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• W215510068 abstract "The constitutional paradox of religious learning is the problem of knowing that religion – including the teaching about religion – must be separated from liberal public education, and yet that religion cannot be entirely separated if the aims of liberal public education are to be realized. It is a paradox that has gone largely unexamined by courts, constitutional scholars and other legal theorists. Though the Supreme Court has offered a few terse statements about the permissibility of teaching about religion in its Establishment Clause jurisprudence and scholars frequently urge favored policies for or against such controversial subjects as Intelligent Design or graduation prayers, insufficient attention has been paid to the nature and depth of the paradox itself. As a result, discussion about religion’s place in public schools often exhibits a haphazard and under-theorized quality. Yet without a deeper understanding of the relationship between religious learning and liberal public education, no edifying policy solutions are likely in an area so fraught with constitutional complexity and high emotion. This Article aims to fill that gap by giving the constitutional paradox of religious learning its due. It offers a detailed theoretical account of the relationship between religious learning and the cultivation of the civic and moral ideals of liberal democracies. It draws on that account to develop a unique model of religious learning within liberal learning that takes its cue from the historic purpose of the public school. Since even today it is widely supposed and insisted that public schools still serve a vital role in developing civic and moral ideals in young people, this Article’s comprehensive examination of the constitutional paradox of religious learning is both timely and necessary if the seemingly intractable skirmishes over religion, education policy, and constitutional law are capable of even a modest rapprochement. ∗ Associate-in-Law, Columbia Law School; J.S.D. (candidate), LL.M. Columbia; J.D. Boston University School of Law; M.A. Harvard University; B.A. Duke University. I am grateful to Mark Barenberg, Vince Blasi, Michael Dorf, Elizabeth Emens, Robert Ferguson, Kent Greenawalt, Philip Hamburger, Mark Lilla, Patricia Seith, Ken Simons, George Smith, and Winnifred Sullivan for valuable comments and discussions. This paper benefited greatly from presentations at Catholic University of America, Columbus School of Law, and at the Associates-inlaw workshop at Columbia Law School. THE CONSTITUTIONAL PARADOX OF RELIGIOUS LEARNING ______________________________________________________" @default.
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• W215510068 date "2008-01-01" @default.
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• W215510068 title "The Constitutional Paradox of Religious Learning" @default.
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