Abstract
In Chapter Six I focused on how to teach about religion in courses where religion is the main topic of inquiry. In this chapter I offer reflections regarding how to incorporate the study of religion in disciplines that are commonly offered in secondary school curricula: American history, economics, biology, and literature. My most extensive commentary is focused on American history with shorter commentaries on the other disciplines given that I build upon frameworks already articulated.
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Notes
See James Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: Touchstone, 1995), note 4, 319.
Jonathan Zimmerman, Whose America? Culture Wars in the Public Schools (Cambridge: Harvard University Press, 2002), 4.
Howard Zinn, A People’s History of the United States (New York: HarperCollins, 1980), 2003.
Ronalk Takaki, A Different Mirror: A History of Multicultural America (Boston: Little, Brown and Company, 1993).
James Fraser, A History of Hope (New York: Palgrave MacMillan, 2002).
Bartolome de las Casas, History of the Indies, trans. Andree M. Collard (New York: Harper and Row, 1971), 289. Quoted in Loewen, Lies, 38.
See Maria Rosa Menocal, The Ornament of the World: How Muslims, Jews, and Christians Created a Culture of Tolerance in Medieval Spain (Boston: Little Brown and Company, 2002)
and Salma Khadra Jayyusi, The Legacy of Muslim Spain, volumes 1 and 2 (Leiden: Brill, 2000).
For primary source material see Olivia Remie Constable, ed., Medieval Iberia: Readings from Christian, Muslim and Jewish Sources (Philadelphia: University of Pennsylvania Press, 1997),
and Maria Rosa Menocal, Raymond Scheindlin, and Michael Sells, eds., The Literature of Al-Andalus (Cambridge: Cambridge University Press, 2000).
Herman Daly and John Cobb, Jr., For the Common Good (Boston: Beacon, 1994), 5.
See, for example, Munwar Iqbal and Philip Molyneux, Thirty Years of Islamic Banking: History, Performance and Prospects (New York: Palgrave MacMillan, 2005);
Mahmoud A. El-Gamal, Islamic Finance: Law, Economics, and Practice (Cambridge: Cambridge University Press, 2006);
and Mohsin Khan and Abbas Mirakhor, eds., Theoretical Studies in Islamic Banking and Finance (Oneonto, NY: Islamic Publications International, 2005).
See National Conference of Catholic Bishops, Tenth Anniversary of Economic Justice for All (NJ: Hunter Publishing, 1997)
and Albino Barrera, Modern Catholic Social Documents and Political Economy (Washington, DC: Georgetown University Press, 2001).
For an excellent overview of the issues related to science and religion (primarily Christianity) see Ian G. Barbour, Religion and Science, revised edition (San Francisco: Harper, 1997).
For example, see Fazlur Rahman, “God,” in Major Themes of the Qur’an (Minneapolis: Bibliotheca Islamica, 1980), 1–17.
Also, see Ayatullah Murtaza Mutahhari, Fundamentals of Islamic Thought: God, Man and the Universe (New York: Mizan Press, 1985).
See, for example, Donna Haraway, Primate Visions: Gender, Race and Nature in the World of Modern Science (New York: Routledge, 1989).
Frederico Garcia Lorca, The Tamarit Poems: A Verson of Divan Del Tamarit, (New York: Dedalus, 2000).
People for the American Way, The Good Book Taught Wrong: Bible History Classes in Florida Public Schools (2nd printing, 2000), available at http://www.pfaw.org/pfaw/general/default.aspx?oid=1345 accessed December 3, 2006.
Mark Chancey, Reading, Writing and Religion: Teaching the Bible in Texas Public Schools (Texas Freedom Network Education Fund) 2006, available at www.tfn.org/religiousfreedom/biblecurriculum/texascourses/ accessed December 3, 2006.
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© 2007 Diane L. Moore
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Moore, D.L. (2007). Incorporating the Study of Religion Throughout the Curriculum: American History, Economics, Biology, and Literature. In: Overcoming Religious Illiteracy. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230607002_7
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DOI: https://doi.org/10.1057/9780230607002_7
Publisher Name: Palgrave Macmillan, New York
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