Such onesided myopic stereotyping! Widen your knowledge beyong finding fault with only one religion. ******************************************************************** Teaching Religious Intolerance Christian fundamentalist textbooks display a breathtakingly arrogant attitude toward other religions. By Frances Patterson To say that Christian fundamentalist textbooks portray Roman Catholicism and non-Western religions in a negative way is to understate the case by several orders of magnitude. All the texts are imbued with an arrogance and hostility toward non-Western religions that is truly breathtaking. This animus toward other religions is intimately tied to the theological roots of fundamentalist Christian perspectives. As researchers Gaddy, Hall, and Maranzo have noted, because Christian fundamentalists believe that truth can only be found in ýGod's infallible, literal Word revealed in the Bible, religious tolerance toward others with different values and different world views must be rejected.ý 1 Criticism of other religions and Christian denominations frequently revolve around the issue of salvation by faith alone versus salvation by good works. Indeed, this was and remains one of the primary differences between Roman Catholicism and Protestantism (with Catholics upholding the importance of good works). As one booklet notes, ýOnly Christianity requires simple faith rather than good works. Only in Christianity is salvation provided through a person rather than through good works.ý 2 In looking at the treatment of religion, I again studied three major textbook publishers for fundamentalist Christian schools and home-schoolers: A Beka Press, Bob Jones University Press, and School of Tomorrow/Accelerated Christian Education. I drew on a wider range of the textbooks and materials than in my discussion of politics and included substantially more material from world history and geography textbooks and, in some instances, from English literature texts. Materials from the three publishers have a recurring theme: that the lack of material progress in various Third World countries and among indigenous peoples can be attributed to their religious beliefs. The publishers also share a tremendous emphasis on conservative Protestant missionary activity; approving passages abound about individual missionaries and Christian converts and the need for both historical and contemporary evangelism. In one textbook's discussion of India, for example, students are asked how Hinduism contributed ýto this country's sad fate.ý Students are then encouraged to contrast India with the United States and told, ýIf we refused to kill disease-carrying insects, allowed filthy animals to roam around in public places, and refused to eat meat for nourishment, do you think we would be as prosperous as we are?ý 3 A great majority of material in the books and literature studied are unobjectionable: map studies, discussions of Revolutionary War battles, information about the kings and queens of England, facts about the invention of the cotton gin, and so forth. Nevertheless, many statements related to non-Western religions raise serious issues that should be part of the public debate over the use of public funding for sectarian education and the use of these materials for home schooling. Following is a brief summary of how the materials studied describe religions that differ from fundamentalist Christian Protestantism. AFRICAN RELIGIONS In general, A Beka's history textbooks emphasize Africa's need for Christian evangelism. 4 In addition to derogatory comments about the religious beliefs of non-Christian Africans, the textbooks assert that their religious beliefs have been the major cause of the continent's lack of cultural and material progress and political instability and repression. In A Beka's fifth-grade text, students read that traditional African religions were ýfalse religious beliefs.ý 5 In one text box, students are introduced to a Christian convert, Chief Khama, who successfully ruled his people even though the ýland was ruled by witchcraftý and the people drank their traditional corn beer which made them ýlazy and wicked.ý 6 While discussing the work of Scottish missionary Mary Slessor, the text uses the term ýsavageý on three separate occasions.7 The text also notes that ý The witch doctors used many evil and cruel practices. Some of the people were cannibals.ý 8 Oppressive governments are ascribed solely to the influence of traditional African religions: ýIn countries where the people are still held in fear by witchcraft and spirit worship, [postcolonial] self-government soon turned into dictatorship.ý 9 A Beka's senior high text ascribes southern Africa's economic problems to the absence of Christianity: ýFor over a thousand years, there was no clear Christian witness in the vast heartland of Africa; the fear, idolatry, superstition, and witchcraft associated with animism (the belief that natural objects and forces are inhabited by mostly malignant spirits) prevented most Africans from learning how to use nature for man's benefit and thus develop a high culture like that of the other African empires.ý 10 Bob Jones' seventh-grade text takes a particularly strong stance regarding the spiritual error of traditional African religions: ýThis religion, like all false religions, is based on works and cannot give blessing or salvation (Ephesians 2:8-9). The strong influence of magic and demonism on African religion made much of African life unhappy and savage. Satan's strong hold on these people kept them worshiping him rather than the true God.ý 11 Teachers are advised to ýemphasize that African religion was one of superstition and demonism. This kind of religion is growing today in the West, and Christian students must be prepared to stand against it. Satanism is especially prevalent in contemporary music ... .ý 12