This essay by Suzanne Rosenblith and Benjamin Bindewald is motivated by the question of how do those who value civic liberalism give the religiously orthodox a reason to engage in pluralist democratic deliberations in a manner that does not allow intolerance to undermine the foundations of liberal democracy. Introducing the idea of tolerance as mutuality — that is, a will to relationship — the authors argue, strikes a balance between those theories that are too demanding of the religiously orthodox and (...) those that are not exacting enough. Applying the principle of tolerance as mutuality to the special space of public schools allows for a new way to conceptualize civic education in pluralist democracies. (shrink)

This article aims to enlarge the conversation about religion and public education by inviting readers to think about the benefits to be gained in society by providing a comprehensive religious studies curriculum in our public schools. In such a program, students will develop knowledge and understanding about various religious traditions, forge greater respect for the religious (and nonreligious) other, and think through existential concerns that have interested human beings for thousands of years. While recognizing that such a program is deeply (...) contentious, we nevertheless reason that students, as participants in a democracy as well as members of a global community, must have the skills, tools, and knowledge to function in a religiously diverse world. (shrink)