Ethics classes won’t stop the extremists

The addition of ethics classes to the SRE mix takes one step towards addressing discrimination against the non-religious and those of minority faiths. However, even if the "ethics" choice is extended, many schools will face the difficulty of finding and keeping volunteers. Some schools will still only offer "Christianity or none". Some will continue to pressure parents into making the religious choice for the ease of managing school logistics. More importantly, such a rollout will not increase our children"s understanding of religious differences. Nor will adding ethics classes remove the access privilege for the few extremists (of any flavour) who continue to teach inappropriately.

Religion scholar John May noted that teaching comparative religion raises the risks that some will recoil from the strangeness of other religions and become less tolerant, or that others students may find one of the religions attractive and adopt it. He claimed that: "If we are serious about freedom of conscience, these risks must be taken" (2006, 14). I would add that if we are serious about minimizing religious conflict in this country, then we must consider implementing a comprehensive GRE program from kindergarten up. Such a move need not sacrifice the benefits of local faith community input and involvement.

Critical, comparative RE brings lasting benefits for a plural democracy. It inoculates children against the manipulations of fundamentalism and better prepares them to engage with the complexities of the world, without being driven by fear. A professionally developed and delivered inter-religious and non-religious curriculum has the support of parents and professional educators. Why add another segregated option to a generally misinterpreted, poorly managed piece of archaic legislation?

Our RE policies are a product of a 19th century deal between church and state. A complete overhaul of the 1880 agreements outlined in section 116, could re-establish the importance of "education" (as opposed to proselytizing or indoctrination). There are many RE models used throughout the world, some better than others. If we wish to increase the understanding in our children about the religions and beliefs of the world and their place in Australian society, perhaps we should be demanding more from this opportunity for change in RE policy. It is time to address the bigger issue of religion education generally, and put the hour to better use.

No-one wants to see this nation burning holy books, dodging suicide bombers, claiming racial-sectarian supremacy or imprisoning women who do (or do not) wear veils. Children benefit from learning about religions and differences of belief in an exploratory and inclusive environment. It is time to expel segregation from public education, for religion to enter the modern world and be a part of how we critically and consciously create our future. Ethics classes are a start, but a socially inclusive model for learning about world religions and belief must be the next step.