Year of Graduation

2026

Document Type

Thesis

Degree Name

MALS: Interdisciplinary Studies

Directing Professor

Dr. David Buyze

Abstract

This thesis examines the educational value and constitutional limits of teaching about religion in U.S. public schools. It asks whether public schools may teach about religion academically without violating constitutional neutrality, where the boundary lies between education and indoctrination, and how religious literacy might be integrated in ways that benefit students while honoring First Amendment constraints. Using a mixed-methods design, the study gathered survey data from 104 adult participants drawn from diverse educational, religious, and community backgrounds across multiple states. Surveys were distributed primarily through mailed and hand-delivered print copies, with a small number completed electronically. Quantitative data were tabulated and presented in bar graphs, while qualitative responses were analyzed thematically to identify recurring patterns in participants’ perceptions. Findings revealed broad support for the academic, non-devotional study of religion in public schools, especially through historical, literary-cultural, comparative, civic-ethical, and interdisciplinary approaches. Participants commonly identified cultural understanding, empathy, critical thinking, moral reflection, and civic preparedness as major benefits. At the same time, responses reflected persistent concerns about bias, favoritism, indoctrination, and confusion regarding constitutional boundaries. The study concludes that religious literacy can be a valuable component of public education when it is taught objectively, supported by teacher preparation, and guided by clear constitutional safeguards. These findings have implications for curriculum design, policy development, and educator training, and they suggest the need for further research on subgroup differences, regional perspectives, and classroom implementation.

Keywords: religious literacy, public schools, First Amendment, constitutional neutrality, religion in education, civic education.

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