My students are more curious about “why” than “what.”

A new school year has begun and I am back blogging! Whoo Hoo! So… here goes. On one of the first days of school this year I decided to poll my students. I was curious about what aspects of religion and belief they were interested in. I created two courses for them to choose from (see below). “If you had to pick one above the other,” I asked, “which one would you choose?”

Why-People-Believe

What-people-believe

I was very curious about what my students would pick. Over the years I have noticed a strong spike in the number of students genuinely miffed with religion; and they are not shy in expressing their disbelief and confusion. They want answers. They want to know why people believe in “unscientific” things such as the Rapture, the devil, angels, demons, hell, Judgement Day, and talking serpents. Since 1996, when I first started teaching my religion class, more and more students are clearly not content in just learning about what people believe, they want to know why.

The results of the poll were eye-opening, but not surprising. My students overwhelmingly picked the course that focuses on why people believe over what people believe by a 2:1 ratio. So what does this mean? Does it mean that kids are willing to critically examine religion in ways their grandparents would find hard to believe and/or blasphemous? Does it suggest that students are “losing their faith?” Or does it simply mean that kids demand “scientific proof” and “material evidence” in ways unprecedented in human history?

Regardless of the answer (s), my job has changed since 1996. In recent years I have had to do my own research into why people believe so I can better help my students explore their curiosity. Three books that I have found very helpful are below. Needless to say, any teacher who truly wants to objectively teach about religion should read them.

why-book

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