Civility, Religious Pluralism, and Education: A Review

Civility, Religious, Pluralism, and Education: A Review

Civility, Religious Pluralism, and Education engages a conversation meant to advance the
modern ideal of religious pluralism and diversity in education. The book is a collection of
published writings from educators and intellectuals about the progression of religious pluralism
and tolerance in Western education since the Second World War. The second installment of the
Routledge Research in Religion and Education Series and edited by Vincent Biondo and Andrew
Fiala, the book addresses the political dynamics of conversations surrounding religion in
education. Educators, administrators, and students interested in pluralism and diversity in
education will find the book of interest.
The book consists of fourteen chapters, all of which take up different parts of this
conversation, from tolerance, diversity, and civility to pluralism, democracy, and civil discourse.
The early chapters deal with the complicated history of religion and education from the 1960s to
present day. The book includes a foreword by Nicholas Piediscalzi, titled Past, Present, and
Future Directions in Public Education Religion Studies who evaluates the progression of the
educational environment in America from majority Christian denominations to the new religious
pluralism of modern Western society. In their introduction, Biondo and Fiala argue that the
movement of religious diversity in the United States from 130 years ago the present as being
both an astounding feat and a successful model for integration (p.3).
The idea that the U.S. model was successful has merit, but the statement diminishes the
vicious legacy of racism that accompanied hard won progress. In a chapter titled Tolerance Is
Not Enough, Jede Medefind digs deeper into the institutional and individual tensions within the

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U.S. models constructs of race and class that have impeded and reversed progress. The books
theme progresses to critiquing the ideal of tolerance of religious and social minorities in the
United States. Several authors argue for example, that the growth of diverse populations creates a
necessity for a civil dialogue on religion and philosophy for the purpose of education and
literacy.
Important critiques are included here about historical blind spots in American history,
demonstrating the social realities of religious pluralism that only accepted certain forms of
diversity (p.106). As Martha L. Smith Roberts argues in her chapter titled American Religious
Pluralism in Historical Perspective, religious pluralism in the U.S. during the 1960s revolved
around the majority Christian, Catholic, and Jewish population, which brought to surface the
separate yet connected history of diversity and the ideal of pluralism (p. 107). The books later
chapters provide arguments regarding the futility of divorcing religion from education. The
arguments demonstrate how religion is ingrained in peoples habits and personal philosophy that
it naturally works its way into the classroom.
The book presents a cultural studies approach that is multi- and interdisciplinary, one that
recognizes the need for a religious neutral education. The goal seems to include a
comprehensive study of religion that is respectful of the diversity and traditional knowledge of
religion, while analyzing religion as a social and cultural phenomenon. Insightful observations
are made concerning the religious education themes of cultural fear and the politics of diversity
in a modern democratic society.
The authors effort to advance a case for civility and diversity in religious pluralism
education is thorough, carefully thought out, and above all, genuine. The enormous challenge of

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creating a civil dialogue about religion in education is not lost on the authors. The complex
nuances of religious philosophy and doctrine requires a perspective that is all inclusive. The
work of the contributors evidences the benefit of having so many considered opinions and ideas
enriching and legitimizing the conversation.
In the end, this book raised important questions about the various meanings of civility
and pluralism, while at the same time challenging the status quo of religion and education. The
readings present sharp criticism of our working definitions of tolerance in Western education,
and challenge the politics of our ideas on religious literacy in the classroom.
As all educators at some point in their careers must consider the themes discussed in this
book, any educator would find this book of value, I think, especially as it encourages varied
perspectives for dealing with diverse ideas about civility and religion in the classroom. As
multiple and diverse individuals and groups increasingly come into contact due to the rise of
modern technology, it becomes all the more important to have civil discourse across all religions,
cultures, and philosophies; and to have equal seats at a table considering multiple voices in an
extremely complex conversation.
Civility, Religious Pluralism, and Education accomplished its goal of continuing a
conversation for tolerance and religious literacy in education. The early efforts of this series were
bound to have gaps in the representations of certain religions or cultures, but the gap also
compels the reader to engage in the collective effort that can bring us closer to the ideal of
tolerance and religious literacy in Western education. I recommend this book for anyone in, or
considering going into the field of education.

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Michael Carpenter Harris II

Doctoral student at Marshall University in Education for Curriculum & Instruction