Ronin

Last time I checked that is what choosing to go 'Church' is designed to carry out...you know, the Triune Power of Family tradition, School and Government.

Have you met Amos?

Carol Massey

Ronin,

There is choice, then there is choice. I suspect life is based on self-organizing principles, some of which we may become conscious of, others are unconsciously motivated. The trinity of familial tradition/schools/governments may be such a one.

Religion, to me is an example of unconscious repetition which is the reason it behooves us to become 'aware' of these unconscious forces driving it.

No, I haven't met Amos, but I've read a few of his posts.

Philosoft

Yes. And? I'm trying to understand what you meant. Help me out.
I don't know what a "Triune brain" is supposed to be, so I'm going to offer another question: What does comparative religion add to the foundation-type learning that is generally the focal point of primary education?

Carol Massey

Triune brain:

http://www.mareshbrainsatwork.com/B2B/SB7.html

Not ignoring your question Ronin, however, I'm in the middle of a creative spurt of energy so......I'll be back to it very soon.

Carol Massey

Philosoft,

First, my humble apology for calling you Ronin. :banghead:

My answer to your question would be this: If the information is presented in a clear and concise manner that is understandable to young people, without judgement, without it being directed toward 'conversion', then it is, pure and simple, knowledge.

To ignore it, to simply say it isn't real, that it's a lie, and shouldn't be taught, is to relegate it to the unconscious in the minds of the young people, or worse still, to have their only exposure to it come from family, friends, or church, whose primary goal may very well be to brainwash with their own kind of hypnotic, trance- induced, borderline, psychotic neurosis.

I don't see it as being any different than teaching sex education in schools.

The more information a young person is exposed to regarding these systems of belief, the greater their own light-gathering potential (ability to understand and think creatively), and the more clearly they can 'see' and make determinations for themselves as they get on in life.

Pardon my metaphors.

Ronin

originally posted by Carol Massey

You may have missed my point, Carol.

Making religious instruction mandatory in a school system violates the special bond of family tradition in favor of a particular claim to 'Truth' regarding the mysterious (aka enigma/conundrum/circle jerk).

This is why I cannot agree with the exhuberant claim that you ~ "...think it's a step in the right direction! Perhaps then children can learn that Mystery is a part of our beautiful life, and that religions are man's attempts to explain the mystery. How much more authentic is that then being taught by the church that religion is "TRUTH"!

Upon a closer review "man's" religions explain nothing.

Each of them repress thought in favor of faith which limits the opportunity to discover explanations.

Also ~

Religion, to me is a fruitless attempt to explain the beauty of life and nature in a limiting template of fiction that avoids true examination, reason and knowledge of the universe we live in.

You're right brain should be very content.

Carol Massey

Ronin,

Oftentimes, I've found that in making the attempt to discuss such topics as these, there is a lack of 'common ground' of understanding between or among the participants in the discussion. I feel that may apply in our communication, and so for that reason, may I ask you two questions?

1) I've noticed that 'natural world' is a descriptive term that is used a lot here...could you define the parameters of such, what meaning does that hold for you?

2) If I were a student, and you were the teacher, and we were on a field trip, and I asked you to explain how a 'swarm' of bees swarm, or how and why a school of fish turns and swims in perfect unison, what would your answer be?

Lively serious!

Ronin

That which exists before you in plain view.

Because they do.

Lethargically flippant!

If I were to ask you why a dog is not a cat, what would your answer be?

Now that we've had our zen moment...care to address the OP regarding mandatory religious indoctrination and/or defend your notion that you would find it beneficial and not a violation against individual liberty or tradition?

Carol Massey

I think I have sufficientlly stated my reasons for the inclusion of comparative religions, although I might add that it would it may also be beneficial to include mysticism, alchemy, and mythology.

Mandatory, no. I do, however, feel that students would benefit from these courses being offered as electives in their cirriculum.

If you were my teacher, and you answered the above questions without imparting any further information to stimulate my thinking function, as a child, I would instantly classify you in the same category as parents who say, "Because, I said so", or "That's just the way it is."

That dog won't hunt, Ronin.

Carol Massey

Genetic design would be my initial answer, and if that tweaked your interest, you might ask me then, "how are the genes informed?" Now you have asked a really good question. I would say that science does not know for sure, but there are many who are searching for answers, and if you are truly curious, you may become one of them.

If natural curiousity cannot be engaged in the learning process, then there is no discovery.

(I'll stop here as I do not want to derail the topic from its original objective.)

Thank you Ronin, for acknowledging me as a worthy fellow human.