Introduction draft

“I bet your Dad beats you and that’s why you hide inside your burqa.”

“At least you’re not one of those hyper-breeding Utah Mormons.”

“What do Buddhists do all day? Sit under a tree and mediate?”

“Look at me! I’m a Hindu cow! Bow down to me!”

Children and adolescents are capable of hurtful comments. At one point or another in my educational career, I have heard each one of these comments pointed towards a friend in mocking disrespect. Animosity towards religions is reinforced by the notion that things we do not understand belong to “them,” and not “us.” Thus, we must narrow the perceived gap between “them” and “us” by helping community members understand the motivations behind different religious customs and practices. 

In our public halls, it should not be a choice between having a Christmas tree or Diwali candles or a Taoist shrine. We should not defensively guard our traditions of latkes, floating lanterns and henna, but turn outwards and share our traditions. Bullying and discrimination against religious customs and beliefs is often the product of ignorance. One way, we, as leaders in the community, can combat ignorance is by implementing more incorporative religious activities and education in our communities so that the Muslim may grow to understand Easter, the Jew, Ramadan, and the Christian, Yom Kippur. Such actions may include implementing a more comprehensive religious education in public school systems, or holding community holiday events. 

Indeed, the crux behind moral judgements is “how choices are made” (Kuykendall, 84). If we can play a part in helping students to make choices in how they treat others based upon a comprehensive understanding of religion and cultures, we can begin to eliminate the perceived notion of a “them” and “us” population. After all, Diwali, Loy Krathong and Hanukkah translate to a “festival of lights” to Hindus, Buddhists and Jews.