A discussion on the division between church and state over the role of the American government in the religious convictions of its people, and vice versa.
Abstract The following paper examines the way in which the American government mandates that children will attend school, that there will be teachers, and there will be education. This paper asserts that if the latter is mandatory, then the government must decide what religious value or training will be mandatory. The debate explores how on the one side many have suggested that no religion be instituted, whereas on the other side just as many say that no religion is the same thing as preaching the religion of atheism or agnosticism. The writer examines how many Christians want a more exclusively Christian environment, while many atheists or agnostics want to decrease the level of religious power invested in school systems. Both sides have problems with their issues, and may be extremists in theory, in actions, and in rhetoric. This paper suggests a solution to this everlasting debate.
From the Paper "As the American government has progressed from a withdrawn state where it controlled little more than a militia and trade treaties to being an authoritarian structure which oversees everything from highway speeds to public education, the basis for change in its relationship to religion was firmly sown. A government which does not regulate public schools, or zoning laws, has in every field a very different role from one which does, but this is particularly important in the role of religious and ethical convictions. The difference between being tax-exempt and not tax-exempt is tremendous. The difference between having a building license or not changes the entire scope of a ministry. Perhaps most important, though, is the increased need for the government to determine what schools will teach about religion, if they teach anything at all"
Abstract In "The Plague" by author Albert Camus, the character Dr. Rieux's response to death and dying is to assert, when asked, that he does not believe in God. This paper proffers four distinct theologies - atheism, agnosticism, deism and naturalism - which Dr. Rieux might have identified with. The author of the paper uses thoughtful analysis and book excerpts to support these potential theologies.
From the Paper "In other words, Rieux cannot reconcile the Judeo-Christian concept of an omnipotent, omniscient, supposedly loving God with all the tragedies he has seen befall innocent people in Oran. For Paneloux, this would only serve to heighten his belief that we cannot and must not attempt to understand the incontrovertible will of God, and that people should simply accept the plague as a learning and strengthening experience. For Rieux, however, the opposite is true. The deadly scourge of the town has served to shake what little faith he may still have had in religion, and he now questions bitterly the very "scheme of things" from which Paneloux takes solace. This soul-searching and questioning makes agnosticism a good fit for Rieux."
Abstract This paper argues that the present depiction of multiculturalism in the NASW's Code of Ethics, as a kind of social worker capability, is imprecise and can lead to the encouraging of unintentional stereotyping. The paper also asserts that it is uncertain whether or not licensing boards can correctly determine a social worker's ability in this subject. Instead, multiculturalism, as part of the social worker's code of ethics. has turned out to be more of a statement of belief to which social workers feel obliged to adhere than a body of knowledge that enlightens the practice of social work.
From the Paper "The rational positioning of the idea is an ethical principle concerning righteous social work practice. The standard embraces the understanding of a customer's manners, thoughts, as well as feelings in the complete background of the religious, sociocultural, ethnic, as well as economic life within which all of these take place (Comas-Diaz, 1996; Green, 1995). Respect, understanding, as well as appreciation for the customer are the eventual expressions of whatever may be proposed by the conception of multiculturalism."
Abstract This essay discusses what it means today to believe in God, as opposed to not believing in God or even denying the existence of a God. The paper talks about how technology has impacted society's vision of God and the existence of God, looks at morality and where it ties in with religion and the belief in God and considers whether it is possible to be religious without believing in God. The paper concludes with the author asserting that a reverence for life should not be considered on religious grounds, but on moral grounds.
From the Paper "At what point does a child believe that there is a God? Is it taught, like toilet training? Is it part of that horrific bedtime prayer kids usually have no idea what the contents are (...Should I die before I wake...I pray the Lord my soul to take..). chances are, parents talk about how "good" God is, but when a tragedy occurs, a death in the family- the child is told, "God has taken her (him)". No wonder young people are not merely confused about the fact that there is something called God, but whether he is truly merciful (God Loves You!) or hurtful ("God Will Punish You!)."
