In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineate what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers (...) typically avoid, though it informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. I then distinguish between religious schools in a dominant position from those serving disadvantaged minorities and argue that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (shrink)

In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools (...) and the polity have much to be gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context . (shrink)

It is often argued that religious schools and colleges promote intolerance, divisiveness, and fanaticism and that they violate the principle of academic freedom. Some writers also suggest that economic support for religious schools by the state violates the principle of the separation of church and state. Elmer Thiessen provides a philosophical defence of religious schools and colleges against these and other standard objections. He concludes with a radical proposal: a pluralistic educational system will better (...) prepare students for citizenship in pluralist liberal democracies than a monopolistic state-maintained school system. In placing his argument within the context of liberal-democratic values Thiessen gives concrete examples of objections to religious schools and offers practical suggestions that follow from the philosophical treatment of the problem. In Defence of Religious Schools and Colleges bridges the gap between philosophical argument and educational practice. It will be of interest not only to philosophers and educational theorists but also to practitioners in education. Academics, policy makers, political theorists, lay-people, teachers, administrators, and parents – those who object to religious schools and colleges and those who find themselves trying to answer the objections – will benefit from reading this book. (shrink)

Many liberals and secularists believe that religious schooling should not be publicly funded or that it should simply be banned. Challenging those views, I claim that although liberal states may refuse to fund and may even ban certain illiberal separate religious schools, it is impermissible, for distinctively liberal reasons, to completely ban publicly funded religious schooling. I will however argue that providing religious instruction within common public schools is more desirable than having separate (...) class='Hi'>religious schools. I argue that providing religious instruction within common public schools is a better way to balance the educational interests of parents, children and society than banning religious schooling altogether; authorizing it but refusing to fund it; or having publicly funded separate religious schools. (shrink)

Political liberals are primarily concerned with the roles played by the government and public schools in civic education. In policies related to religious schools, political liberals often use a strategy of regulation that aims to restrict religious schools. I argue that, although this strategy is effective in eliminating bad religious schools, it alone is unable to ensure that all (or most) reasonable citizens achieve full justification, which is a necessary condition for the stability (...) of a just society. I, therefore, suggest that this strategy should be supplemented with a strategy of promotion. This strategy implies that a government should use policies, such as tax exemption, subsidy, national prize, and advertisement, to encourage good religious schools that teach students to reconcile religious beliefs and political ideas. While the government remains neutral and offers a citizenship curriculum that teaches political ideas, religious schools teach theological beliefs that provide students with comprehensive reasons to affirm political ideas. This division of labor facilitates students from different religious backgrounds to attain full justification. Religious schools have often been regarded as posing a threat to cultural balkanization. It is, however, an overlooked grain of truth that religious schools could be essential cornerstones of a stable liberal democracy. (shrink)

In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée-Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent in (...) Multiculturalism between respect for group diversity and autonomy, on the one hand, and the ideal of intercultural citizenship, on the other. Taking as a case study Québec's education system and, in particular, recent curricular innovations aimed at helping young people acquire the capabilities of intercultural citizenship, the authors illustrate how Interculturalism signals a compelling way forward in the effort to overcome the political dilemma of conservative religious schooling. (shrink)

Human embryonic moral status in the embryo debate in the Indian religious school of thoughts is a challenging issue. The paper tries to figure out whether ontological status implies moral status of embryo. Consciousness is an important determinant of animation of human embryo. In this paper an attempt had been made to understand the concept of man and soul in the Hindu philosophical thought. In the process we would also make a critical review of embryology in the Hindu philosophical (...) thought. The study would adopt a conceptual elucidation of morality. The paper made an elaborative study of Puruṣa as found in the Saṃkhya Philosophy and the study of consciousness and animation would try to resolve the related question, when does life begin to have that value? Embryo-protectionist regards embryos as a potential person. The Gita says the human person is individual self-called āttmā, whose nature is of pure consciousness, Brahman/Puruṣa. Consciousness constitutes the essentiality of individual Self. Human embryo developments are elaborately studied in the Yajñavalkya Smṛti, Garbha Upaniṣad, and Suśruta Saṃhitā. The self that remain latent in the embryo gets impetus with the association of consciousness until then it cannot be a human personality. In Hinduism sanctity of life gets combined with autonomy and self-determination. The sanctity of life applies both to the fetus as well as to the overall welfare of the society. The embryo being in an interim stage and the soul not being destroyed upon body annihilation, it may be claimed that since destruction or annihilation of the physical form does not destroy the soul, beneficial embryo research should thus not be abhorrent. The Hindu ethics as examined here precludes the consideration of the situation at hand, and causing the least harm and work according to one’s dharma. (shrink)

The Article defends against various objections, the practice of funding religious schools and other faith-based social service providers, but only on condition that they comply with various public regulations and requirements. Critics of conditional funding—including Moshe Cohen- Eliya—argue that conditional funding is coercive and unfair to poorer religious parents, is often divisive or ineffective, and it threatens the autonomy and integrity of religious communities by putting a price on some of their religious practices; it would (...) be better simply to prohibit the disfavored educational practices targeted by funding conditionalities. I argue that typical funding conditionalities are not objectionably coercive as long as they are designed to advance defensible public purposes. Unfairness to the poor should be addressed by general redistributive policies. The Article allows that funding conditionalities might undermine religious communities’ integrity, and cause social divisions, but that these concerns are speculative and not an adequate basis for disallowing in advance conditional public funding of faith-based institutions. (shrink)

In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée‐ Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent (...) in Multiculturalism between respect for group diversity and autonomy, on the one hand, and the ideal of intercultural citizenship, on the other. Taking as a case study Québec's education system and, in particular, recent curricular innovations aimed at helping young people acquire the capabilities of intercultural citizenship, the authors illustrate how Interculturalism signals a compelling way forward in the effort to overcome the political dilemma of conservative religious schooling. (shrink)

During the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects are discussed and compared (...) to corresponding religious schools. Research is based on the school's annual reports, archival material, scholarly literature, memoirs, and newspapers. (shrink)

RESUMEN El trabajo tiene como objetivo revelar la contribución social de médicos camagüeyanos negros a la educación católica, a partir de su relación con los colegios regentados por la Iglesia, en un contexto marcado por desigualdades raciales. Se utilizaron métodos teóricos como la revisión documental y bibliográfica, también fueron aplicadas historias de vida y entrevistas. La investigación se centra en el quehacer asistencial de médicos camagüeyanos, vinculados a las Hermanas Oblatas de la Providencia, en particular a los colegios a cargo (...) de estas monjas negras, que educaban a niñas y niños de ese color de piel. Se pudo esclarecer quiénes fueron los doctores más vinculados a esas instituciones y establecer cuál fue su labor en ellas en las décadas del 40- 50 del siglo XX. Queda valorada su contribución social en la asistencia brindada a ese segmento poblacional y al significado de esta sin la mediación de prejuicios raciales. ABSTRACT The purpose of this paper is reveal the social contribution of black Camagüey doctors to the Catholic education from it relation with the schools occupied by the church in a context marked by racials ineguality. It put in practical use theoric methods such as documentary an bibliographical revisión; it also were aplyed life history and entreviews. The research it focus in the assistance job of the Camaguey doctor linked to the Sisters Providence Oblates, especially the schools of these black nuns who give education to black girls and boys. The paper show who were the doctors most linked to these religious institution and to situate their Jobs in these schools in the ´40 and ´50 of the 20 th century. Their social contribution is valved in this type of population and the meaning of this contribution with out racial prejudice. (shrink)

Wallace, Max Eorge Lakoff is a professor of cognitive science and linguistics at the University of California. In his best-seller, Don't Think Of An Elephant! he demonstrates how the art of 'framing' - posing an argument in seemingly impartial terms, such as 'tax relief' - is often a method for advancing a political cause by stealth. The cause can be for the left or the right.

The author responds to the article by L. Fylypovych "Does Contemporary Ukrainian Religious Studies have a Strategy for Survival and Development?", where she gives her recommendations for overcoming the crisis in humanities in general and in religious studies in particular.

This chapter contains sections titled: The Common School in France and Britain LAïCITÉ: Some Matters of Definition Understanding the Context Faith, Culture and the School The Role of the School The Epistemological Status of Religious Studies Religious Illiteracy: The Policy Response Religion, Neutrality and the Logic of LAïCITÉ Religious Worldviews and the Teaching of Literature Notes References.

This is a work of normative political philosophy that seeks to identify the legitimate goals of public education policy in liberal democratic states and the implications of those goals for arguments about public funding and regulation of religious schools. ;The thesis of the first section is that the inferiority of certain types of religious school as instruments of civic education in a pluralist state would not suffice to justify liberal states in a general refusal to fund such (...) schools. States with no position on the value of autonomy for the good life would have to balance civic concerns against the preferences of religious parents who want to send their children to narrowly religious schools to shield them from exposure to ethical diversity. But, I argue, the principles of liberal democracy actually presuppose the value of autonomy. ;In the second section, I develop a conception of ethical autonomy and argue for its adoption as a public value. Autonomy, understood to entail distinctively rational reflection that must nonetheless inevitably be situated within an unchosen cultural context, can be publicly justified as having instrumental value to all persons in their quest to live a good life. And I defend the legitimacy of adopting autonomy as a goal of public education policy against a series of objections, most notably those grounded in claims about parental rights and fairness to traditional cultures. ;In the third section, I explore the implications of the autonomy goal for religious schools. After defending secular public schools from several prominent criticisms, I consider the argument that religious secondary schools are unsuitable to deliver education for autonomy because they provide children with inadequate exposure to and rational engagement with ethical diversity: I conclude that states cannot justify prohibiting or even presumptively denying public funding to all religious secondary schools, but that there is need for extensive public regulation. Finally, I argue that religious primary schools should be treated differently because of the particular developmental needs and capacities of pre-adolescents. Religious primary schools whose pedagogy is non-authoritarian are specially suitable to lay the foundations for autonomy in young children from religious families. (shrink)

This book examines matters of religious freedom in Europe, considers the work of the European Court of Human Rights in this area, explores issues of multiculturalism and secularism in France, of women in Islam, and of Muslims in the West. The work presents legal analysis and ethnographic fieldwork, focusing on concepts such as laïcité, submission, equality and the role of the state in public education, amongst others. Through this book, the reader can visit inside a French public school located (...) in a low-income neighborhood just south of Paris and learn about the complex dynamics that led up to the passing of the 2004 law banning Muslim headscarves. The chapters bring to light the actors and cultures within the school that set the stage for the passing of the law and the political philosophy that supports it. School culture and philosophy are compared and contrasted to the thoughts and opinions of the teachers, administrators and students to gage how religious freedom and identity are understood. The book goes on to explore the issue of religious freedom at the European Court of Human Rights. The author argues that the right to religious freedom has been too narrowly understood and is being fenced in by static visions of Islam. This jeopardizes the idea of religious freedom more broadly. By becoming entangled with regional and domestic politics, the Court is neglecting important nuances and is jeopardizing secularism, pluralism and democracy. This is a highly readable and accessible book that will appeal to students and scholars of law, anthropology, religious studies and philosophy of religion. (shrink)

This chapter contains sections titled: Religious Dialogue in the Public Square Rawls on Public Reason Engagement in the Common Schools References.

This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls’s more recent views on public reason and claims that, while they are not altogether adequate, they are consistent (...) with engagement. The outcome of these arguments is applied to three ‘hot button’ issues in US education: creationism, an issue of gay rights, and teaching the Bible in schools. (shrink)

This chapter contains sections titled: Education and Religious Education Liberalism and the Non‐Confessional Turn The Constructivist Turn Religious Education and the Narrative Turn Narrative and Liberal Education The Discomforts of Contemporary Religious Education Religious Education and the School Curriculum Notes References.

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have (...) mostly served to obscure the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

ABSTRACTThe article investigates which epistemological considerations justify how religious life fits into the school life, and examines the debate on the participation of religiosity in the education system. I do this, first, by addressing the pedagogical implications of the distinction between public and private as maintained by Richard Rorty and, second, by reconsidering the pluralist metaphysics held by William James as an alternative path to understanding and re-addressing the question of religious life in school life. The article analyzes (...) how the strict separation of projects of individual self-creation and the public sphere, as defended by Rorty, poses problems in implementing pluralism in democratic societies and their educational institutions. (shrink)

In this research, religious courses in Kyrgyzstan secondary schools were discussed. With the independence of Kyrgyzstan, the return to national, spiritual and religious values was revived. In the first year of independence, the Law on Freedom of Belief and Religious Institutions was adopted. Freedom of religion is recognized within the framework of the Law. Accordingly, the search for teaching religion lessons within general education has begun. While the first searches began to take place as a result (...) of civil initiatives, the Iyman course began to be taught by the state. However, when the official curriculum of the Iyman course was determined, it was understood that it was not a religious course. The society continued to seek religious lessons again. Freedom of religion could only be realized by rearranging the Law according to social and political needs. This research aimed to analyze and reveal the religion courses in secondary schools. As a result of the different understanding of the constitutional principle of secularism in the first years of independence, this constituted a major obstacle to the inclusion of religion lessons in the school curriculum. The political revolutions of the people that took place in the history of the country paved the way for religious education. Later, the events that took place in society in the name of religion accelerated the political will and the formation of the legal foundations of religious education in practice. Thus, religion lessons began to be taught in secondary schools. However, on the grounds that the content of religion lessons did not meet the expectations of society, it was possible to organize religion lessons again in 2022. In this study, using descriptive research methods, the history of religion education, its legal development, and the state standard of religion education, curriculum, textbooks, and course teachers were examined. (shrink)

Nigel Blake; Church Schools, Religious Education and the Multi-ethnic Community: a reply to David Aspin, Journal of Philosophy of Education, Volume 17, Issue 2.

The article focused on the study of religious moderation based on values of moderation in three Islamic boarding schools (Pesantren) in Southeast Sulawesi, namely Pesantren al-Muhajirin Darussalam Konawe, Pesantren Ummu Sabri Kendari, and Pesantren Darul Mukhlisin Kendari. Therefore, a qualitative approach was used with a case study design -the techniques of collecting data used in interviews, participatory observations, field notes, and documentation. Data analysis in this article was done using interactive data analysis by Miles, Huberman, and Saldana. This (...) study found that the construction of religious moderation in the pesantren emerged from the basis of religious textual-scriptural combined with the performance of rationality (reason). This combination emerges to a dialogical pattern of harmony between the text and the context to color the behavior and social actions of the community. Precisely this attitude of religious moderation can prevent residents of Islamic boarding schools from behaving radically both in attitude and thought, so the outputs of pesantren can accept all forms of differences in religion and respect the beliefs believed by others in the community. This attitude of religious moderation in the pesantren also emerges in religious behavior that is tolerant and respectful of differences in society. (shrink)

D N Aspin; Church Schools, Religious Education and the Multi-ethnic Community, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 229–24.

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth (...) and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives. (shrink)

This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls’s more recent views on public reason and claims that, while they are not altogether adequate, they are consistent (...) with engagement. The outcome of these arguments is applied to three ‘hot button’ issues in US education: creationism, an issue of gay rights, and teaching the Bible in schools. (shrink)

This article examines the experiences of Norwegian high school girls with Muslim backgrounds in learning about Islam in religious education. The empirical material consists of observations from a high school class in Norway and interviews with girls in the class. The findings support previous reports that Islam as a topic may be challenging for students with Muslim backgrounds. They also suggest that the RE classroom is a space where religious boundaries can go from blurred to bright as a (...) result of students’ reactions to educational content and its foci on Islam. As many teachers find the topic of Islam potentially controversial and thus challenging to teach, this article offers insights that may help teachers to understand and deal with students’ reactions in the classroom context. (shrink)

This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the ‘dilemma of substantiality’ faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the (...) mandating of cross-curricular teaching about religion. This article aims to show that the civic principles (la laïcité) on which this teaching is based pose in an acute and problematic form the ‘dilemma of substantiality’. (shrink)

Public discourse on religious matters is a sensitive issue in Romania. It has raised heated debates for at least two reasons: on the one hand, the repressive policy of the Communist regime concerning religion created a strong boomerang-effect, a religious renaissance after 1989; on the other hand, there is a deep cleavage between the “two Romanias:” the urban and the rural, the modernized and the traditionalist, the liberal and the conservative. Religion still serves as a major cultural marker (...) of national identity, and the church is one of the most trusted institutions in Romania. We are exploring the hypothesis that the 2006-2007 religious icon scandal in Romania is a typical example of heated public debate in a transitional society. (shrink)

The problem of church-religious and spiritual subjects in school subjects, in the educational process of different educational units is not limited to the questions of the introduction or non-introduction of Christian ethics, ethics of faith, religious studies or theology. There is no relevant oral and printed discussion. However, scholars and educators have so far received the same meticulous attention to the fact that, in addition to these special subjects, other humanities have been taught and read in the (...) class='Hi'>schools, which deal with issues of faith, religion, spirituality - directly or indirectly, in connection with one or another. historical events or in the composition of various works of art, also not neutral in terms of formation of world outlook and confessional prejudices or preferences. (shrink)

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have (...) mostly served to obscure the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

This essay explores the intricate challenges surrounding the concept of religious signs in the context of secular French schools through a social-semiotic lens, drawing inspiration from Michael Halliday's Systemic-Functional Linguistics. It delves into the interplay of language and society, shedding light on three crucial metafunctions: ideational, interpersonal, and textual. The ideational function investigates how religious signs serve as semiotic tools for representing the world and interpreting human experiences. The interpersonal function helps to examine how these signs foster (...) reaction among diverse groups within the school community. Furthermore, the essay scrutinizes the textual function's role in weaving these two functions into coherent discourse, enabling (or not) effective communication. Through an examination of these linguistic components, this essay unravels the complexities of navigating religious signs in French schools, providing insights into the broader socio-cultural dynamics and challenges faced in reconciling diverse religious perspectives with a secular educational system. (shrink)

This paper brings attention to the notion of ‘religious affects’, namely, the affects, emotions and feelings related to religion and religious experience. It is argued that educators and students have a lot to gain from paying attention to and exploring the meaning and role of religious feelings in the context of controversies and debates surrounding Islam in the West. In particular, the paper suggests that by exploring the affective dimensions of religious injury (e.g. irritation, dishonour, insult, (...) injury, offense, outrage), educators and students can enhance their understanding of how religious emotions are involved in religious controversies such as the recent cartoon controversies in several European countries. It is argued that a richer comprehension of affective dimensions of religious controversies will help promote inter-religious understanding and respect, an important educational aim in contemporary times, especially in school subjects such as religious education. (shrink)

This is the last of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. One of the tasks of the book is to separate out different kinds of affiliation and the extent to which the arguments made about cultural recognition can be extended to (...) other objects of affiliation. Mark Halstead’s chapter on schooling and cultural maintenance for religious minorities in the liberal state provides a catalogue of the different types of groups that are to be found in liberal societies, and the different kinds of cultural and educational claims that are typically attached to each of them. His definition of minority group is useful in conceptualizing many of the papers in the volume. The chapter falls into three sections: Section 10.1, which looks at four types of disadvantaged minorities, attempts to distinguish non-Western fundamentalist religious minorities living in the West from other minorities that may experience disadvantage of various kinds in liberal societies; Section 10.2, on religious minorities in the liberal state, explores some of the educational and other difficulties encountered by such religious minorities in more detail, and typical liberal responses; Section 10.3, on rethinking the liberal response, contains some proposals that are designed to meet the educational needs of both the liberal state and the religious minorities at the same time. (shrink)

Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we (...) choose the lesser harm. To simplify matters, I focus my attention on the stigmatic harm done to Muslims, and the role that Islamic schools might be expected to play in mitigating that harm. If the full weight of stigmatic harm is factored into the ethical analysis concerning Islamic schools, then I suggest that there are sufficiently weighty pro tanto reasons for Muslim parents to prefer an Islamic school over the alternatives, notwithstanding the potential indoctrinatory harm. (shrink)