Sex education and science education in faith-based schools

The key issue for a faith-based school is the extent to which, if at all, its aims, ethos, curriculum, pedagogy and assessment should differ from other schools and the impact this has for its students on their learning, attitudes and dispositions. This chapter explores these issues with specific reference to the teaching of sex education and the teaching of science education. I conclude that the role of religion is somewhat different in science education and in sex education. In science education, a teacher needs to be sensitive to religious objections to aspects of the science curriculum for two reasons: first, out of respect for students; secondly, because not to be sensitive is to make learning in science less likely for some students. However, it is not the case that a science teacher should alter the science that is taught because of the religious views of students or anyone else. In sex education, though, religious views, while they should not have the power that some religious believers would like, nevertheless can, indeed often should, have a place in decision making. This is because of the central importance of values in general and religious views in particular for sex education and because values lack the degree of objectivity of scientific knowledge