In New Zealand up to 50% of Primary Schools have some form of ‘Bible in Schools’ for which there are mixed reports about:
- Churches Education Commission: http://cec.org.nz/
- Prof Morris review: http://www.stuff.co.nz/national/education/69771955/Professor-Paul-Morris-gives-scathing-review-of-Bible-in-Schools-material
- Secular education network: http://religioninschools.co.nz/
- Dr Helen Bradstock’s PhD (best overview it all): http://www.otago.ac.nz/otagobulletin/postgraduate/otago066568.html
In the year 2000, I did my Masters thesis looking at spirituality in NZ State Education (http://mro.massey.ac.nz/handle/10179/6489) and my impression is that not much has changed since. What I called for, along with many others like Prof’s Morris and Geering, is multi-belief education, similar to what they have been doing in England for a long time.
What is often not understood is that values education is very widespread in NZ primary and early secondary school teaching. Almost all primary schools highlight their values at a Board of Trustee level and usually in the classroom with some form of values education. Health education is compulsory to Year 10, and while it varies considerably in hours, content and expertise, there is some values education going on there. But when it is probably most important, from years 11 – 13, when young people are exploring ideas, beliefs, ideologies, and so on, there is no consistent approach.
This blog post was inspired by an editorial I just read that argues an overemphasis on subjects like Maths and English underplays spiritual and emotional education and subsequent student development. And that this situation, happening all over the world, particularly impacts negatively those most vulnerable, thereby further embedding a cycle of poverty and ennui. Here in their words:
A prominent aspect of children’s spiritual nurture is family support. Parents and
grandparents provide affirmation, promote relationality, model ethical decision-making
and travel with children on a journey of self-discovery and self-awareness. If children are
systematically deprived of influential family members from an early age, they become
even more dependent on educators, religious leaders and social service providers to fill
the void. School systems that elevate language and mathematical skill development to the
exclusion of creative arts and character development or valorise individual achievement in
lieu of collaborative opportunities provide little space for spirituality education. Religious
education that is dogmatic or limited to the conveyance of information about religious
traditions rather than open and responsive to spiritual questioning and questing, is
unhelpful as well. Organisations that provide general and mental health coverage, nutrition
supplements and other social support provide essential services and yet may fail to address
spiritual well-being because they are focused on preventative care for body and mind and
unaware of damage being done to the soul (spirit).
(Yust, K.-M., J. Watson and B. Hyde (2017). “The spiritual challenges of the ‘cradle to prison pipeline’.” International Journal of Children’s Spirituality: 1-3.)
I’d like to affirm all those primary schools doing a great job with values education, but call for another look at multi-belief-faith education across primary and secondary schools in NZ.