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EDUCATION AND RELIGION
Chapter 13Global Perspectives
3 Theories
U.S. Education and Religious Systems
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EDUCATION AROUND THE WORLD
“A central sociological
principle of education is
that a nation’s education
reflects its culture”
2
Education and Religion
Credential Societies - Diplomas Determine Job
Eligibility
Diplomas Serve as Sorting Devices◦ Because employers don’t know potential workers,
they depend on schools to weed out the incapable.
Credential Societies are usually Industrialized
Societies
3
Credential
Societies
Education and Religion
History of Education in the US
Education and Industrialization
One Room School House http://www.kansasheritage.org/orsh/gallery/pages/DIST6DG1_JPG.htm
Education Serves Social Purpose
◦ GI Bill – Post WWII control large number of
males returning to work force
◦ National Defense Education Act- U.S.S.R. 1957
launched Sputnik . U.S. responded by funding
Math and Science Education
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Figure 13.1 Educational Achievement in the United StatesNote: Americans 25 years and over. Asterisk indicates author’s estimate.
Sources: By the author. Based on National Center for Education Statistics 1991:Table 8; Statistical Abstract of the United States 2010:Table 228.
Education and Religion
Industrialized Nations: Education in Japan
◦ Emphasis on Solidarity within Group◦ Discourages Competition among
Individuals
Industrializing Nations: Education in Russia
◦ Education, including College was Free◦ Post-Soviet Russians are
“Reinventing” Education as Communism has dissolved
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Education Around
the World
Education and Religion
Education Around the World
Education in Egypt (Least Industrialized
Nations) Mandatory Attendance Laws are Not enforced
Many learn from their parents
Education is expensive
1/3 of Egyptian men and over half of Egyptian
women are illiterate
Education in Burkina Faso
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Education and our 3 Theories
1. Functional Analysis
2. Symbolic Interaction
3. Conflict Theory
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Education and Religion
Functionalist Perspective
Education provides manifest & latent functions
Manifest functions (positive & intended):
Learning skills and knowledge
Cultural transmission of values Process by which schools pass on a society’s core values
from one generation to the next.
E.g. support for Capitalist society = Grades are individual
No group tests
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Education and Religion
Functionalist Perspective
Latent Functions (not intended)
Social Integration- promote national
identity◦ To forge a national identity is to stabilize the political system
Mainstreaming – Inclusion Students with disabilities
Gate-keeping Tracking- sorting of students into different educational programs
(AP)
Credentialing – use of diploma for job eligibility
Replacing family functions (Child care)10
Education and Religion
Functionalist Perspective
There are dysfunctions within the
educational system:
◦ School violence
◦ Mediocrity
◦ Unequal funding
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Education and Religion
The Conflict Perspective
The educational system perpetuates social
inequalities that already exist in society
The Hidden Curriculum
Tracking leads to inequalities
Standardized tests are biased towards
certain social classes IQ test
Some students lack cultural capital
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Education and Religion
The Conflict Perspective
Let’s see how “smart” you are
Cultural Bias in IQ testing
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Education and Religion
Figure 13.2 Who Goes to College?
Comparing Social Class and Ability in
Determining College AttendanceSource: Bowles 1977.
Education and Religion
The Conflict Perspective
“Family background is more important
than test scores in predicting who attends
college” (p. 350).
Way schools are funded stacks the deck
against the poor
Educational system reproduces not only
the U.S. social class structure but also its
race-ethnic divisions15
Education and Religion
The Conflict Perspective
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Figure 13.3
The Funneling
Effects of
Education:
Race–Ethnicity
Education and Religion
Symbolic Interaction
Perspective
The Ray Rist Study: Teacher’s perception
of students led to labeling
Teachers label students a certain way
which leads to a self-fulfilling prophecy
among many students
Expectations of teachers have
profound consequences for their
students17
Education and Religion
Theoretical Summary
Functionalist look at how education
benefits society
Conflict theorist examine how education
perpetuates social inequality
Symbolic interactions study face-to-face
interaction in the classroom.
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Education and Religion
Diversity in Education
• Value system: Who’s Budget Gets Cut?
• Arts
• Music
Video: PS22 Cliphttp://www.nytimes.com/2008/12/26/education/26chorus.html
http://www.youtube.com/watch?v=u_tcE4rWovI
Which voices have been historically left
out of the conversation?
◦ Students who are homeless or migrant
◦ Students with Disabilities19
Education and Religion
Students with Disabilities
Disability is a Social Construction
Association on Higher Education & Disabilities http://www.ahead.org/
From IEP to Self Advocate
Gallaudet College – Deaf and hard of hearing students
http://www.gallaudet.edu/
King Gimp (Oscar winning film on Dan Keplinger; a compelling artist
fighting an ongoing battle with Cerebral Palsy)
http://www.kinggimp.com/index_flash.html
Video
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Education and Religion
Rising Tide of Mediocrity
Unequal Funding
Cheating on SATs
Dummying down SAT
Grade Inflation
Social Promotion
Functional Illiteracy
Violence in Schools
Unqualified Teachers
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Problems in
U.S. Education
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HOME SCHOOL
One solution offered by our text
http://www.hawaiihomeschoolassociation.org/
http://www.homeschool.com/?Hover_NoThankYou=true
Home school Year Bookhttp://www.memorybook.com/homeschool/
Video:
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ReligionIntersection between
Education and Religion
What is Religion
Our 3 Theories24
INTERSECTION BETWEEN
EDUCATION AND RELIGION
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http://muslimsinmichigan.org/2010/04/15/so-a-
muslim-and-a-christian-move-into-a-dorm-
room-together-at-calvin-college/
Education and Religion
Emile Durkheim said, “A religion is a unified
system of beliefs and practices relative to
sacred things.”
Sacred is the opposite of profane (ordinary)
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What is Religion?
Education and Religion
Beliefs that Some Things are Sacred
Practices Centering on Things Considered
Sacred
A Moral Community Resulting from a
Group’s Beliefs and Practices
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Three Elements of Religion
(Durkheim)
Education and Religion
Quick Overview of Some (not all)
World Religions. If you are interested see power
point slides at end.
Islam http://www.icgt.org/
http://www.icofa.com/index.html
Bahai ◦ http://www.bahai.us/bahai-temple
• Judiasm• http://www.etzchayimtoledo.org/
• http://www.cbitoledo.org/about.asp
• Buddhist• http://www.berkeleymonastery.org/
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Education and Religion
Differences & Similarities in Worship
Remember Durkheim’s elements that are
common to all religious
◦ Develop a community
◦ Separate sacred from profane
Video Hampton Synagogue High Holy Days
Atlanta West Pentecostal Church Choir
Islamic Call to Prayer with English Subtitles
Joel Osteen on Marriage
Islamic Center of Greater Toledo Celebrates Eid up-Fitr
Catholic Service St. Michaels
Buddhist Monks Chanting in Pali (Sankalpa)
Praise and Worship with Nathan Simmons
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Our 3 Theories
1) Symbolic
2) Functional
3) Conflict
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Education and Religion
Functionalist Perspective
Religion provides certain functions:
Answers questions about the ultimate meaning of life
Social solidarity
Emotional comfort
Provides guidelines for everyday life
Social Control
Social Change
Video: U.S. Civil rights movement MLK Baptist Minister
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Education and Religion
Dysfunctions of Religion: War,
Terrorism and Religious Persecution
Witch Trials
◦ 1692 Protestant Leaders in Salem
◦ 2001 Democratic Republic of Congo
• Crusades
• Attempt to gain control of “Holy Land” from
Muslims
• Religious Terrorism
• Ireland (Belfast) Protestants and Catholics
• U2 “Sunday Bloody Sunday”
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Education and Religion
Symbolic Interaction
Perspective
Studies what meanings people give to their
religious beliefs and what religion means to each
individual
Religious Symbols
Rituals, Ceremonies, Repetitive Practices
For some people the meaning of the Religious
Experience is so powerful, they believe they are
Born Again
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Education and Religion
Religious Symbols
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Christianity
Buddhist
Lotus Flower (Symbol of Purity) Dharmachakra (Wheel of the law) Lotus with Om
Star and crescent "Allah" in Arabic
Isalm
Judaism
Star of David Menorah
Education and Religion
Marx saw religion as “The opium of the people”
and believed that religion diverted people’s
attention from the oppression they were facing
Legitimization of Social Inequalities
◦ Social Arrangements Represent God’s Desires
◦ Divine Rights of Kings
◦ Pharaoh as God
◦ Hindu Cast System
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Conflict Perspective
Education and Religion
Karl Marx and Religion
“Religion is the sign of the
oppressed creature, the
sentiment of a heartless
world . . . It is the opium of
the people” (Marx 1844/1964).
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Education and Religion
What does Marx Mean?
What is “Opium” ?
Oppressed workers find escape in
Religion
Religion is like a drug
By diverting thoughts toward future
happiness in an afterlife, religion takes
their eyes off their suffering in this world,
reducing the possibility that they will
rebel against their oppressors.
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Figure 13.6 Social Class & Religious Affiliation
Education and Religion
Cults
◦ Begin with Charismatic Leader
◦ Most Popular Religions Started this Way
◦ Religious Fervor is High
◦ Most Cults Fail
◦ If Cults Survive, They Often Form:
Sects
◦ Loosely Organized and Fairly Small
◦ Emphasize Personal Salvation
◦ Some sects remain sects and never turn into churches
(Amish)
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Types of Religious Groups
Education and Religion
Churches
◦ Highly Bureaucratized
◦ National and International
◦ Relationship with God Less Intense
Ecclesia
◦ State Religions
◦ Part of Cultural Identification
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Types of Religious Groups
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Figure 13.5 Religious Groups: From Hostility
to Acceptance
Education and Religion
The hour between 10 and 11 am on Sundays
has been referred to as the most segregated
hour in the U.S.
Religious participation goes up as one ages
62 % of Americans belong to a church,
synagogue or mosque.
94 % of Americans believe that there is a
God
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Religion in the U.S.
US ADULTS AND RELIGION
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GROWTH OF RELIGION IN U.S.
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Education and Religion
Religion Thrives
People will always ponder the Purpose of Life
Science Cannot Tell Us About
◦ The Existence of God
◦ The Purpose of Life
◦ An Afterlife
◦ Morality
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The Future
of Religion
Extra Info on World
Religions
(Not found in your text book and not on the exam
but if you are interested here is an overview) Catholic Americans
Jewish Americans
Mormon Americans
Muslim Americans
Amish Americans
Rastafarian Americans
Santerian Americans
Hindu Americans
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Education and Religion
Education and Religion
Socio-historical Perspective
Historically, from the time of Pilgrims, the U.S. has been the
haven for many religious groups fleeing persecution and
seeking religious freedom
◦ U.S. founded by Pilgrims- a religious group fleeing
persecution and seeking religious freedom
◦ Founding fathers built into the Constitution two fundamental
principles:
1) Separation of church and state
2) Freedom of Religion
◦ This is a unique legacy and a pull factor for immigrants
◦ Also has resulted in a history of court cases/ challenges and conflict.
CATHOLIC AMERICANS
Education and Religion
Catholic Americans
Catholicism did not gain easy acceptance in U.S.
= Societal Hostility◦ Mid -17th century all colonies had passed laws designed to
thwart Catholic immigration
◦ Samuel Morse (inventor of telegraph) alleged papist conspiracy
to take control of the U.S. government through Catholic
immigration.
◦ In the 1850’s the Know-Nothing movement were anti-Catholic =
riots and mobs burning Catholic churches, schools, convents etc.
◦ 1887 the American Protective Association (APA) was an anti-
Catholic organization dedicated to keeping Catholics out of
political office
Education and Religion
Catholic Americans To understand why Catholics were not liked we need
to know that:◦ Historically, religion played a far greater role in people’s lives in previous
centuries than it does today.
◦ This made religious differences a matter of greater concern
◦ People bring with them conflict from other parts of the world. The
Catholic-Protestant conflict in Europe created a legacy of antagonism.
Religion
◦ Catholics followed Church dogma, or a prescribed doctrine and local
churches were operated as part of a vast bureaucracy whose hierarchy
of authority was located in Rome.
◦ U.S. Protestants feared that this bureaucratic structure would have
millions of Catholic immigrants obeying a foreign ruler (the Pope) like an
unthinking indoctrinated army.
Education and Religion
Catholic Americans
Religion: Also Catholic Practices marked them as different
◦ Different version of Bible
◦ Celibacy among priest and nuns = was seen as unnatural
◦ Mandatory weekly attendance & repetition of the same mass
ceremony (in Latin) = viewed as un-American and repressive of
individual thought.
◦ Use of private confessional booth to tell sins to priest
= seen as bizarre to some.
Education= Greatest place of conflict with Protestants
◦ Different version of the Bible = conflict and separate schools
◦ Protestants thought that public school would end the “ignorance
and superstition” of Catholic children and were against public
funding for parochial schools
Education and Religion
Catholic Americans Contemporary Scene
◦ 68 million = Largest single denomination in U.S.
◦ Overt discrimination has ended (except where it intersects with recent
racial immigrants: Hispanic)
◦ First Catholic president (1960) JFK
◦ Greater dialogue occurs between Protestant and Catholic leaders due
to Pope John XXIII ecumenical movement.
◦ Shortage of Catholic priests = more lay people involved = less different
to outsiders.
(e.g.) No more Mass in Latin
◦ Increase in the Catholic-Protestant intermarriage
In 1990 about 40%
◦ Problem areas include
Church’s teaching on birth control (85% of Catholic Americans reject this), and cases
involving sex abuse by priests.
http://www.npr.org/2011/03/25/134858247/jesuits-settle-sex-abuse-claims-for-166-
million
JEWISH AMERICANS
Education and Religion
Jewish Americans Unique minority because they are not a specific
religious grouping and need not even be religious
Although religion is an important bond among Jews, it
is not a cohesive force- 3 main branches of Judaism◦ Orthodox
◦ Conservative
◦ Reform
“A Jew is someone whom other people identify as a Jew”
(Jean-Paul Sarte, p. 318)
Education and Religion
Jewish Americans
First wave: Immigration before 1880◦ All English colonies discouraged Jewish immigrants and passed laws to keep them
from voting or holding office
◦ Ulysses S. Grant expelled Jews from the military during Civil War
◦ Know-Nothing group singled Jews out for discriminatory treatment
Second wave: Mid -19th Century
◦ Ashkenazi Jews from German provinces
Wealthier and better educated
Initial “push” factor was Pogrom – Organized massacre that followed the
assassination of Russian Czar Alexander II
Jews were not invloved in regincide.. But new government used
them as scapegoat
Then you get World War I and World War II as huge “Push” factors
Education and Religion
Jewish Americans Anti-Semitism
◦ Anti-Jewish stereotypes in arts and media
◦ Example Life magazine “Jew York”
◦ Stereotypes of clannishness & pushiness
◦ Hotel accommodations denied (to even very wealthy people
who were Jewish)
◦ This behavior declined after World War II
Partly because of revulsion against Nazi genocide
◦ Billings, Montana
Vandalism after Menorah = Local news paper printed full
page Menorah and over 10,000 homes displayed them
http://www.pbs.org/niot/about/niot1.html
Education and Religion
Jewish Americans Upward mobility
◦ 2/3rd were skilled workers = economic assimilation
◦ Cultural factors
History of self-sustaining occupations
Most came with entire families = emotional stability
Tradition of learning reinforced by religion = read the
Torah by age 13 = strong education values
◦ Social ostracism – often accompanied economic
success
This has changed with shifts in identity and inter-cultural
marriage
MORMON AMERICANS
Education and Religion
Mormon Americans Group is unique as a minority because its principal migration
was to leave what was then the U.S.
Early Years
◦ Joseph Smith receive first of several visitations from angel Moroni who
guided him to golden plates
◦ He translated plates into the Book of Mormon
◦ Early church was founded in New York State – then moved several times
due to hostility: first to Ohio, resettled in Missouri, then Illinois, and last
the Salt Lake Valley (1847) in what became Utah.
◦ Attracted enemies because of
Antislavery views
Growing political power / visibility
Polygyny – or practice of having more than one wife
Education and Religion
Mormon Americans Polygyny = Legal Problems
◦ In 1862 Lincoln singed the Morill Act forbidding bigamy in U.S.
territories (and giving us land grant colleges like Ohio State)
◦ Mormons Challenged the law but lost in 1878 when the U.S. Supreme
Court ruled in Reynolds v. United States
◦ 1882 “Lewd cohabitation act” = many polygamist in jail
◦ In 1887 Edmunds-Tucker Act dissolved the Mormon Church as legal
entity and confiscated church property (documents of plural marriage)
◦ 1890 Mormon Church president Wilford Woodruff issued a manifesto
ending the open practice of plural marriage
◦ U.S. President Harrison then granted pardons to all imprisoned
polygamists
◦ In 1896 Utah became a state
◦ Currently: Small separate sects practice and TV show on TLC “Sister
Wives” tries to bring issue into open so that fear of law does not lead
to spouse abuse.
Education and Religion
Mormon Americans Values:
◦ Typically do not smoke or drink (alcohol, coffee, tea, or caffeinated soda).
◦ Family = heavy emphasis and behavior that undermines growth/family stability is
discouraged (e.g. birth control, divorce, abortion)
◦ Monday is seat aside as Family Home Evening
◦ Education: great stress on education
Founded both Brigham Young and University of Utah
Apply values to BYU basketball = No pre-marital sex for players http://www.huffingtonpost.com/2011/03/03/brandon-davies-dismissed-sex-girlfriend-byu_n_830646.html
◦ Religion = strong missionary programs
Part of experience for people age 19-25 and retired couples
Practices tithing 10% of gross income to church
◦ Economics
Take care of own poor without public-welfare assistance
Church has investments and corporate assets (e.g. skyscrapers in NYC,
Beneficial Life Insurance Company, AgReserves Inc.)
Annual income of 5 to 6 billion
Education and Religion
Mormon Americans
In summary:
◦ The Church of the Jesus Christ of Latter-Day Saints evolved
from a persecuted people to a respected church
◦ Worldwide, Mormon membership is now over 13.5 million,
and such remarkable growth means that U.S. residents
account for less than half of this worldwide major faith
◦ Mormons place heavy emphasis on family and education
and have a program for young missionaries
MUSLIM AMERICANS
Education and Religion
Muslim Americans Westerners often think that Islam (the religious faith of
Muslims) is an Arab religion- most Muslims throughout the
world are not Arabs.
◦ Many are in Indonesia, India, China, Malaysia, Kazakhstan, and African countries
Education and Religion
Muslim Americans
First Muslims in U.S. were unwilling immigrants – enslaved
people of color.
In 1916 a large group of Muslim Arabs settled in Dearborn, MI
to work in in Ford Motor plant
Worldwide Islam has more than 1.4 billion people
◦ Second largest religion in membership (Christianity is first largest).
What is it like to be a Muslim American at a Christian College
in Michigan?◦ http://muslimsinmichigan.org/2010/04/15/so-a-muslim-and-a-christian-move-into-a-dorm-
room-together-at-calvin-college/
Education and Religion
Muslim Americans
Values/Practices◦ Muhammad was the greatest prophet (completing a line of prophets from Adam
though Moses to Jesus)
◦ Islam incorporates many beliefs and practices of Jewish and Christian faiths.
Muslims subscribe to a rigorous Holy Law or Shari’ah based on teaching from
the Quran (Koran).
◦ Keep Sabbath on Friday and do not eat pork or drink alcohol
◦ Five pillars of Islam:
Profession of faith, prayer 5 times a day, almsgiving to poor, fasting during daylight hours throughout
holy month of Ramadan, pilgrimage to Mecca.
Call to prayer.
◦ Personal hygiene rules (similar to Hindu e.g. eat with right hand, clean body
after defecation with left hand)
◦ To Muslims, religious beliefs and the social mores of public conduct and private
experience are inseparable
Muslims reject the dominant U.S. group’s preoccupation with materialism and their self-indulgent
pleasures at the expense of obligations to family and community
Should not be confused with radical Muslims who use Quran to justify violence
Education and Religion
Muslim Americans Prejudice/Discrimination
◦ After 9/11 Muslim Americans faced hostility that unfortunately still
continues in U.S. and Europe
E.g. French Burka law
http://www.bbc.co.uk/news/10611398
◦ Community leaders work on educating non-Muslims and try to
encourage public not to blame an entire group for actions of one
person.
◦ U.S. public view on Islam remains divided
2009 Pew Research Center Poll found respondents with a more negative view towards
Islam were more likely to be conservative Republicans or evangelical Protestants
Polls also find that the more familiar Americans are with Islam, especially if they know
someone who is Muslim the more positive view they will have toward the religion.
◦ Lets take a virtual tour
http://www.icgt.org/
http://www.icofa.com/
AMISH AMERICANS
Education and Religion
The Amish
Descended from Swiss Anabaptist who believe in
voluntary adult baptism only
◦ Ethnic group as well as religion.
◦ Uses shunning as a powerful social control
mechanism (that enables Amish to maintain their way
of life).
Considered “tough love” the congregation can vote to impose
Meidung on errant members = no interaction even with family.
◦ Live in gemeinschaft community = intimate, homogeneous and
close nit.
◦ Pride is a major sin, so is seeking leadership role, and wearing
jewelry.
◦ Clothing is an important symbol of group identity (No belts or
gloves- even in cold weather)
Education and Religion
The Amish Language = another symbol = German (English is the second
language)
Amish refer to all non-Amish people as “English” regardless of
their nationality or race
German is used exclusively for preaching service and formal
ceremonies
Conservative Amish farmers use horses instead of tractors
Do not use electricity furnished by public power lines
Bottled gas, batteries, small generators, etc o.k.
As farming land is less available = new occupations =
entrepreneurs
Education and Religion
The Amish Most Amish keep their young people (willingly adopt the way
of life)
Rumspringa = running around. Allow their youth to
experiment with larger world and temptations: clothing, cell
phones, dancing, drinking, smoking etc..
◦ Teens may “go away” on Friday night and not return until Sunday evening.
◦ Takes place while teens live at home and carry out ordinary work
activities on farm
Endogamous marriage / no birth control = large family
Conflicts with Society
◦ Leave school at 8th grade
◦ Not wanting to pay taxes or receive government benefits
◦ Tourism annoys the Amish (esp. in Lancaster county)
Education and Religion
The Amish
Summary:
◦ Forming geminschaft communities, the Amish
have remained remarkably constant in a
radically changing dominant society
◦ Clothing and language serve as symbolic
attributes
◦ They have grown from 59,000 in 1970 to
about 227,000 today
◦ Several Amish Congregations have accepted
some elements of modern life
RASTAFARIAN AMERICANS
Education and Religion
Rastafarian Americans Marcus Garvey- Jamaican born founder of Back to Africa
movement was influential in Jamaica (before leaving the island
for U.S. in 1916.)
◦ When he left Jamaica he said “Look to Africa, where a black king shall be
crowned, for the day of deliverance is near.”
◦ In 1930 Ras Tafari was crowed as the Emperor in Ethiopia
RasTafari also added the titles “King of Kings” and “Lion of the Tribe of Judah”
to his normal title of “Emperor”
In doing this Ras Tafari placed himself in the legendary line of King Solomon
It also reminded Marcus Garvey’s followers of his famous parting words that
seemed to fulfill the biblical prophecy of Revelation 5: 2-5
◦ Rastas reject nearly all chemically processed goods (do not use
soap, shampoo) the use herbs for washing.
◦ Rarely eat mean- do not drink liquor, milk, or coffee
◦ Smoke ganja (marijuana) originally gave Rastas a sense of
communitas (cohesive unity).
Education and Religion
Rastafarian Americans Started in Jamaica
◦ Colonialism and poverty
3 major themes dominated the early phase
◦ 1) Innate wickedness of Whites
◦ 2) racial superiority of Blacks
◦ 3) Eventual revenge of Blacks against Whites by enslavement
Belief that working for taxpayers of social instruction implied
recognition / approval of existing social structure
◦ Lived off land and refused to work.
◦ Endogamy
◦ Developed a bad reputation as criminals until the University of the
West Indies (the Harvard of Jamaica) did an impartial investigation of
their movement
◦ This rehabilitated the Rastafarian reputation in Jamaica
Education and Religion
Rastafarian Americans In summary:
◦ The Rastafarians are a misunderstood religious minority that
frequently experiences prejudice and harassment Stereotype of: Pot, Dreads, and Reggie
◦ Although some Rastafarians do not wear their hair long,
most do as a symbol of unity, power, freedom, and defiance
to out-groups and in accordance with biblical tradition
◦ Contemporary- exact numbers are difficult to find. Mostly
poor, unskilled workers, tend to live in low-rent areas.
◦ Strong in group solidarity, adaptability and social distance
(with both Whites and Blacks) = persistent sub culture.
SANTERIANAMERICANS
Education and Religion
Santerian Americans
A fairly new religion in the United States is Santería or
La Regla Lucumí, which originated in the region of West
Africa now divided between Nigeria and Benin
◦ Based on Oral tradition (no written scripture)
◦ Belive in one god Olorun who is the source of ashe, the spiritual energy
that makes up the universe
Was brought over with African slaves to Cuba- due to
prohibition practice was hidden and blended with
Catholicism
◦ Flourishes in Cuba today
◦ In U.S. New York and FLA- difficult to tell numbers because secretive
Difficulty with local officials and activists over animal
sacrifices
HINDU AMERICANS
Education and Religion
Hindu Americans Most people think of it as a religion but more accuratly
Hinduism is a set of practices and a range of philosophical
concepts
Does not have a single founder, specific theological system, or
even a single religious organization
Has grown to become the world’s third largest religion 914
million believers
Most important Hindu text is Bhagavad Gita
Because Hindu is not a religion in the strict sense it does not
have converts. You can be a Catholic, Jew, Muslim etc and still
practice. (Budist also work this way)
Education and Religion
Hindu Americans Hinduism is based on the monotheistic principle of Brahman,
that all reality is unity.
The deity is a triad of
◦ Brahman = the Creator
◦ Vishnu = the Preserver (sustains new creations)
◦ Shiva = the Destroyer
Cattle slaughter is sacrilege – Hindus revere the cow as mother to all
humankind because of nourishing milk it provides.
Perceive humans as being trapped in samasara- a meaningless cycle of birth,
life, death & rebirth.
Karma is accumulated sum of one’s good and bad deeds, which determines
how you will live your next life
Education and Religion
Hindu Americans
Eventually one can escape samsara (the cycle of birth,
life, death, and rebirth) by achieving enlightenment.
◦ Bad deed cause a person to be reborn at a lower level or
even as an animal
◦ Hindus accept society’s unequal distribution of wealth,
prestige and suffering as natural and just consequences for
people’s previous actions both in this life and in previous
lives.
◦ The pottu (a dot on the forehead) is an ethno religious
symbol for Hindus (just like cross for Christians).
Black = unmarried female
Red = married female
Education and Religion
Hindu Americans•The Rigveda defined five social castes
•Maintained via Endogamy
•Dictated jobs
•Formally abolished in India in 1949 – still a
significant social force.