However, finding out the answers to these questions is quite difficult at best. The subject has been written about extensively, and since there are so many opinions, the unbiased truth is virtually impossible to come by. In this topic, it has been at least suggested by others that everyone is biased, including our Supreme Court, so one must tread carefully in stating so-called "facts." Humanism and secular humanism and what they have to do with present educational curriculum will be disc

Other humanists who claim humanism as their religion illustrate what "religion" means to them. Julian Huxley says in Religion Without Revelation, "There are whole religions which make no mention of God. The most notable example, as already mentioned, is that of Buddhism (14)." Furthering this thought, "Religion, then,...will mean a ruling commitment practiced by a community of individuals to what they believe creates, sustains, saves, and transforms human existence toward the greatest good (15)." With this, one has sufficient information concerning basic humanism beliefs.

Now that it has been documented that the humanist religion is being funneled into public schools, it is time to give a few examples of the things in school curriculum that are humanist in nature. First, homosexuality is being pushed as acceptable behavior to students. The schools are teaching that it should be looked at as positive to have "full sexual adjustment without any hang-ups caused by outdated religious concepts. And our schools are the main tool used to teach the young people this human freedom (6)." Not only is homosexuality taught as "okay," but they are also teaching the theory of evolution in full force. Teachers are not allowed to present any kind of argument for creationist theory; Jerry Bergman, Ph.D., states, "In fact, it is often considered inappropriate to criticize evolution, let alone present the creationist position (6)." This occurs without much argument, despite the fact that there are many books very critical of evolutionary theory "written by either evolutionists or by individuals who at least do not agree with the creationist perspective (6)." The biology textbook Of Pandas and People by Percival Davis and Dean H. Kenyon was included by the trustees in Plano, Texas, in the school curriculum, and humanist educators lost all pretense of "tolerance" because the book "acknowledges the abundance of design manifest in the natural world and thus reasonably postulates an intelligent Designer (7)." Homosexuality and evolution are just a couple examples of humanist perspective in the schools.

The whole argument comes down to this: That academic freedom seems to be unequal among educators. There are many different religious beliefs in America, and most teachers would claim to have some kind of religion or world view. "Academic freedom is the ability of the instructor to teach what he/she feels is the truth about reality in an intellectually honest and reasonable way (6)." Teachers in the present day are not allowed to teach what they believe and why, because of the First Amendment. Humanists and Christians have both agreed that religion will be taught in the schools in one manner or another, and this causes a great problem because someone must choose which religion will be taught. Noebel writes in his Clergy in the Classroom:

With all of this discord, it would be surprising if no one had taken this matter to the courts. They have, in some aspects. First one must look at the history of the First Amendment. The First Amendment was written to guarantee that the interest of certain faiths would not be expanded by direct or indirect benefaction of the government, at least not to the hindrance of smaller, minority faiths. When originally written, its intention was to curb the "deep and long-standing tensions" between various inter-Protestant competitions (4). Of course, they also encompassed conflicts between Protestants and Catholics and between Jew and Christians, whose beliefs are quite different, though these conflicts were minor because Catholics and Jews comprised less than two percent of the population at the start of the nineteenth century. When these populations increased, their full religious liberties were still restricted, continuing past the beginning of the twentieth century (4).

In an article titled "The Religion of Democracy: Part II," Rudolph Dreikurs argues that humanism should be thought of

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Approximate Word count = 4473
Approximate Pages = 18 (250 words per page double spaced)