Abstract
The relationship between religion and education has been at the heart of numerous cultural conflicts in the United States. Struggles over educational institutions have in many ways defined the relation of religious groups to U.S. public life. The orientation of Mainline Protestantism to public life in the early to mid-20th century was reflected in their active support for a general Protestant ethos within the public schools (Handy, 1967). Many conservative Protestants define the boundary between themselves and dominant trends in U.S. culture through their interpretation of cultural conflict in the public schools (Sikkink & Smith, 2000). In his well-known work on “culture wars,” James Hunter (1991) argued that education was a crucial front in the battle of orthodox and progressive ways of knowing. Progressive views of truth, which see morality as unfolding rather than fixed, lie behind an emphasis in secular educational institutions on child-centered education, and this perspective is at war with traditional views of absolute morality (Hunter, 2000; Nolan, 1998). This shift increases the tendency of conservative religious groups to frame their relation to dominant American culture in terms of a cultural conflict over schooling institutions.
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Sikkink, D., Hill, J. (2006). Education. In: Ebaugh, H.R. (eds) Handbook of Religion and Social Institutions. Handbooks of Sociology and Social Research. Springer, Boston, MA. https://doi.org/10.1007/0-387-23789-5_3
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