Excellent news! The parents of a sixth grade student in Louisiana whose teacher made fun of him because he is Buddhist have won their lawsuit against the school district.
In the past, Rita Roark had told her students that the universe was created by God about 6,000 years ago and informed them that both the Big Bang theory and evolution are false. She told her students that, “If evolution was real, it would still be happening: Apes would be turning into humans today.”
This level of ignorance makes me wonder if this woman is actually a credentialed teacher.
One test she gave to students asked: “ISN’T IT AMAZING WHAT THE _____________ HAS MADE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!” The correct answer was “Lord,” but one child, known simply as “C.C.,” wrote in something else.
When informed that C.C. was a Buddhist and therefore didn’t believe in God, Roark allegedly responded, “you’re stupid if you don’t believe in God.”
When Scott and Sharon Lane, C.C.’s parents, confronted Sabine Parish Superintendent Sara Ebarb about the incidents, she allegedly told them “this is the Bible belt” and that they “shouldn’t be offended” to “see God here.” Ebarb advised that C.C. should either change his faith or be transferred to another district school where “there are more Asians.”
The American Civil Liberties Union and the ACLU of Louisiana filed a federal lawsuit in January against Negreet High School in Sabine Parish on behalf of the Lanes and their son.
Thankfully, Judge Elizabeth Foote of the U.S. District Court, Western District of Louisiana sided with C.C. and his parents, citing that both Roark’s behavior and the school’s decision to defend it clearly violated “the Free Exercise and Establishment Clause of the First Amendment.”
Judge Foote wrote that “[t]he District and School Board are permanently enjoined from permitting School Officials at any school within the School District to promote their personal religious beliefs to students in class or during or in conjunction with a School Event.” Furthermore, “School Officials shall not denigrate any particular faith, or lack thereof, or single out any student for disfavor or criticism because of his or her particular faith or religious belief, or lack thereof.”
Too bad that Rita Roark did not lose her job over this incident. Clearly, some people who call themselves teachers should not be allowed anywhere near young people.
As a teacher with many years of experience, I am ashamed but also angry when I read of fellow teachers behaving in such a narrow-minded and cruel way. Teaching should be about helping kids fulfill themselves, not about putting them down and making them feel bad.
As Heather L. Weaver, senior staff attorney for the ACLU Program on Freedom of Religion and Belief, put it: “The treatment this child and his family have endured is not only disgraceful, it’s unconstitutional.”
“Public schools should be welcoming places for students of all backgrounds,” said Marjorie Esman, executive director of the ACLU of Louisiana. “No child should be harassed and made to feel like an outsider in his own classroom, and students should not have to endure school officials constantly imposing their religious beliefs on them while they are trying to learn.”
In case you’re wondering how a public school, funded by tax dollars can be pushing one religion, you should know that this situation is not unusual in Louisiana. Last year, the state decided to fix its failing public education system by offering parents vouchers to nearby private schools instead. Many of these schools are private religious institutions, meaning that other non-Christian students may find themselves having to sit through classes that criticize homosexuality and evolution, classes that are funded by tax dollars.
Perhaps Louisiana should take a look at schools in Ireland: a major change to the primary curriculum will occur in September 2014. Beginning at age 4, children will receive instruction in atheism, agnosticism and humanism as part of their ethics and belief systems alongside studies of other religions. The courses will be offered as part of the curriculum in non-denominational schools and will also be available online and via apps for those who attend other schools.
Meanwhile, Rita Roark will keep spouting her creationist beliefs as the truth. Too bad for those poor sixth graders, who may take quite some time to discover they have been lied to.
In recent years, the concept of global citizenship education has become very popular in Western countries, especially in North America and Europe. However, there are different definitions and understandings of global citizenship and hence various models of global citizenship education. Despite some particular differences, these versions share one thing: being aimed at finding a good answer to the big question, “How to build, through education, a better world?” Therefore, global citizenship education is a comprehensive domain, and one of its dominant aspects is helping others. In this regard, I will give a snapshot of Western global citizenship education practices, together with their strengths and limitations, and then explain why Buddhism may add a dimension to contemporary global citizenship education by pointing to the nature of selfhood and thus facilitating a rethinking of the notion of “help.”
Why Aren't We Teaching You Mindfulness?
AnneMarie Rossi, Founder and CEO of BeMindful
Harvard conducted a research study and they tracked more than 1,000 people from birth until age 32 looking for what made someone successful. What common characteristic or trait was seen in a successful individual? It wasn't their race, what language they spoke, what neighborhood they grow up in, or how much money their parents had. It wasn't how well they did on standardized tests or even their IQ. It was self-control; those who were successful, who had good careers, financial stability, loving relationships, and physical health. Those who were successful, were the ones who could focus, pay attention, and regulate their emotions.
The Buddhist community is extremely upset by the inappropriate and disrespectful use of the image of Buddha, The Buddhist community is extremely upset by the inappropriate and disrespectful use of the image of Buddha, in a display at the National Gallery of Victoria (NGV) entitled the 'Eternity-Buddha in Nirvana, the Dying Gaul, Farnese Hercules, Night, Day, Sartyr and Bacchante, Funerary Genius, Achilles, Persian Soldier Fighting, Dancing Faun, Crouching Aphrodite, Narcisse Couché, Othryades the Spartan Dying, the Fall of Icarus, A River, Milo of Croton'. It can also be seen at: https://www.ngv.vic.gov.au/explore/collection/work/131149/
Although this display has been in place for some months, we have only just been made aware of its' existence. We are not usually outspoken, but this display desecrates the image of Buddha by placing images of these mythical images on him and in doing so, showing no apparent regard or respect for Him.
As this Thursday 9 and Friday 10 November, Ven Chi Kwang Sunim will talk on "Women in Leadership" as part of the Prevention of Violence Against Women Leadership Program, BCV would like to invite you and members of your organisation to attend this important program which runs at two places.
Thursday 9 November 2017@ Hoa Nghiem Temple, 442-448 Springvale Road, Springvale South, VIC 3172
Friday 10 November 2017 @ Coburg Library Meeting Room, Coburg, VIC 3058
Time: 12.30-2.30 pm.
The Seeker's Glossary of Buddhism
By Sutra Translation Committee of USA/Canada
This is a revised and expanded edition of The Seeker's Glossary of Buddhism. The text is a compendium of excerpts and quotations from some 350 works by monks, nuns, professors, scholars and other laypersons from nine different countries, in their own words or in translation. The editors have merely organized the material, adding a few connecting thoughts of their own for ease in reading.
Recently I was asked why I love Buddhism. So here are 7 answers for why I love, appreciate, respect, study, practise and share the precious Buddha Dharma.
Some answers are short and sweet, while others are in more detail. Of course I could give many more answers and more details, however I've kept it to just 7, for the benefit of easy reading.
Every morning when I read the news, there are so many reports on war and destruction happening all over the world. This sometimes leads me to feel overwhelmed, helpless and somewhat guiltyfor the relatively peaceful life I have. How do Itransform these feelings of sadness, anger and helplessness into something a lot more productive and constructive?
1/ How does reincarnation work in Buddhism?
2/ When we pray who do we pray to? And the words we say when praying what do they mean?
3/ Have you ever been in love?
4/ In the future when treating patients how can I use Buddhism to help me?
5/ If good and bad are all relative to a person, let’s say, to a terrorist bomber, what they are doing is a good thing, but to others it is not. So that would mean right and wrong is relative too. So how do we know that something is an ‘absolute’ right thing who says that this is right and that is wrong.
6/ As a practising Buddhist lay person how can I reconcile my desire to be successful/ambitious/career-driven with the Buddhist concept of right livelihood. Sometimes it feels like the pursuit of being successful career-wise is very wordly, driven by materialism. Can I be a decent Buddhist AND a successful career person. Is this possible?
Seven Wonders of the Buddhist World | BBC Documentary | with English Subtitles, Over thirty years ago I sat and watched a programme on British television about Tutankhamen. I still remember the frisson - the realisation that the stories I'd heard; of boy-kings dripping in gold; of hidden burial chambers and court intrigue could, sometimes, be true.
That BBC documentary was inspirational. I've been fortunate enough to spend my adult life following my own research interests - and delight in being able to share the results with a wider public.