Divisiveness is defined as a cause of disagreement. Faith schools as a subject certainly causes discussion between many societies. The introduction of faith schools has been a controversial matter to many people residing in areas where faith schools are dominant. Many may argue that such education systems are the cause of segregation from childhood solely on the basis of religion.
Focusing on modern Britain, it can be noted that Britain has developed into a multicultural society and an effort has been made to integrate various ethnic minorities from diverse backgrounds but are such institutes counterproductive of the aim of a harmonious and equal society? Every faith group depicted to have a relation to faith school disagree to the idea of them being divisive. The distinction that lies between secular state schools and faith schools is that of religious implication and significance.
The emphasis on the religious aspect of teaching is less applied in state schools. The same system of education is implemented in both types of schools but the idea is alternate where scheme of boarding applies. For being restricted to one particular surrounding and attaining education in a constricted environment can lead to a negative social impact. The issue is not in relation to the division of people as everyone is free from valued judgment but rather it is directed towards external factors such as the adverse consequence it has socially.
In addition, do faith schools portray an attitude of exclusivity to a particular religious and in essence display it as superior to others. Further consideration has to be taken into account in order to initiate a solid decision against faith schools. Could the environment be the cause to social phenomena? Can you impose a judgment on faith schools that indicate the outcome of social negativity as an intentional cause or is it an unintended consequence? Many religions out the worldwide faiths have established institutes which offer education solely related to their decisive belief.
Nationally, in England and Wales there are now proportionally fewer faith schools and pupils in them than any time since 1800” 1 There are many arguments around the divisiveness of faith schools and their impact on society and public cohesion. One may argue that faith schools do not support citizenship due to experiencing a negative attitude from students who study in faith schools in terms of collaboration in society and a sense of segregation from other ethnic and religious minorities.
Some claim that faith school provide for children in a similar manner to what public state schools offer and the outcome of social phenomena can be found as a result from both types of institutions. Both in one aspect have the same motive and educational aim and the effect of ‘ social phenomena’ is apparent in students not only restricted to faith school upbringing. In general, schools are significant as they are a means to allow children to learn with other children from different backgrounds, faiths and beliefs which ultimately can is the strongest moral and intellectual basis for adult citizenship.
Adversely, faith schools lack majority of these requirements in general and in essence this contributes to the radicalization of young people as this can be seen as absolutism. With the numbers of faith schools increasing, can it be taken as a positive sign or is it leading to social breakdown? British Humanist Association (2002) argue that taking into consideration wider humanist principles and concerns for equality and social cohesion, faith schools are not the way forward. 3 In replacement to this, community schools can expand and accommodate the diversity of religious beliefs.