Tuesday, 15. November 2011 by Dale
Scrambling to finish the complicated manuscript for Voices of Unbelief: Documents from Atheists and Agnostics by the December 1 deadline. Rather than go to complete radio silence on the blog, I’ll share some of the more unusual bits with you.
In order to make this book something more than just another freethought anthology, I set two goals for myself: (1) to include disbelief in cultures beyond Europe and the US, and (2) to fill in the usual 1400-year gap between Ancient Rome and the Renaissance. After nearly a year of careful digging, I managed to do both.
During the initial research, I came across references to Jacques Fournier, a 14th century bishop who was instructed by Rome to undertake local interrogations to root out adherents of Catharism, an unorthodox sect that had been spreading through the south of France. Fournier took the unusual step of having each of his hundreds of individual interrogations transcribed in detail.
Nonbelievers were not the main concern of the late medieval Inquisitions, which were primarily designed to root out heretical Christian sects whose beliefs were not entirely in keeping with Roman Catholic doctrine. Such sects often spread rapidly and were perceived to be a threat to Catholic religious and political power on the continent. But once in a blue moon, an inquisitor came across not a heretic but an outright unbeliever, or at least someone who would cop to being an unbeliever at some recent time.
Sometimes it’s hard to be sure from what was said in the interrogation whether a person’s actual views constituted heresy or unbelief. One such subject, identified as “Guillemette, widow of Bernard Benet of Ornolac,” testified that she had come to believe that the soul was nothing but blood, that nothing survives of ourselves after death, and that Jesus was no exception. Let’s listen in to the end of the interrogation, 16 July 1320, in the village of Montaillou:
BISHOP JACQUES FOURNIER: From the moment that you believed that human souls die with the body, did you believe that men would be resurrected or would live again after death?
GUILLEMETTE: I did not believe in the resurrection of human bodies, for I believed that just as the body is buried, the soul is also buried with it. And as I saw the human body rot, I believed that it could never live again.
JF: Did you have someone who taught this to you, did you learn it from someone?
G: No. I thought it over and believed it by myself.
That’s the lovely sound of free inquiry echoing down through the centuries.
Her neighbors testified to her empirical bent as well, including one who described Guillemette’s response to a child dying in her arms. “When she saw nothing but breath go out of his mouth, she said, ‘Take notice, when a person dies, one sees nothing leave his mouth except air. If I saw something else come out, I would believe that the soul is something. But now because only air has come out, I do not believe that the soul is anything.'”
Back to Jacques and Guillemette:
JF: Did you believe that the soul of Jesus Christ, who died on the cross, is dead or with his body?
G: Yes, for, although God cannot die, Jesus Christ died, all the same. Therefore, although I believed that God has always been, I did not believe that Christ’s soul lived and subsisted after his death.
JF: Do you now believe then that Christ was resurrected?
G: Yes, and it is God who did that.
JF: Do you currently believe that the human soul is anything other than blood, that it does not die at the death of the body, that it is not buried with the body, that there is a hell and a heaven, where souls are punished or rewarded, and there will be a resurrection of all men, and that the soul of Christ did not die with his body?
G: Yes, and I have believed it since the last holiday of the Ascension of the Lord because at that time I heard tell that My Lord the Bishop of Pamiers wanted to carry out an investigation against me about it. I was afraid of My Lord Bishop because of that, and I changed my opinion after that time.
(“Officer, I stopped speeding the moment I saw you.”)
Of the 578 individuals interrogated by Fournier, five heretics were burned at the stake. Most of the remainder were imprisoned or sentenced to wear a yellow cross on their backs for the remainder of their lives as a mark of shame. Guillemette was sentenced to wear the cross.
Jacques Fournier went on to become Pope Benedict XII.
Tuesday, 14. June 2011 by Dale
Many thanks to those of you who contacted the Fulton County School Board regarding the proposed rescission of the district’s church/state policy and procedure. As expected, the Board voted to rescind anyway. But read on — after a dash of nauseating cynicism, there’s a metric pinch of hope.
Thanks to a well-connected friend, I finally learned why the rescission was proposed in the first place. This friend cares as much about the district and this issue as I do but has a much better idea where the bodies are buried. So she picked up the phone, called the right person, and got a straight answer. It turns out that attorneys for the district advised the school board to rescind the policies so the district can sidestep culpability in the event of a church/state lawsuit.
Read that again. Feel like taking a shower? Me too. But that is apparently the (unstated) reason. If the district has a clear church/state policy and allows it to be violated, they can be held liable. If there is no clear policy, they can shrug and point upstream to state law.
Never mind that no one, including the Board, seems able to find any clear state law on this important issue.
As I said last time, church/state separation is a complicated subject that teachers and principals are constantly stepping in. If that cynical explanation is true, instead of helping teachers and principals make their way through the minefield by educating and informing and supporting them, it seems the Board is choosing to turn out the light entirely and walk away whistling.
Or, if the email from my board member this morning is accurate, things might not be quite that bad. Even though the policy itself is being scotched, she said, “the School District plans to provide staff helpful training and guidelines during the 2011-2012 school year to assist schools in handling religious issues appropriately.”
Now that could actually be good news. Active, mandatory teacher training is likely to be more effective than a static policy that employees may or may not ever see. I’d rather have both, but actual in-service training could be the best option of all.
In the coming months, I plan to make myself as persistent as necessary to see that this promise is kept. I began by sending each board member and the new district superintendent a pdf copy of Americans United’s outstanding booklet Religion in the Public Schools: A Roadmap for Avoiding Lawsuits and Respecting Parents’ Legal Rights. Equally important going forward, the Board is now aware that an awful lot of people are paying very close attention to the church/state issue.
Special thanks to Jeff Selman, Ryan Hale, and Beth Corbin of AU, each of whom offered helpful advice. Onward.
Tuesday, 07. June 2011 by Dale
My kids are having a great public school experience. We’re in a very strong district, and our three immediate schools are highly ranked and award-winning, with brilliant, professional teachers and administrators.
Though bad things do happen, the bad is hugely outweighed by the good. And when things do go south, a thoughtful approach usually gets a good result.
But now I’m dealing with a spot of unpleasantness at the top — the school board.
In seven days, the Fulton County (GA) School Board will vote on a proposal to rescind the district’s excellent and clear church/state separation policy and procedure, as well as the equally good Teaching of Religion policy (for full text, click the links). Not revise, not replace, but erase entirely.
I contacted my board member to ask what the reasoning was. “These items are covered by state law,” she said, “and therefore redundant. Hope that helps.”
Countless district policies mirror state law. I’ll bet the policies stating that “students may not threaten to plant a bomb” and “may not knowingly make false calls to emergency services” are at least hinted at somewhere in the law.
Teachers and principals run into church-state issues all the time. When they need guidance in this complicated area, teachers and admins turn not to state law but to district policy. My wife Becca, a schoolteacher, assures me that she wouldn’t have the foggiest idea where to look for the law. I gave up myself after 30 minutes online. And I practically Google for a living.
I thanked the board member for her reply and asked if she might point me to the state law in question. No reply after 17 days. Apparently she has no idea where to look, either.
Though it might cover the same general territory, state law is unlikely to include the helpful details present in those policies: the difference between devotional and non-devotional religious symbols in class projects, for example, whether a religious song can be included in a school concert, whether prayers or religious references are permissible at school-sponsored events and in what context. Good and helpful stuff.
This issue should worry religious parents every bit as much as the nonreligious. In the absence of clear guidelines, most teachers and principals overcompensate, disallowing even permissible religious expressions and activity. The result for many districts has been expensive free exercise lawsuits by religious parents whose children have been inappropriately muzzled. Lose clarity and accessibility and everyone loses.
It would be easy to ring the theocracy alarm here, but despite appearances, I don’t think that’s what’s going on. It’s more banal. For one thing, several unrelated policies are also on the chopping block in what looks to be a periodic barn cleaning. And although some district or state boards are packed with zealots or fools, ours seems to consist of decent people whose occasional cluelessness has more to do with the amount on their plates than any dark intentions. But whether it’s cluelessness or malice, the result is potentially the same. I can’t stand by and watch them casually sweep away policies that many other districts — including some recently or currently embroiled in church/state lawsuits — would die for.
I wrote to another board member who gave the same state-law answer. I gave my arguments for retaining the policies and asked what I could do to prevent the rescission. Again, no reply. So after consulting with the Georgia chapter of Americans United for Separation of Church and State, I’m going over the school board’s heads, to the public. (Psst…that’s you.)
The vote on rescission is scheduled for June 14. Here’s what you can do to help:
If you are a resident of Fulton County, Georgia and agree that these policies and procedure should remain in place, find out who your board member is and write a concise, reasonable but firm email expressing your strong conviction that these two policies and one procedure should stay right where they are. If you have kids in school, name the school.
If you are not a resident of Fulton County GA, please share this post. You just might have a friend or two who is.
If you are in a district that has been embroiled in church/state messes, you might drop a note to tell my district how helpful clear policy can be. It means less head-butting, fewer lawsuits, and fewer distractions from the education of our kids.
Thanks in advance for whatever you can do.
Links to the three items
Teaching of Religion Policy
Separation of Church and State Policy
Separation of Church and State Procedure
Fulton County School Board email addresses (Please be civil so our tone doesn’t become the issue.)
Sunday, 06. March 2011 by Dale
Late last week, as I sat down to write a post about Rock Beyond Belief, I received notice that it had been cancelled.
Quick summary for those who haven’t followed this:
Last September, an evangelical Christian rock concert called “Rock the Fort” was held at Fort Bragg in North Carolina. Sponsored by the Fort Bragg chaplains, the Billy Graham Evangelistic Association, and 20 area churches, the event was promoted as an opportunity to win souls by “[bringing] the Christian message to all of Fort Bragg and the surrounding community.” Ft. Bragg chaplain Col. David Hillis made it clear in a letter to local churches that “Rock the Fort is evangelical in nature…The concert will conclude with a clear gospel message.”
It worked. Event organizers claimed 700 on-stage conversions of soldiers and civilians.
Rob Boston at Americans United for Separation of Church and State correctly stated that “the military has no business sponsoring a rally that is clearly designed to convert people to evangelical Christianity – or any other religion, for that matter.” The Freedom From Religion Foundation and Military Religious Freedom Foundation likewise weighed in with constitutional concerns. “Churches have the right to reach out to anyone to spread their religious messages,” Boston said, “but the government is not allowed to help them do it.”
The Staff Judge Advocate soothed worried brows with a letter promising equal treatment:
This was echoed in a letter from the base commander.
One soldier at Fort Bragg, Sgt. Justin Griffith, decided to take the base commander at his word. If the military is going to sponsor events of this kind, they must do so for other perspectives as well. Thus was born ROCK BEYOND BELIEF, a day of fun and entertainment featuring secular bands and speakers including Richard Dawkins, Dan Barker, Hemant Mehta, and Eugenie Scott (and me).
Justin was a class act from the beginning. He was determined to make the event a positive expression, not a poke in the eye. Every time someone tried to paint RBB as an anti-religious event or an attempt to “spread the atheist message,” Justin slapped it down. This would be a positive celebration of secular values, but never an attempt to recruit, convince, or attack. No de-conversion or de-baptism ceremonies. High road all the way.
He pulled together a volunteer staff and began the long approval process in November. Funding was a serious concern. But a Freedom of Information Act request by FFRF revealed that Billy Graham’s Rock the Fort event had received over $54,000 in direct support from the Dept. of Defense.
The next step was simple: the base commander had promised “the same level of support to comparable events,” so a request was made for a similar level of financial support for Rock Beyond Belief.
The approval was a no-brainer, and the base legal staff recommended that Rock Beyond Belief receive the same support Rock the Fort had received.
The last step would be the signature of the garrison commander. He “approved” the event per se, but added what Justin rightly called “crippling restrictions.” Instead of the outdoor post-parade ground that Rock the Fort had used, Rock Beyond Belief would be confined to an indoor theatre that holds 700. There would be no financial support of any kind. And unlike Rock the Fort, he required that all advertising carry a disclaimer that the event carried “no endorsement by Fort Bragg, the US Army, or the Department of Defense.”
Justin had no choice but to cancel.
The whole thing rang loud bells for me. Justin was attempting to hold the Army to its own stated principles, not to mention the US Constitution. And instead of progressing straight to court over Rock the Fort, he had chosen to request equal treatment. A promise of equal treatment was made, then withdrawn.
Eight years ago I tried something similar, albeit on a smaller scale. I was on the faculty of a Catholic women’s college that trumpeted an atmosphere of open inquiry and critical thinking in all of its public statements and recruitment materials. All points of view were said to be welcome in this vibrant marketplace of ideas.
The college also considers itself a feminist institution, but the fact that the overwhelming majority of feminist pioneers have been atheists or agnostics was never mentioned. So when an informal student humanist group I advised wanted to bring Annie Laurie Gaylor on campus to talk about feminism and freethought, I thought it a perfect fit with the college’s stated values. Annie Laurie wrote Women Without Superstition, the definitive book on the topic.
We reserved the room, clearly stating the nature of the event, paid the required fee, and received an approved contract. We advertised openly on campus and in the papers for four weeks. But 45 minutes before the event, a security guard arrived and locked the hall, “By order of the president.”
I called Sister Anita for an explanation and was told that I had not reserved the hall. When I replied that I had the reservation in hand, she was silent for several seconds.
“Look Dale,” she finally said, “this just isn’t going to happen.”
The next day, as word of the lockout spread, she sent a campus-wide email claiming that I had intentionally misrepresented the nature of the event. The day after that, the first student protest in the history of the college took place on the quad. Major media stories ensued, and I received some blistering hate mail.
I managed to stay three more years, trying to improve the climate of inquiry on campus, before nausea led me to resign and pursue my current work.
Though religion is in play in both of these situations, the principle applies to countless others as well. If a minority point of view is on the verge of gaining a fair hearing within the rules, someone in the majority will simply change the rules. The women’s movement struggled against the same kind of goalpost-moving, and the Civil Rights Act of 1964 essentially said, “Okay, from now on we will follow our own rules.” The majority party in Congress regularly changes procedures to hogtie the minority. Rules are useful, goes the reasoning of the powerful, until they aren’t. At which point etc.
Some defenders of the garrison commander will surely point out that he didn’t cancel the event, Justin did. A bit like saying, “Sure, I shot you, but you’re the one that fell over.”
Eight years ago I was heartbroken that what could have been a simple, positive expression of the important place of religious doubt in our history instead yielded a melee of angry protests, accusations, and hate mail because someone decided their own rules were meant to be broken as needed. Now Justin’s attempt to create something positive is instead devolving into ugliness and lawsuits for the same reason.
The suit is justified and necessary (and, as the Military Religious Freedom Foundation’s Mikey Weinstein put it, “a one-inch putt”) — but once again I’m heartbroken at the duplicity and the lost opportunity.
I hope I’d behave better than the garrison commander and Sister Anita in a position of majority power. But if I were to do otherwise, I hope the minority voices I trample on would shame me into integrity.
Tuesday, 22. February 2011 by Dale
[Continued from Part 2, “The Empire Strikes Back“]
The day before the meeting with the principal and Ms. Warner, Becca made my year by insisting on going as well. She took a half day off work, on short notice and with difficulty. I was so grateful — helps me feel less like a lone loon.
After talking with hundreds of parents over the years in dozens of different situations, I’ve worked up a few guidelines for approaching this kind of thing. It works not just for church-state issues, but any similar conflict:
1. Know your main objective and keep it in focus. It would have been easy, and gratifying, to focus on the first three of our objectives (abject apology, school-wide statement, head on platter). But if it came right down to it (and it often does), the last two were most important: damage control for Delaney, and a greatly-reduced chance of this kind of thing happening to another student in the school. Ever.
2. Frame in terms as broad as possible. It’s almost never just about my child or our family’s rights. If a teacher leads students in a Christian prayer, for example, and I respond as an offended atheist, I’ve drawn this tiny circle around my offended little feet. If instead I defend the constitutional right of all kids and families to freedom of religious belief, I’ve drawn a much larger circle with a much firmer foundation.
3. Don’t let your tone become an issue. This keeps a laser-like focus on the real issue.
4. Find allies with common goals. They’re almost always there. If we treat them as co-perpetrators, we’ve robbed ourselves of powerful leverage.
5. Position yourself as a resource, not a problem to be avoided or contained. When it comes to the issues at hand, as well as district policy and legal precedent, make yourself the most knowledgeable one in the room, then offer your help in navigating that maze, now and in the future.
The meeting began with the obligatory chit chat, then Becca took the floor — not as a parent, but as an appalled educator. For five minutes, in a voice laced with emotion but entirely under control, she explained why Warner’s action violated the central responsibility of educators to their students. She ended by quoting the framing concept in the elementary curriculum. They are the Habits of Mind — four characteristics all Georgia educators are expected to engender in their students. “A CONTENT STANDARD IS NOT MET,” says the science standards document in bold caps, “UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.”
The four principal characteristics:
Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
In a single ill-considered sentence, Ms. Warner had managed to violate all four. Then there’s this further down — hard to beat for spot-on relevance:
Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.
I made a mental note to marry Becca all over again.
Ms. Warner responded with an apology of the “I’m sorry if you were offended” variety. “If I had known you felt this way, I would certainly not have said what I said.” It was all about a wacky breakdown in communication. If the principal hadn’t dropped the ball, went the implication, we wouldn’t be in this pickle. Lucy, you got some splainin’ to do. Cue laugh track.
I’d expected that. “Yes, I do wish we’d been able to intercept this extremely bad idea you had,” I said. “But that’s irrelevant. I want to know why you had the bad idea in the first place to censor Delaney’s accomplishment.
“You claimed evolution wasn’t in the curriculum, when in fact it’s deeply embedded in our curriculum from seventh grade on. And if a third grader were to master calculus and win a national contest, I doubt we’d say, ‘Well shoot, I wish we could celebrate that, but it isn’t in the elementary curriculum.’ So let’s agree that’s silly and not the reason anyway. Now I’d like to know the real reason.”
She nodded and shrugged. “I wanted to avoid conflict.”
To paraphrase what Huxley supposedly said before he gutted Wilberforce, the Lord had delivered her into my hands. I produced a summary of that deeply depressing Penn State study showing that conflict-avoiders “may play a far more important role in hindering scientific literacy in the United States than the smaller number of explicit creationists.”
But there’s an even more interesting context for this in Georgia, I said — a specific history of removing the word “evolution.”
“Yes, there is!” said Mr. Robinson, nodding enthusiastically and leaning forward. Principals tend to know what’s going on in the educational world outside of their own skulls. Even better, he clearly cared. Warner’s blank smile showed that she neither knew nor cared. She was counting the minutes until this annoyance was over.
It was at this point that Ms. Warner began to shrink from view, and Mr. Robinson began to grow. We could exhaust ourselves trying to get a genuine apology from this person, trying to get her to understand that she was an embarrassment to her profession and why, trying to let the school community know exactly what had happened so they could take sides and put Laney in the uncomfortable middle.
Or we could turn the focus toward this nodding, well-informed, well-placed ally.
I gave a five-minute capsule history of the issue in Georgia, complete with handouts, starting with the D grade the state science curriculum had earned from Fordham in 1998. Why the low grade? Largely because in the interest of conflict avoidance, the word evolution had been removed:
Like many Southern states, Georgia has problems with the politics, if not the science, of evolution. In the biology course, the euphemism “organic variation” is used for evolution, yielding such delectable bits as the following:
“[The learner will] describe historical and current theories of organic variation . . . describe how current geological evidences [sic] support current theories of organic variation . . . explain that a successful change in a species is most apt to occur when a niche is available.”
The purpose of this approach, of course, is to insulate the study of science from the inroads of politics. But for all its good intent, it makes it difficult or impossible for all but the most gifted students to understand the profound importance of evolution as the basis of the biological sciences. It also isolates biology from the other historical sciences, geology and astronomy, and thus wounds the student’s understanding of the unity of the sciences. [Lerner 1998]
Fast-forward to 2004. State Superintendent of Education Kathy Cox is reviewing Georgia’s new and greatly improved proposed science standards, which include an impressively straightforward approach to evolution. And what does she do? She red-lines every occurrence of the word “evolution,” changing it to “biological changes over time,” which does NOT mean the same thing.
Why did she do that? Conflict avoidance, she said later.
There was an impressive public backlash. Jimmy Carter lashed out in the press: “As a Christian, a trained engineer and scientist, and a professor at Emory University, I am embarrassed by Superintendent Kathy Cox’s attempt to censor and distort the education of Georgia’s students.”
Cox reversed herself. In an interview last year on the occasion of her retirement, she remembered the issue as the biggest mistake of her career:
It was a great lesson for me….The standards are more than a classroom teacher. They represent something to the larger public [and the] entity of the nation. And that was a great lesson for me, that I needed to step out of my shoes as a teacher sometimes and see the bigger picture. And even though I was trying to make it so that our science standards could be such that a teacher anywhere in the state could teach what they needed to teach, it wasn’t the right decision from the bigger picture. And, boy, did I learn that in a hurry – and kind of had it handed to me in a hurry.
Robinson continued nodding. None of this was new to him.
The standards went on to full approval, unbuggered, earning Georgia a B for science overall in the next Fordham review and the highest ranking possible for evolution education.
“So we’ve learned this lesson already, over and over,” I said. “But it just doesn’t get through. And the messages we as parents and educators send these students, both inside and outside of the classroom, affect the way kids will encounter concepts and content later in the curriculum.”
Mr. Robinson was continuing to exhibit not just agreement, but enthusiastic engagement. Warner at this point was too small to be seen clearly.
“We have these extraordinary standards, but because of ten thousand things like this” — I gestured toward Warner’s last known location — “they aren’t finding their way into the actual education of our students, especially in science. I’d like to help get a larger conversation going in the district. We need to help parents, teachers, and administrators get more comfortable with the great standards we already have.”
Mr. Robinson was nearly out of his chair. “Yes. This is great. I would love to see this happen.” He began scribbling notes. “I want to put you in touch with Samantha Burnett, the director of science curriculum for the district. I know she’d love to connect with you and get this going. This would be a very positive thing.”
He added that he wanted to be sure Delaney was taken care of as well. “I want her to know that this school encourages all of her ideas and accomplishments.”
Becca then shared Laney’s heartbreaking response to Mr. Hamilton, her beloved first grade teacher, and his expression of interest (“I don’t know what I should tell him and what I shouldn’t.”)
“Well there’s an opportunity,” said Mr. Robinson. “I’ll get in touch with Mike and see what we can work out. Maybe instead of just explaining it to him, she could give a presentation to his whole class about the contest.”
That would help a lot. She would be over the moon.
That night we learned from Delaney that Mr. Robinson visited her classroom later that day to congratulate her again on her achievement in the “Evolution & Art contest.”
In terms of vengeance, the meeting was mostly unsatisfying. But in terms of positive progress, it was immensely satisfying. We’re working our way toward two conversations, one large and one small. By being reasonable and well-informed, by leaning forward instead of back, it looks like some lasting good could come out of this.
I’ll keep you in the loop as we go.
Thursday, 17. February 2011 by Dale
[Continued from When science goes south]
Delaney was all butterflies the morning of the broadcast. I assured her she’d be just fine.
“But I’m talking to THE PRINCIPAL!” she said in mock horror. “In front of the whole school!”
She was secretly adoring the whole idea, we both knew that, but the nerves were no less real. She’d never done anything like this before.
I drove her to school early, then sat in the front office to watch the show on the monitor. After the Pledge of Allegiance (No, Luke — stay on target!), the camera panned to my daughter and the principal.
“I’m here with Delaney McGowan today who won first place in a national contest,” said Mr. Robinson. “This is amazing, Delaney! Tell us all about it.”
“Well,” she said, “I won an art contest.”
I grinned and shook my head. After all that, she called it an art contest. That’s fine, of course — she can call it whatever she wants. But I did think it was a bit odd. She’d never called it that before, for one thing. And I never mentioned Ms. Warner’s phone call to her. What an odd coincidence.
She went on to describe the contest with the kind of engaging, articulate poise she’s always had, but somehow got all the way through without ever saying any form of the word “evolution.” Extremely hard to do, given the nature of the contest. The closest she came was the word “adapted,” which she used once or twice. Again, it’s a non-issue…if she’s choosing her own words.
When she ran off the school bus as she always does, I engulfed her in a hug. “You…were…AWESOME,” I said. “I could never have been so clear and calm when I was nine! Did you think of all that yourself, or did anybody help you with what to say?”
“Well, there was one kind of weird thing,” she said. “About two minutes before the interview, Ms. Warner told me I shouldn’t say the word ‘evolution.'”
“Well…huh. You uh…you did an amazing job, that’s all I can say.”
(I think that’s what I said. It may not have included any actual human sounds.)
“What’s wrong? Something’s wrong.”
“No, nothing, I…well, I’m, I’m, I’m…I’m kind of just wondering why Ms. Warner would say such a silly thing, is all. Why not say ‘evolution’? That just seems weird.”
“Yeah, it does.”
“Didn’t Mr. Robinson say anything to her when she said that?”
“He was out in the hall right then.” Her face knotted up. “But it made me so nervous! During the whole interview, I kept worrying that I was going to say the Word.”
Despite my silly graphics in this post — an attempt to keep things from getting too dark — this hit me like a ton of bricks. I’d gone out of my way to keep Laney from getting a negative message about her accomplishment. I’d been low-key and reasonable, and the thing had happened anyway as if I’d never left my chair.
What really hurt was hearing Delaney’s sudden anxiety. My fearless thinker, the one who loves nothing more than a good-spirited tête-à-tête over a plate of theology in the school cafeteria or politics on the playground or current events at the dinner table, who chose freedom of speech as one of the things she’s most grateful for at Thanksgiving, this amazing and unique girl had heard from an educator in her school that one of the great concepts in science was in fact a word she should not use, and by implication, a thought she should not think. Evolution, a perpetual source of wonder to her, had become The Word, a thing to avoid, something vaguely dirty.
Even worse, this woman chose Laney’s moment of excited triumph — of scientific triumph — to display her own likely ignorance of the concept that Laney understands better than most adults in any given room.
Now to fully grasp the complex challenge of that moment for Delaney, a thought experiment: Imagine you’re nine years old. You’ve won the Pillsbury Bake-Off. You are invited to speak to your school principal about it on camera in front of 1,000 of your peers. You’ve practiced what you want to say, over and over. You’re nervous and excited. Then two minutes before you go on, an Authority Figure leans over and says, “By the way: don’t mention baking.”
(Only because the confectionery arts aren’t in the elementary curriculum, you understand.)
At bedtime that night, Laney told her mom something that simply broke our hearts. Mr. Hamilton, Laney’s dynamic and gifted teacher from first grade, a HUGE favorite of hers, had popped into her classroom late in the day. “He said he saw me on the Eagle News,” she said, “but his class was too loud and he couldn’t hear what I was saying. So he wants me to come by his room and tell him all about it some time.” Her eyes watered. “But…I don’t know what I should tell him and what I shouldn’t.”
I hope we’re agreed that this is a very big deal.
I gave myself an hour to calm down, then wrote an email to the principal, still careful with my word choice. For one thing, I was “surprised and disappointed” that this had happened. Why? Because I do not want to waste a milligram of effort defending my tone. “Disappointed” is the go-to word in these situations. If you’re “furious,” the other person stops listening and starts defending. Disappointment says, “I expected more from you, and you let me down.” When someone expresses disappointment in me, I’m mortified and immediately begin trying to make it right. It’s an action word.
I also amended my desire to see Warner slowly strangled with the strings of a thousand Steinways (in the email, if not in the darkest corner of my heart). I made it clear that I was very unhappy and asked to meet with them both, very soon.
As I expected, Mr. Robinson was completely mortified when he heard what had happened. He had not spoken to Warner after our meeting, he said in his reply, “because I assumed that I would be the only staff member discussing the broadcast content with Delaney.” A reasonable assumption. Instead, he had used my input to be sure his interview questions gave Delaney the maximum ability to openly express her ideas. He simply hadn’t counted on Warner taking advantage of the two minutes he stepped into the hallway to push her agenda. There was still only one real perp in this and one clear ally.
No matter how the meeting went, I knew this would make a serious mark on her next performance evaluation. Of course we wanted a whole lot more than that.
We wanted an abject, unequivocal apology from Ms. Warner.
We wanted a school-wide statement explaining what happened and describing the real nature of Laney’s accomplishment.
We wanted Ms. Warner’s head on a platter.
We wanted damage control for Delaney.
We wanted a greatly-reduced chance of this kind of thing happening to another student in the school.
But wants are not the same as needs, and that’s where we sometimes go off the rails. Focusing too much on punishment of the perp shifts attention away from getting changes made and repairing damage. It’s a mistake I have made. It can also put your child in the middle of a struggle between adults in which the original point is completely lost.
Those first three wants would be so satisfying, but we knew we couldn’t allow them to get in the way of the last two.
It was going to be a challenge to keep our heads where they belong — especially when we had such a firm idea of where HERS belonged.
Next time, the meeting. (SPOILER ALERT: it goes well.)
,Can You Hear Me Now?
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Sunday, 13. February 2011 by Dale
My daughter wants to be a scientist. It’s all she’s ever wanted to be. And though she’s only nine, I have a pretty strong feeling she’s going to end up there.
When Charlie’s Playhouse announced an Evolution & Art Contest last fall, she was all over it. Imagine an island with a unique environment. Choose an existing animal to put on the island. Fast forward a million years or so and imagine how the animal would evolve as a result of that environment. Draw a picture of the evolved animal. Awesome.
Soon the sketches were flying. Finally, with just days to go before the deadline, Laney showed me her entry.
“The island has purple polka-dotted trees and bushes and quiet predators,” she explained. “And the only food is hard nuts. So after a long, long time, the monkeys evolve to have purple polka dots, huge ears to hear the predators, and sharp teeth to crack the nuts.”
She might not know an allele if it jumped up and mutated all over her, but her grasp of natural selection outstrips that of most adults. And she got this grasp not through lectures but by observing the results of natural selection all around us, and caring enough to think about it.
I described our approach in Raising Freethinkers (p. 17):
If I’m out on a walk in the woods with my own daughter and we see a deer with protective coloration, I’ll often say, “Look—you can barely see it. What if I was an animal trying to find a deer to eat? That one wouldn’t be very easy to find. And its babies would have the same coloring, so I’ll bet they’d be hard to find, too.”
[Then] imagine a poor adaptation. “Hey, what if it was bright pink? I think I’d have a pink one for supper every night, they’d be so easy to catch.” I step on a twig and the deer bolts away. “Ooh, fast too! I’ll bet I’d have to eat slow pink ones every night. Soon there wouldn’t be any slow pink ones left because I’d have eaten them all!”
When she does eventually encounter allele frequencies, cladistics, the modern synthesis and all the rest, it’ll glide into place on the foundation she’s laid for it. The key for now is to keep her engaged.
Winning the contest didn’t hurt that one bit. She nearly passed out in excitement. We let her teacher know about it, and he showered her with kudos, then forwarded the news to the front office.
Last week we received a call. It was Ms. Warner, an assistant administrator at the school. Becca answered. I didn’t know who she was talking to, but it was obviously good news of some sort.
Until it wasn’t.
When she hung up, she was clearly upset.
“Laney’s going to be interviewed by the principal on the Eagle News” — that’s a closed-circuit TV program that starts each school day — “about winning the Charlie’s Playhouse contest.”
“But Ms. Warner said they’re not going to call it an ‘Evolution & Art’ contest — just an ‘Art’ contest. When I asked why, she said, ‘Because evolution is not in the curriculum.’ I said yes it is, it’s in the high school curriculum, and she said, ‘But it’s not in the elementary curriculum, so it’ll just be described as an ‘Art’ contest.'”
The heat started in my neck and spread to my ears, then into my face. Becca began swearing a blue streak. I sat down and wrote the most fabulously profane email of my life to a friend. Venting is good. Not sure if I was madder about the ignorance or the cowardice or the dishonesty — or the fact that this educator was dismissing the truly exceptional nature of what Laney did.
It wasn’t an art contest, you see. Delaney’s accomplishment had been scientific, not artistic. The drawing is dandy, but it’s just a way of expressing her grasp of the science. To have her school — savor that for a moment, her school — not only disregard her achievement, but send her the message that it’s something to be hidden, to be ashamed of…
I know what you’re thinking. Yes, this is Georgia. But as I’ve said before, in the four years we’ve been here, I’ve had far more opportunity to be pleasantly surprised than not. In addition to living in an area even more culturally and religiously diverse than the one we left in Minneapolis, our kids are getting an incredible education in top-ranked schools.
After many years in the national basement, Georgia’s latest science standards are excellent. And when it comes to the teaching of evolution itself, it ranks in the top tier of the Fordham study (see maps) — above Oregon, New Hampshire, Minnesota, Wisconsin, Connecticut, and 24 other states.
Science standards don’t have to be in the South to go south. As Lawrence Lerner put it in the NCSE Journal,
although there is a disproportionate concentration of ill-treatment of evolution in the Bible Belt, geography is neither a necessary nor a sufficient condition for such treatment. Georgia and South Carolina, for instance, treated evolution very well while New Hampshire and Wisconsin did not.
The most relevant anti-science spectrum in the US (and elsewhere) is not North-South, but urban-suburban-rural. The suburbs of Atlanta have more in common with the suburbs of Philadelphia than either has in common with the small towns in its own state. The quality of science education tends to drop in sync with population density.
But that’s on paper. As Ms. Warner and Mr. Taylor clearly show, individuals in the system will do their level best to undercut even the best standards.
A deeply depressing Penn State study released two weeks ago found that only 28 percent of high school biology teachers consistently implement National Research Council recommendations calling for introduction of evidence that evolution occurred. About 13 percent of biology teachers explicitly advocate creationism in the classroom, while 60 percent use at least one of three strategies to avoid controversy: (1) pretending that evolution applies only on the molecular level; (2) telling students it does not matter if they really ‘believe’ in evolution, only that they know it for the test; and/or (3) “teaching the controversy,” which one researcher noted “tells students that well-established concepts can be debated in the same way we debate personal opinions.”
According to the researchers, these conflict-avoiders “may play a far more important role in hindering scientific literacy in the United States than the smaller number of explicit creationists.”
The Principal of the Thing
I like to keep my posts to about 5 reading mins, so last week I posted only that part of the story and promised two more. But the (understandable) outrage began to spread like wildfire in minutes. Since I’m trying to make the case for a certain kind of approach, I didn’t need an online tsunami. So I’m going long today so you can see that it gets better. Then it gets much, much worse. Then better again. But that’s for next time.
I did the whole Mr. Taylor thing by email, which I now think was a mistake. Email lacks tone and visual cues, so it tends to read more harshly, especially in these situations. I decided to do this one in the flesh.
Becca suggested I talk to the principal, Mr. Robinson, rather than Ms. Warner. He’d be interviewing Laney, for one thing. It isn’t about Ms. Warner as such, but about seeing to it that Laney’s accomplishment isn’t misrepresented. Finally, he is among the most skilled, reasonable, and student-centered of the weirdly high number of principals I have known. A likely ally.
I asked for a quick meeting.
I knew that the best approach would be to focus on our shared interest — in this case the students and the educational messages they receive — so I started with the cool fact that a nine-year old girl in his school wants to be a scientist. She entered this contest to demonstrate her understanding of evolution and won. “Sandy Warner called and said you’d be interviewing Laney, but said it would be called an ‘Art’ contest rather than ‘Evolution & Art.’ When my wife asked why, she said evolution was not in the elementary curriculum.”
(I still can’t type that without shaking my head in amazement that anyone would try an explanation quite so obviously silly.)
It’s certainly in the middle and high school curriculum, I said, handing him a highlighted copy of each. If a third grader won a national calculus competition, no one would say, “Dagnabbit, if only that was in the elementary curriculum we could celebrate it!”
“I’m sure you’ll agree that’s not the reason anyway,” I said. “She was trying to avoid conflict. That’s an understandable impulse, but not when it damages the educational environment.” I handed him a summary of the deeply depressing Penn State study suggesting that conflict avoidance is the strategy currently doing the most damage to the scientific literacy of our kids.
Then there’s my kid, and the interview the following day. Among many other problems, I said that Delaney would be completely unable to answer his questions in any terms but evolutionary ones. Even a question like, “So tell me about this monkey” would lead to a description of the three adaptations she devised, since that’s what the contest was about.
He was nodding vigorously. “Absolutely. There’s not the slightest reason for her to hide any aspect of her accomplishment. But the curriculum is irrelevant in any case because…”
Oh my word, he was going to say it himself. Before I could even mount the slam-dunk argument against Warner’s ridiculous attempt, he would say it himself.
“…it’s student-initiated. Teachers have to stay within the curriculum, sure, but if a student initiates a project or has an outside accomplishment, they are absolutely able to talk about it freely without any regard to curriculum.” He explained that he is trying to encourage even more of this, to get the school celebrating outside accomplishments of all kinds to integrate the students’ outside lives into their school life. “This fits into that perfectly.”
See? Principals tend to know things. Actual educational policies. Court precedents. Best practices.
Total elapsed time: 7 minutes.
Now step back a minute and see what happened here. We (GOOD GUYS!) sent notice of Laney’s contest win to her teacher, who thought it was fantastic and submitted it for inclusion in the broadcast. GOOD GUY!
A middle administrator attempted to screw it up (both out of a misplaced sense of her responsibilities and, I have reason to believe, a reflection of her own point of view). BAD GUY!
The principal immediately recognized that the middle admin had screwed up and put it right. GOOD GUY!
Pretty good ratio, eh? But we often take our cue from the one person who did something dumb and respond with a scorched-earth policy that engulfs potential allies and puts everyone in a defensive crouch. Once I do that, they’re only looking to survive the attack. They can’t hear what I have to say, much less see that they have more in common with me than with the perp.
More often than not, the perp is surrounded by people who agree with you that the act was wrong, people who can join you in condemning the act and fixing the problem if you let them.
I’d like to say that’s the end of the story. (Continue to Part 2)
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Monday, 20. December 2010 by Dale
I like stories. I like reality. I don’t so much like stories posing as reality.
Two different parents wrote to me recently about a Veteran’s Day flag-folding ceremony in their children’s public school. The ceremony in both cases was filled to the gills with religious language. A few excerpts:
The flag folding ceremony represents the same religious principles on which our country was originally founded…In the Armed Forces of the United States, at the ceremony of retreat the flag is lowered, folded in a triangle fold and kept under watch throughout the night as a tribute to our nation’s honored dead. The next morning it is brought out and, at the ceremony of reveille, run aloft as a symbol of our belief in the resurrection of the body…
-The first fold of our flag is a symbol of life.
-The second fold is a symbol of our belief in eternal life.
-The fourth fold represents our weaker nature, for as American citizens trusting in God, it is to Him we turn in times of peace as well as in times of war for His divine guidance.
-The twelfth fold, in the eyes of a Christian citizen, represents an emblem of eternity and glorifies, in their eyes, God the Father, the Son, and Holy Ghost.
-When the flag is completely folded, the stars are uppermost, reminding us of our national motto, “In God we Trust.”
My correspondents had reasonable concerns about the separation of church and state. Me too. But I had just as much concern about the separation of fiction and reality.
If there’s an original meaning to the flag-folding ceremony, that’d be interesting to know. Less interesting is learning what someone somewhere dreamt up and applied ex post facto. And that’s what happened here, according to both Snopes and the U.S. Air Force, whence the religiously-saturated ceremony is falsely said to have sprung.
By 2005, the Air Force (apparently tired of having this ceremony falsely attributed to it) wrote a script of their own. “We have had a tradition within the Air Force of individuals requesting that a flag be folded, with words, at their retirement ceremony,” said the USAF protocol chief in the Air Force Print News. The article continues:
This new script was prepared by Air Force services to provide Air Force-recognized words to be used at those times…Individuals who hear [other] scripts end up attributing the contents of the script to the U.S. Air Force. But the reality is that neither Congress nor federal laws related to the flag assign any special meaning to the individual folds. “Our intent was to move away from giving meaning, or appearing to give meaning, to the folds of the flag and to just speak to the importance of the flag in U.S. Air Force history,” he said.
The new script replaces unconstitutional Christian triumphalism with entirely constitutional nationalistic triumphalism. An improvement, I guess — at least in public schools.
The new script includes actual footnotes. References to the flag’s role in the Battle of Baltimore, the Pledge of Allegiance, and the moon landing lead to my favorite:
3Based on historical facts.
I wished I’d known about that source in grad school.
Another parent email:
My son came home from (public) first grade today and told me that they read the legend of the candy cane at school. He told me, “It’s about Jesus.”
Ring a bell? You may have seen this one in your inbox:
A Candymaker in Indiana wanted to make a candy
that would be a witness, so he made the Christmas Candy Cane. He
incorporated several symbols for the birth, ministry, and death of
Jesus Christ. He began with a pure white, hard candy. White to
symbolize the Solid Rock, the foundation of the church, and the
firmness of the promises of God.
The candymaker made the candy in the form of a ‘J’ to represent the
precious name of Jesus, who came to earth as our Saviour.
Red stands for what it always stands for in these things — hemoglobin. The tale goes on, but you can already smell the ex post facto. And sure enough, Snopes has this one debunked as well.
Incredibly, there was a court case about the candy cane legend in schools. A Michigan teacher asked his fifth graders to develop products as a class assignment. One student sold candy canes with the “J is for Jesus” story attached.
A skittish administrator said it constituted religious literature and pulled the project. The boy’s family sued, and a federal judge ruled that the boy’s rights had been violated. The Sixth Circuit Court of Appeals overturned the ruling. The case then went to the U.S. Supreme Court, which declined to hear it.
Obviously I don’t know the details, but I can’t imagine what the Appeals court was thinking. A teacher reading a book about the candy cane as a tribute to Jesus presents a problem. But a student expressing religious convictions in school is protected speech and has nothing whatsoever to do with government endorsement of a particular religious perspective.
But again, it’s not just the church-state thing for me, but the preference of pretty fictions over mere reality. That’s Romanticism, the declaration that reality just isn’t good enough. Whether it’s candy canes or something Lincoln or Voltaire or Margaret Mead supposedly said, or whether Jesus actually secured us an afterlife option — well two, if you think of it — I’d rather see the world as it is than imagine it as I’d like it to be. Period.
The best epiphany I ever had during my teaching career was that the history of music, the arts, even of culture itself, can be effective understood as a struggle between Enlightenment and Romanticism. The current “culture war” fits nicely into that paradigm.
Inspired by flags and candy canes, I’ll start the New Year with a short series on romanticism, and why I so bloody frigginly hate it.
Ah, but there’s plenty of time for frothing later. First, have a Merry Krismas!
Thursday, 09. December 2010 by Dale
A little while ago I said that accepting a certain level of facepalming human malpractice is one of the keys to passing my short vivre with some degree of joie. But I added that some nonsense is misguided and unworthy enough of respect to get me out of my chair. And sometimes, despite every effort to understand, I can’t muster anything but nauseous contempt.
Such a thing came to my attention yesterday in an action alert from the Interfaith Alliance, an outstanding organization that opposes religious extremism and promotes separation of church and state for the benefit of both. It was a letter, sent to the President by retired military chaplains, claiming that the repeal of “Don’t Ask Don’t Tell” would infringe on the religious freedoms of active-duty chaplains because they would no longer be able to preach intolerance of homosexuality.
That’s not as much of a paraphrase as you might hope. From the letter:
If the government normalizes homosexual behavior in the armed forces, many (if not most) chaplains will confront a profoundly difficult moral choice: whether they are to obey God or to obey men. This forced choice must be faced, since orthodox Christianity—which represents a significant percentage of religious belief in the armed forces—does not affirm homosexual behavior. Imposing this conflict by normalizing homosexual behavior within the armed forces seems to have two likely—and equally undesirable—results.
First, chaplains might be pressured by adverse discipline and collapsed careers into watering down their teachings and avoiding—if not abandoning—key elements of their sending denomination’s faith and practice. Such a result would be the very antithesis of religious freedom and inimical to the guarantees made by our First Amendment to the U.S. Constitution.
Second, chaplains might have their ability to freely share their religious beliefs challenged and torn away in a variety of everyday situations. For instance, chaplains who methodically preach book-by-book from the Bible would inevitably present religious teachings that identify homosexual behavior as immoral. Thus, while chaplains fulfill their duty to God to preach the doctrines of their faith, they would find themselves speaking words that are in unequivocal conflict with official policies.
(The chaplains had the cojones to footnote this with Leviticus 18:22 but weirdly neglected to mention the required punishment.)
The letter is a festival of fallacies, including the slippery slope, special pleading, ad populum, and argument from authority. But poor argumentation and bigotry are not the real problem here. The chaplains are asking not just for the private right to hold these beliefs about homosexuality, which are theirs to keep, but that their beliefs be given pre-eminence — that military policy be bent and shaped to reflect their beliefs, first and foremost, and that the rights of others be foregone to accommodate them.
Balancing private and public rights is tricky, but a lovely body of law and policy has defined that balance over the years. Better yet for the current debate, the Pentagon’s recent DADT report already examined and dismissed First Amendment concerns:
…the reality is that in today’s U.S. military, Service members of sharply religious convictions and moral values…and those who have no religious convictions at all, already co-exist, work, live, and fight together on a daily basis. This is a reflection of the pluralistic American society at large…
Service members will not be required to change their personal views and religious beliefs; they must, however, continue to respect and co-exist with others who may hold different views and beliefs… [p. 135, emphasis added]
It’s heartening to see the Pentagon grasping the balance of private and public rights that eludes so many of their retired chaplains. Unfortunately it also eludes some of the current ones. Again, from the Pentagon report:
In the course of our review, we heard some chaplains condemn in the strongest possible terms homosexuality as a sin and an abomination, and inform us that they would refuse to in any way support, comfort, or assist someone they knew to be homosexual. [p. 134]
I had to read that three times. I hope and assume that any chaplain following up on that disgusting threat would be dishonorably discharged.
But there are others:
In equally strong terms, other chaplains, including those who also believe homosexuality is a sin, informed us that ‘we are all sinners,’ and that it is a chaplain’s duty to care for all Service members. [p. 134]
I could do without the gratuitous crap about sin, but accepting a certain base level of facepalming human malpractice is etc. Still other chaplains, and many religious laypeople, have come out unequivocally in favor of ending the prohibition, and without the backhanded sin-slap. “[Gay soldiers] were forced by the situation, the system, to be dishonest, and that took its toll on them. And me,” said Rev. Dennis Camp, a former Army chaplain. “It was horrible. Right from the beginning, I was saying, ‘This is bad. This is wrong.”
Mindless, pointless hatred is bad enough, but asking others to feed and water it is outrageous. Little by little and against the odds, we’ve pulled ourselves up out of the tar of so many of our old fears despite the resistance of orthodox religious traditions claiming the special right to preserve those fears. As others have pointed out, the same dynamic was in play when the U.S. military introduced racial integration.
It must be difficult to find yourself doctrinally bound to the wrong side of the great moral issues of our time, chaplains. But while you wallow in the tar, don’t expect the rest of us to offer you an ankle.
The retired chaplains’ letter
The Pentagon DADT Report
“Chaplains’ views on gays strong, varied” – WaPo “On Faith” blog
Countries that allow gays in the military
Countries that disallow gays in the military
The other one
Friday, 08. October 2010 by Dale
I’m about ready to be done with church-state issues in schools for a while. I’m in the mood to go well off-topic for a bit, to talk about child-eating mermaids and why trying to get the great works of Western civilization through the 19th century intact is like passing the Louvre’s collection of French Impressionism through a preschool on Fingerpaint Day. But since I blogged the Taylor situation last month, y’all keep sending me good on-topic questions. So as long as mine inbox groans under requests for counsel, the kid-noshing merperson will have to wait.
It seems some of you are running into the presence of outside youth evangelizing groups in your public schools, including Young Life and The Good News Club, and wondering you should be concerned. I can’t say “ask NCSE,” since they rightly confine their work to the science classroom. So I’ll weigh in, then give a plug for the folks who DO handle this end of things.
The Good News Club, a group with the stated purpose “to evangelize boys and girls with the gospel of the Lord Jesus Christ,” has begun meeting in the public school attended by the daughter of one of my readers. Turns out this is another situation on which the courts have weighed in.
Good News Club was the plaintiff in a 2001 Supreme Court case (Good News Club vs. Milford Central School). Even though it allowed other clubs to meet, Milford School had prohibited the Good News Club from meeting in the building after school, thinking it would violate the establishment clause to allow it.
The court ruled 6-3 in favor of Good News Club, the majority stating that Milford Central School was not endorsing a particular religion or even religion in general by allowing them to meet.
Here’s the case doc, a legal commentary on it, and a good article by Wendy Kaminer. And the opinions are nicely summarized and worth reading on the Wikipedia page for the case.
Parenting Beyond Belief contributor and former American Atheists president Ed Buckner once noted in a discussion forum that “Bible clubs and clubs based on religion in other ways are permitted in public schools, though with real limits (not always adhered to): such clubs cannot be endorsed by, or even be given the appearance of endorsement by, the principal, school system, etc.”
The Good News Club meeting in the school after hours is legally kosher, and I for one think it should be, with reasonable restrictions. But the fact that GNC flyers were also coming home in the backpack of this parent’s child is perilously close to endorsement and oversteps the limits Ed referred to. And there’s the rub — that these groups can so often be relied upon to overstep whatever reasonable restrictions they are asked to observe.
I recommended having a chat with the principal, who probably doesn’t know the flyers are going home. And I pointed her to an outstanding source of information.
There are several such resources, and, if necessary, sources of direct assistance in cases like these. PBB contributor Stu Tanquist described receiving quick and effective help from The Freedom from Religion Foundation, run by the brilliant team of Dan Barker and Annie Laurie Gaylor. There is of course the American Civil Liberties Union, an organization that has earned the labels “un-American” and “traitors” for defending the constitutional rights of American citizens.
Please don’t get me going.
Then there’s an organization with which I’m constantly impressed: Americans United for Separation of Church and State (AU). In addition to solid advice and long experience, AU provides a spectacular set of online resources. If you’re running into a church-state issue of any kind in public schools, you can’t do much better than starting on AU’s Public Schools page to get quick, intelligent answers.