Today, the ongoing battle between religion and public education is once again a burning issue in the United States. Prayer in the classroom, the teaching of creationism, the representation of sexuality in the classroom, and the teaching of morals are just a few of the subjects over which these institutions are skirmishing. James Fraser shows that though these battles have been going on for as long as there have been public schools, there has never been any consensus about the proper relationship between religion and public education. Looking at the most difficult question of how private issues of faith can be reconciled with the very public nature of schooling, Fraser paints a picture of our multicultural society that takes our relationship with God into account.

Revolution in Mexico sought to subordinate church to state and push the church out of public life. Nevertheless, state and church shared a concern for the nation's social problems. Until the breakdown of church-state cooperation in 1926, they ignored the political chasm separating them to address those problems through education in order to instill in citizens a new sense of patriotism, a strong work ethic, and adherence to traditional gender roles. This book examines primary, vocational, private, and parochial education in Mexico City from 1917 to 1926 and shows how it was affected by the relations between the revolutionary state and the Roman Catholic Church. One of the first books to look at revolutionary programs in the capital immediately after the Revolution, it shows how government social reform and Catholic social action overlapped and identifies clear points of convergence while also offering vivid descriptions of everyday life in revolutionary Mexico City. Comparing curricula and practice in Catholic and public schools, Patience Schell describes scandals and successes in classrooms throughout Mexico City. Her re-creation of day-to-day schooling shows how teachers, inspectors, volunteers, and priests, even while facing material shortages, struggled to educate Mexico City's residents out of a conviction that they were transforming society. She also reviews broader federal and Catholic social action programs such as films, unionization projects, and libraries that sought to instill a new morality in the working class. Finally, she situates education among larger issues that eventually divided church and state and examines the impact of the restrictions placed on Catholic education in 1926. Schell sheds new light on the common cause between revolutionary state education and Catholic tradition and provides new insight into the wider issue of the relationship between the revolutionary state and civil society. As the presidency of Vicente Fox revives questions of church involvement in Mexican public life, her study provides a solid foundation for understanding the tenor and tenure of that age-old relationship.

Steven K. Green tells the story of the nineteenth-century School Question, the nationwide debate over the place and funding of religious education, and how it became a crucial precedent for American thought about the separation of church and state.

In a powerful challenge to conventional wisdom, Philip Hamburger argues that the separation of church and state has no historical foundation in the First Amendment. The detailed evidence assembled here shows that eighteenth-century Americans almost never invoked this principle. Although Thomas Jefferson and others retrospectively claimed that the First Amendment separated church and state, separation became part of American constitutional law only much later. Hamburger shows that separation became a constitutional freedom largely through fear and prejudice. Jefferson supported separation out of hostility to the Federalist clergy of New England. Nativist Protestants (ranging from nineteenth-century Know Nothings to twentieth-century members of the K.K.K.) adopted the principle of separation to restrict the role of Catholics in public life. Gradually, these Protestants were joined by theologically liberal, anti-Christian secularists, who hoped that separation would limit Christianity and all other distinct religions. Eventually, a wide range of men and women called for separation. Almost all of these Americans feared ecclesiastical authority, particularly that of the Catholic Church, and, in response to their fears, they increasingly perceived religious liberty to require a separation of church from state. American religious liberty was thus redefined and even transformed. In the process, the First Amendment was often used as an instrument of intolerance and discrimination.

"It's widely acknowledged that American parents from different class backgrounds take different approaches to raising their children. Upper and middle-class parents invest considerable time facilitating their children's activities, while working class and poor families take a more hands-off approach. These different strategies influence how children approach school. But missing from the discussion is the fact that millions of parents on both sides of the class divide are raising their children to listen to God. What impact does a religious upbringing have on their academic trajectories? Drawing on 10 years of survey data with over 3,000 teenagers and over 200 interviews, God, Grades, and Graduation (GGG) offers a revealing and at times surprising account of how teenagers' religious upbringing influences their educational pathways from high school to college. GGG introduces readers to a childrearing logic that cuts across social class groups and accounts for Americans' deep relationship with God: religious restraint. This book takes us inside the lives of these teenagers to discover why they achieve higher grades than their peers, why they are more likely to graduate from college, and why boys from lower middle-class families particularly benefit from religious restraint. But readers also learn how for middle-upper class kids--and for girls especially--religious restraint recalibrates their academic ambitions after graduation, leading them to question the value of attending a selective college despite their stellar grades in high school. By illuminating the far-reaching effects of the childrearing logic of religious restraint, GGG offers a compelling new narrative about the role of religion in academic outcomes and educational inequality"--

Originally published 1971, this volume unravels the complicated history of the religious question in British education. The background of the key Acts of Parliament which established the "dual" system – of Church and Local Authority school – is examined. The changing policies of different religious groupings are analyzed, and their outcome in legislation brought out.

Abortion. Physician-assisted suicide. Same-sex marriages. Embryonic stem-cell research. Poverty. Crime. What is a faithful Christian response? The God of the Bible is unquestionably a God of justice. Yet Christians have had their differences as to how human government and the church should bring about a just social order. Although Christians share many deep and significant theological convictions, differences that threaten to divide them have often surrounded the matter of how the church collectively and Christians individually ought to engage the public square. What is the mission of the church? What is the purpose of human government? How ought they to be related to each other? How should social injustice be redressed? The five noted contributors to this volume answer these questions from within their distinctive Christian theological traditions, as well as responding to the other four positions. Through the presentations and ensuing dialogue we come to see more clearly what the differences are, where their positions overlap and why they diverge. The contributors and the positions taken include Clarke E. Cochran: A Catholic Perspective Derek H. Davis: A Classical Separation Perspective Ronald J. Sider: An Anabaptist Perspective Corwin F. Smidt: A Principled Pluralist Perspective J. Philip Wogaman: A Social Justice Perspective This book will be instructive for anyone seeking to grasp the major Christian alternatives and desiring to pursue a faithful corporate and individual response to the social issues that face us.