Question one

The highlight of the case

Miss Wright is Miss Beckel's neighbor. Whereas Miss Beckel was a committee member at the school, Miss Wright sponsored most of the school's projects at the school under the community wing. Miss Beckel reveals the suggestion she had made during the previous committee meeting. Miss Wright felt that she had a stake at the school due to her contribution through fundraisers. She was against the idea. Miss Wright's outburst shocked Miss Beckel. She wondered aloud why she would oppose the plan. Miss Wright was against the use of the Bible in any academic institution despite Miss Beckel insisting on the inclusion of other religious books such as the Koran. However, this did not persuade Miss Wright from abandoning her position (Case 13). 

Question two

The current information pertains Miss Wright making good her threat to stop the addition of religious courses to the current curriculum of the school. She was against the use of the Bible in academic institutions. After a week, she made good her threat. The local media stormed the committee meeting before Miss Kassidy and Miss Beckel could present their query on adding religious courses to the curriculum. Miss Wright had a huge placard, which sent a clear message that she was against the new school curriculum (Case 13).

 Question three

 One should listen to Miss Wright's opinion and compare it to Miss Beckel's. Miss Beckel followed a due procedure in ensuring that her suggestion pushed through. In addition, she presented her query at the committee meeting for analysis. In addition, she considered the opinion of other people on the matter (Case 13).

 Question four

 Miss Wright and Miss Beckel. Miss Beckel presented a suggestion at the committee meeting. On the other hand, Miss Wright opposed the plan. She went straight to the media rather than utilize the board meetings to push her agenda even though she was not a committee member at the school (Case 13).

Question five

Possible solutions

 The first obvious solution relies on putting the issue to a vote. Miss Beckel is more likely to win than Wright if this methodology is used. Alternatively, they can argue it out at committee meetings; looking at all the perspectives and settle on amicable solutions that will be beneficial to all the stakeholders and students at the school. They can decide to implement an entirely new way of doing things at the institution. Still, they can decide to implement both suggestions. That is, Miss Wright's and Miss Beckel points of view. In fact, by doing so, they will be giving the student a choice to either use the bible or not in their religious studies and examinations. This option presents various perspectives to the challenge hence diluting tension built up by a focusing on one opinion (Case 13).

Part II Case analysis

The lawmakers in America enacted the international religion freedom, 1998 (Babie, Rochow & University of Adelaide, 2012). Any violation of the law carries a hefty penalty. It came into being due to public concern (Schreiner, Kraft & Wright, 2007). At that time, abuse of religious freedom was rampant. Hence, enacting the law was a measure to safeguard the religious rights of other people from oppression by others. This law is in line with a solution mentioned above; which is the addition of religious subjects to the Laurel curriculum. Their availability does not make the religious courses compulsory instead gives students an opportunity and a variety from which they can choose. Also, this solution is in line with the school's mission (Case 13).The school has a culture of allowing students' parents to take part in making school programs. To achieve this mission, the suggestion by Miss Beckel should not be compulsory (Case 13).

The solution gives the school an atmosphere of tolerance. The study assists the student appreciate people from different religious backgrounds. Religious education in the school will promote the personal development of the students at the school. This development will be as a result of ethics, and other subject matter contained within religious education (Case 13). Heighten respect and tolerance for other religions, fosters a cohesive and diverse surrounding within the school compound (Schreiner, Kraft & Wright, 2007). It demystifies myths associated with other faiths. For instance, Muslim is a religion associated with terrorism.

Universal laws contained within the constitution of various countries, protect religion education within learning institutions. The 2010 Act of academics .This act tries to regulate the religious education in academic institutions. It ensures the ministry of education adheres to the law within the curriculum, anything above or below that is illegal and authorities can take necessary action the lawbreaker. Such laws give a democratic approach to religious subjects (Bayefsky & Waldman, 2006).

Moreover, the addition of religious subjects to the existing curriculum without making them compulsory accommodates Miss Wright's suggestions. Miss Wright would like to separate the state affairs from religious affairs. She particularly singles out the Bible (Case 13).

Religious education makes the curriculum more holistic as it shifts focus from sciences and mathematics (Case 13). It creates a safe space, which facilitates student's exercise of their own identities, and become more aware of their differences. Religious studies can make a significant contribution to the curriculum of the school (Spink & Boys, 2008). Religious studies teach on beliefs, customs, and practices of societies. It will give students an engaging way of reacting to various questions raised concerning their religious development, Attitudes, and primary meaning of their personal lives. Laurel palm School hosts over 1500 students from diverse religious and cultural backgrounds (Case 13). In fact, it is surrounded by a social community cultural Centre. Hence, it is necessary to introduce religious studies in the curriculum (Spink & Boys, 2008). Education should shape the minds of individuals' making them a better version of themselves through transformative education. The study of one's beliefs based on religion is one of the best ways of transforming the character of individuals’. Therefore, irrespective of the various multicultural variations within the school; the new curriculum will equip the students with moral, spiritual, and traditional development. A holistic education will raise the standard of the school regarding social justice and will give students a practical skill in handling present and future challenges better than other students who do not study the religious studies. The only difficulty that the committee members will face is implementation. The implementation should be meticulous. This means that the students should see the need for religious studies within the school, not through coercion but through creating awareness on the benefits of studying religious subjects (Case 13).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Case 13. The Bible and Miss Wright.

Babie, P. T., Rochow, N., & University of Adelaide. (2012). Freedom of religion under bills of rights. Adelaide: University of Adelaide Press in association with the University of Adelaide's Research Unit for the Study of Society, Law, and Religion.

Spink, E., & Boys, R. (2008). Primary curriculum: Teaching the foundation subjects. London: Continuum.

Schreiner, P., Kraft, F., & Wright, A. (2007). Good practice in religious education in Europe: Examples and perspectives of primary schools. Monster, Westf: LIT.

Bayefsky, A. F., & Waldman, A. (2006). State support for religious education: Canada versus the United Nations. Leiden