Letter of the Day | Religious education needs specialist teachers
Published:Tuesday | October 15, 2024 | 12:07 AM
THE EDITOR, Madam:
I fully agree with the sentiment expressed in the article ‘Smith: Invest in more teachers, not pastors’, published in The Gleaner. The suggestion to use pastors to fill the gaps in religious education is a short-term, band-aid solution that fails to address the deeper issue at hand – teacher shortage. As someone who has taught religious education, this subject is more complex than simply imparting biblical knowledge. The curriculum offers students an in-depth exploration of major world religions such as Christianity, Islam, Hinduism, Judaism, and Buddhism, as well as contemporary ethical issues related to spirituality and technology, such as human cloning.
Religious education requires educators who are well versed in a variety of belief systems and capable of navigating complex terminologies and specialised vocabularies. These nuances are integral to helping students critically engage with religious ideologies, rather than simply promoting one viewpoint. Expecting a pastor – who is trained primarily in the doctrines of a single religion – to teach this subject adequately is not only limiting, but also an injustice to students.
The Government’s suggestion to rely on pastors is merely a temporary fix. There is a need for long-term strategy to make the teaching profession more attractive to young people. By offering better incentives, competitive salaries, and professional development opportunities, we can significantly reduce or eliminate the shortage of trained teachers altogether. As Mark Smith, president of the Jamaica Teachers’ Association, stated, “A country that does not invest in its teachers does not value its future.”
Religious education, like any other discipline, demands specialised expertise, particularly as it deals with complex issues such as morality, ethics, and the intersection of spirituality with modern technology. If we do not invest in the professionals who are equipped to handle these subjects, we risk undermining the quality of education our students receive. Only by properly incentivising the humanities can we ensure a more sustainable and effective education system for Jamaica’s future.
LEROY FEARON JR