Beyond this two-sentence statement, there is much diversity--both among religions and within specific faiths. Another gulf exists between religious people and those with secular viewpoints. As a consequence, teachers tend to avoid instruction about religion. They may feel overwhelmed by the diversity or fear they'll needlessly stir up controversy; clashes with students, administrators, parents or community faith leaders. Or, they think they'll violate church/state divisions.

The authors of Thinking About Religion from a Global Perspective work around the pitfalls by focusing on "big pictures"--as these are understood by educated faith practitioners.   (Detailed inquiry into particular group rituals is best handled by a speaker practicing that faith. Folk belief in "supernatural" demonstrations which magicians can duplicate is studied in Thinking About the Mysterious.)

Thinking About Religion is an instructional kit containing a Student Text, Analysis Materials and a Teacher's Manual. All are about equal in length.

The Student Text begins with a comparison of Eastern and Western World Religions. The three interrelated Abrahamic faiths are compared with Hindu- Buddhist traditions. Subsequent chapter titles are "New Religions," "Religion and Morality," "Religion and Science," "Religion and Human Life," "A Historical Perspective" and "Getting Together." An "Annotated Bibliography" follows the easily-read chapters.

Analysis Materials is a booklet with a wide variety of items, and instructors can select those best suited for students given the time available. There are case studies, multiple single-page readings (with questions for discussion) as well as illustrations designed to trigger thought and motivate student- produced artwork.

The three case studies are "Beginning and Change in Religion," "New Age Religion" and "Religion and Exercising Influence." The last helps students spot abusive or deceptive procedures wherever they are found. Selections not duplicated for students make excellent teacher resources. Often study about religion is neglected because instructors feel unprepared.

The Teacher's Manual distinguishes between proselytizing and teaching about religion in an empathetic yet objective manner. Topics also include what to tell students about personal beliefs and how to secure school and community support. Other suggestions are on teaching about "abhorrent" practices, conflict among religious groups, and "historical events" accepted by members of only one faith.

There are lesson plans, student activities, and evaluation procedures as well as an "Addenda." All Teachers' Press kits are open-ended, incorporating the authors' on-going work. Current technology makes "textbook lag-time" unnecessary.

Thinking About Religion involves two to four weeks of class work (if the suggested "direct-instruction-toward-individualize d-learning" methodology is used). The unit enables young people to put their life-understandings into a world-wide framework. Since almost all religions (and enduring secular philosophies) condemn selfishness, students learn to see more than "differences." A lesson on "The Golden Rule" shows the similarity.

Big Questions: Do we live in a teleological universe? Is moral progress possible? If so, by what standard? Is there a Mandate of Heaven? Does one set of Divine commandments apply equally to humans regardless of culture or "stations in life"?   Are all things a part of The One? Is there no God but God? Must people work our their own salvation? Or, are divine helpers available?   Can philosophers use the sum of the world's artistic, humanistic, and religious thought to tease-out a bit of an underlying--but hard to decipher--Divine plan for humankind? Do we live in an emerging universe best explained by science? Should religious thought be placed within an evolutionary context?

We at The Teachers' Press don't claim ultimate insight into these cosmic queries. We do believe, however, that our unit--on a simple level--helps adolescents and young adults sift through dominant strands of enduring spiritual thought as well as see why some people embrace new orientations or reject all religion.

The authors are Brant Abrahamson and Fred Smith. Recent journal articles focusing specifically on this unit include "Thinking About Religion from a Global Perspective" in the Fall, 1998 issue of Teaching Anthropology Newsletter, No. 33, page 7, and "Thinking About Religion" in the Winter, 1998-9 issue of Multicultural Education, Vol. 6, No. 2, pages 39-42.