Learning about other faiths can help build peace

For many people in our multicultural society, faith is a core element of identity. Having a basic knowledge of the world’s religions is essential in a society that seeks harmony and mutual understanding.

According to a Vancouver Sun article, 77 per cent of British Columbians support teaching world religions in schools. The executive director of the B.C. Humanist Association, Ian Bushfield, has gone on record in favour of teaching comparative religions and world views, if a discussion of secular moral philosophies is included. Done correctly, greater acknowledgment in the curriculum of our multi-faith reality would be a step forward in building a peaceful world.

It’s essential to have a positive, inclusive attitude if that’s the type of world we want to build. As it says in the Bahá’i writings: “Love and unity come hard when ye fix your gaze on otherness.” Whether we’re teaching children or welcoming strangers from other lands, we focus on their gifts and relationships flourish as a result. People generally tend to relax and reflect the gifts and qualities that are admired.

If there’s to be healing and reconciliation in this world, should we not focus on the positive in faith traditions as well? Aside from recognizing the beauty and wisdom of those traditions and acknowledging faith as another legitimate element of diversity, it would also be a form of inoculation against the distortion of truth that is often at the base of prejudice and hatred.

Not long ago, a small multi-faith group of storytellers offered a presentation to local schools, with traditional tales of generosity and kindness from their faiths: Hindu, Muslim, Bahá’i, Buddhist, Christian and Jewish. It was given in the Christ Church Cathedral School to enthralled children who responded with thoughtful questions. The presentation was also offered to district schools, but regretfully rejected by an administration fearful of repercussions.

There remains real trauma regarding teaching religion in schools due to past abuses of authority and proselytization of certain beliefs. To teach about religion is quite different from indoctrination or promotion, and care must be taken through adequate teacher training and crafting of the curriculum. Schools in other jurisdictions have successfully done this. It’s possible to familiarize children with other belief systems and make them feel accepted in their own, without any pressure to fit a standard mould or hide a significant piece of who they are.

When we celebrate diversity in all its forms, we can enjoy the entire multitude of flowers in our cultural garden, avoiding uniformity in favour of a deeper unity. The basic moral principle known as the “golden rule,” for example, is repeated in different forms in virtually every world religion. The book Oneness: Great Principles Shared by All Religions, by Jeffery Moses, lists more than 60 such commonly accepted principles.

The two extremes of unquestioning support of religion and total opposition to it are equally hazardous to societal well-being. The “golden mean” would be to share a basic knowledge of the world’s faiths and beliefs with all ages, with accuracy and respect. We need to speak to our children of humanity’s spiritual heritage with openness, curiosity and inclusion, honouring all who make up the rich tapestry of our society.