The development of a credible curriculum depends on the current social evolutions for relevance. Relevant curriculum developers should consider the various roles played by social activities in contemporary society. Religion is an integral element that shapes multiple perceptions in the current US society. Curriculum developers should draft a curriculum that facilitates learners to adapt well to a culture that is highly defined by religion. The process of adopting the teaching of religion in the US brings into consideration the perception of the learners, parents, members of the clergy, and the political class. The teaching of religion in the US is a relevant issue as it would facilitate the peaceful coexistence of people from diverse religious affiliations.
The Integration of Religion in The Contemporary US Curriculum
Religion is a vital factor that shapes the co-relation of people. The teaching of religion deserves adoption into the current curriculum because of the role played by religion in the 21st century. It is relevant to equip learners in the US with credible religious knowledge as religion shapes social, economic, and political relations, both the US and the world at large (Engel, 2019). The curriculum developers should factor all the significant religions in designing a curriculum for US learners. The exposure of learners to religious education will eliminate the perennial tensions caused by religious misunderstandings.
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A Reflection on How to Integrate the Teaching of Religion in The US Curriculum
My approach to the mechanism of adopting religious education in the US curriculum focuses on the perception of the learners, tutors, parents, the clergy, and the political class. The teaching of religion should begin with allowing the learners and parents to choose the various religions they would wish to study. After establishing the preferred religions, curriculum developers should then organize the assembling of relevant information regarding the favorite religions (Feinberg, 2018). The curriculum developers should then program the procedures of disseminating the information to learners according to the level of education. The developers should package the religious information taught in a manner that does not conflict between religions. The budgetary implication of the project factors the expenditure of collecting and organizing religious information (Gardner, Soules & Valk, 2017). The budget should also include the expenditure for paying curriculum developers. The development of reliable infrastructure for the teaching of religious education also deserves consideration in budget allocation.
References
Engel, M. T. (2019). Enhancing Curriculum Syllabi and Frameworks: Catechetical, Cognitive, and Affective Principles. In Global Perspectives on Catholic Religious Education in Schools (pp. 311-322). Springer, Singapore.
Feinberg, W. (2018). Religion and the Public-School Curriculum. The Oxford Handbook of Religion and American Education, 259.
Gardner, R. S., Soules, K., & Valk, J. (2017). The urgent need for teacher preparation in religious and secular worldview education. Religious Education, 112(3), 242-254.
