical materials presented to school pupils.


Students have the right to be educated to understand that religion has been significant in Australia's history and is still a dynamic influence in the lives of many of its citizens.

To deny this right means that there is an impediment placed in the credibility of students who come from homes and attend religious institutions where it is known and believed that religious experience, and behaviour have been factors affecting Australian life.

When religion is left out of the school curriculum, religion is seen to lack substance.

Seeking justice, better laws and expanding welfare services are ways that Christians express their faith in action. Failure to acknowledge religious motivation is historical movements can be seen as a hindrance to young people in respecting the faith of
their parents.

The failure to acknowledge religious influences means that students are not being given their right to have access to the most recent carefully considered research that demonstrates that religion has been significant in Australian life. Ignorance about religion means that they are likely to be suspicious and prejudiced when they encounter religious issues.

Because few schools teach about the significance of religion in Australian history there is less awareness that a foundation for the development to become responsible citizens has been the motivation provided by personal religious faith or parental faith.

Students from non religious families should know this too to equip them to have a well rounded education and give them foundations for relating with people of another world view.

Chris Sidoti, former Human Rights Commissioner, has said that children have a right to know their history, and that a fair, accurate and balanced history should be taught with reference to religious influences in history.

Denial of right to be aware of what religious people have achieved.

The failure to include people of religious conviction working for "the service of his fellow man" is also a denial of a child's right to be aware of what people of religious conviction have achieved, and to be denied knowledge of role models who have sought "understanding, tolerance, friendship among peoples, peace and universal brotherhood." and "social justice".