Addressing Silence: Contemplating the Absence of Religious Discourse in Modern International Education in India

In the ever-changing landscape of international education, there is a discernible shift away from religious influences within educational institutions. This deliberate departure aims to cultivate a school ethos that remains impartial to specific religious doctrines. The focus now lies in molding students into empirical thinkers, guiding their minds towards scientific inquiry and encouraging them to question using reason and sense perception. In response to concerns about indoctrination of a specific religion, modern education systems have adopted a radical approach by disengaging from any talks about organized religion altogether. This involves a focus on modern academic disciplines rather than engaging in any conversations centered around religious beliefs. While this evolution in modern education is commendable, it prompts us to ponder:

• Is the introduction of religion a requisite component of schooling, or should it be left for parents to navigate? Are schools solely dedicated to acquainting students with the tangible aspects of the physical world?
• Is it nonessential to instruct students in discussing religion and diverse worldviews in a scholarly manner, and can we instead rely on them to acquire this skill independently in the future?
• Does the development of the ability to discuss and contemplate religions in a scholarly manner merely constitute an 'optional theme' within the Theory of Knowledge curriculum?
• Should the exploration of the metaphysical realm, involving profound questions about life such as death, consciousness, and the diversity of religious perspectives, be deferred for students to navigate independently at a later stage in their lives?
• Should we then choose to hide the topic of religion under carpet altogether, or is there a more nuanced approach that encourages open-mindedness and constructive dialogue?

In contemporary times, a prevalent sentiment exists that attributes a significant portion of conflicts to religion and the disparities in perspectives it brings. While there may be a kernel of truth in this perception, the crux of the issue lies not in religion itself but rather in the absence of being educated on how to discuss religion in a scholarly manner.

Cultivating Open-Minded Discourse: A Scholarly Approach to Understanding World Religions

Picture a scenario where, up until the Diploma Programme (DP) phase at ages 16-17, students are never formally introduced to religious knowledge systems. Even during the DP, this crucial aspect is treated as an 'optional' theme, left to the discretion of teachers or students to explore. By handling this significant part of human society in an unstructured and non-scholarly manner, we are essentially leaving adolescents to chance. Once these individuals graduate from the DP, their religious orientation or inclination solidifies. Is it reasonable to anticipate that they will then independently navigate these concepts from scratch, without having developed the necessary skills to engage with them in a scholarly manner?

Instilling a scholarly understanding of major world religions could empower students to engage in meaningful dialogues about diverse worldviews. It not only fosters an open-minded attitude but also encourages the acceptance of differences in perspectives and concepts of the divine. Teaching students the ontology, epistemology, and axiology of various religions equips them to approach religious knowledge in a scholarly manner, unveiling the intricate frameworks that shape each belief system. The intention is not to indoctrinate or persuade them to become believers.

I do not suggest that we impose adherence to any singular faith. Instead, we expose students to a comprehensive study of all major world religions in a scholarly manner. This approach enables them to comprehend diverse worldviews and perhaps gain insights into the challenges that arise from the failure to embrace religious differences. The intent is not coercion but an informed exploration fostering understanding and open dialogue.

Furthermore, it is entirely acceptable if, after a comprehensive and scholarly exploration of world religions, a student chooses the path of atheism. The crucial question remains: Are we affording students a genuine opportunity and a robust platform to comprehend metaphysics in a scholarly manner?

Navigating Hyper-Sensitivity Around Religion or Concealing the Conversation?

In the Indian context, characterized by its secular ethos, our educational space comprises students with diverse religious backgrounds. While concerns may arise regarding the potential for parents of a specific religious faith to feel offended by their child being exposed to teachings about different religions, or the possibility of their religious denomination being misrepresented in schools, the question arises: should we succumb to this hyper-sensitivity and suppress discussions about religion, or should we strive to cultivate civic skills in both students and parents, encouraging them to engage in scholarly and civil conversations about diverse religious beliefs?

Failing to nurture these communication skills could contribute to a world continually divided along religious lines, perpetuating conflicts based on differences. Alternatively, by fostering open and respectful dialogue, we have the opportunity to build bridges of understanding.

Beyond IQ : Nurturing Meaning and Spiritual Connection through Religious Knowledge

In the realm of academia, the domains of natural science, mathematics, human science, history, and art undoubtedly cultivate critical thinking and knowledge in students. However, these modern disciplines predominantly focus on the tangible aspects of the physical world, inadvertently leading students away from metaphysical inquiry and spiritual exploration.

Human beings, inherently seekers of meaning, yearn for a connection beyond the material realm. The prevailing approach tends to divorce students from metaphysical and spiritual dimensions, anchoring their sense of purpose solely in the material world. This narrowing perspective risks diminishing their capacity to experience awe for phenomena like a sunrise or the source of existence.

A consequence of this approach is the potential development of attitudes that perceive religious individuals as "delusional" or dismiss them as adherents of "blind faith." Students might even adopt an indifferent stance, saying, "I do not care." To counteract this, it is essential to provide students with a systematic means to explore various world religions.

By engaging in scholarly discussions about religions and their differences, students can discover the inherent beauty within each framework. This approach not only prevents the formation of in-group and out-group biases associated with different religious identities but also encourages a more comprehensive understanding of diverse perspectives. It serves as a pathway for students to develop a profound sense of awe and appreciation for the metaphysical dimensions that possibly lie beyond human existence.

The Unintended Consequences: Materialism and Hedonism in A-Religious Modern Education

Moving beyond hedonism involves exploring a deeper meaning to life. Within the current framework of value-neutral science or a-philosophical modern education, there is possibility of an unintended emphasis on the notion that life's purpose lies in achieving material success. While efforts are made to instill values like caring, sharing, and empathy, it's essential to consider the philosophical foundation that truly embeds these values within students.

Encouraging students to look beyond the confines of the material world and sparking their inquiry into metaphysics can serve as a catalyst for internalizing empathy and providing a meaningful perspective beyond hedonism and materialism. By offering students the opportunity to delve into metaphysical inquiries, we open the door for them to discover a profound source of empathy and a broader purpose that extends beyond the pursuit of personal pleasure or material gain.

Are we cultivating international mindedness or inadvertently fostering cultural homogenization?

Are we fostering international mindedness or inadvertently promoting cultural homogenization? As we embrace international curricula and address both local and global issues, maintaining a clear secular stance by sidelining religion, we risk cultivating a generation of students detached from religious and spiritual ideas. This approach may lead to a diminishing appreciation for these belief systems as unique knowledge systems with distinct perspectives. What is the ultimate trajectory we are following, and what are the potential implications of this direction?

Conclusion

The true essence of modern education lies in nurturing individuals who are not only intellectually adept but also possess a balanced heart and mind. This educational paradigm aims to cultivate openness to diverse theories encompassing both the physical and metaphysical realms. As individuals traverse their unique journeys, they are encouraged to make informed choices about their spiritual inclinations—be it theist, atheist, or agnostic—following a systematic exploration of world religions. The hallmark of these individuals is their ability to embrace the diverse religious orientations of others.

Such individuals find value in life beyond the confines of materialism and hedonism. They strive to transcend these limitations, reaching towards a greater, more profound meaning that serves as the guiding force behind their thoughts and actions. What sets them apart is their readiness to engage in scholarly dialogues about religions—discussing the grey areas, acknowledging differences, and addressing conflicts inadvertently caused by a poor understanding of diverse religious beliefs.

In essence, modern education aspires to produce individuals who not only possess knowledge but also exhibit wisdom, empathy, and a deep understanding of the complexities inherent in religious diversity. It is through this holistic approach that we foster a generation capable of navigating the intricate tapestry of human beliefs and promoting harmony through informed dialogue and mutual respect