Religious Education syllabus progressive
EDITOR — Zimbabwe is one of the most progressive states, which is a constitutional democracy consisting of multiple cultures and religious practices.
However, not every Zimbabwean, while religious, is Christian.
The endeavour by the Minister of Primary and Secondary Education, Dr Lazarus Dokora to have an all-inclusive Family and Religious Studies syllabus in primary and secondary schools is a big step in realising and affording the other religions; namely Indigenous Spirituality of Africans, Islam and Judaism, in the country a chance in the curriculum.
As the syllabus rightly denotes, it is to be a multi-faith, non-proselytising approach to the study of religion.
To assuage the feelings of many who are in doubt, the inclusion of other religions in the syllabus is not to turn anyone away from their religion of choice, or to proselytise the students towards one religion or another. Quite the contrary, actually. The syllabus aims to educate pupils, from the young level of Grade 3, that diversity is a normal trait in society and should not be shunned or discriminated against. It is in no way divisive. In actual fact, the syllabus aims to equip students, among other things, with tools to solve problems, inspired by the way in which the different religions they will be studying have solved problems in their respective historical pasts.
As the school environment is a controlled one, as it has always been, there is no chance of any negative impact of religious inclusion in the curriculum.
The new syllabus clearly dictates what it will aim to gather from the different religions, which is the base knowledge of the religions, the religions’ views and feelings in relation to contem- porary culture and society and ultimately, how to make the country progress, in full respect and tolerance of each other, as the African notion of Ubuntu rightly dictates.
In addressing the fears of extremism in schools as the result of the inclusion of other religions in the syllabus; two points may be brought up.
Firstly; the syllabus clearly dictates what shall be taught on the religions and if one were to read and fully understand the syllabus, they would notice that it clearly states how the religions will be studied.
Secondly, educators in Zimbabwe are trained in conflict resolution and there is no way a teacher will intentionally foster extremism and conflict in class, without running the risk of losing their job.
The notion of proselytisation, either by affiliation or affinity should and will be left to the students’ families and religious organisations.
The national school system has no place determining what religion any student should lean towards, as it is not the mandate of the school system to do that.
If we allowed the national school system to ultimately decide the student’s choice of religion, then that is the extremism that we all fear. And who will get to decide which religion which school chooses to impose on which student?
This is why I am of the opinion that it is better to leave the religious socialisation to the students’ respective families and religious organisations. The Family and Religious Studies syllabus aims at helping students learn ABOUT religions, not learn TO be religious.
Furthermore, religion has always and still plays a major role in society and current affairs.
However, a better understanding and tolerance of religious diversity through religious education will allow students, even from a young age, to understand certain nuances in world news in regards to religion and how it influences national, regional and international events.
As an academic discipline like History and Geography, religious education will be studied with neutrality and should advance the republican and constitutional values of our culturally and religiously diverse nation.
It is my informed opinion, therefore, that the inclusion of other religions in the syllabus will actually help the country to progress by nurturing; through fair, balanced and neutral analysis and inquiry, a breed of people concerned with Ubuntu and with full understanding, respect and tolerance of the diversity of the country’s population.