Why do they do it?
"This thesis finds that three of the major faith groups (the Anglicans, the Roman Catholics and the Muslims) have very different reasons for participating in the system of state education – and very different success rates, especially when measured against their own objectives".
"The ‘mixed economy of faith and secular schools in England and Wales is widely accepted and only locally controversial. The legitimacy of the government’s policy is evidenced by recent and repeated new legislation in Parliament, confirming and enhancing the provision of maintained faith schools".
"The power of religion is something that governments cannot control and the best way for the government (any UK government) to obtain and retain a broad consensus across the innate conflicts between religion and state is to reach a compromise which keeps all of the relevant forces content. That is the essence of social inclusion and modern multiculturalism".
Ref, social inclusion and palatability – modern multi-racialism (discernment and toleration in Law) instead of modern multiculturalism (lack of discernment, palatability, varied degrees of toleration and very difficult to enforce), inclusion of multiple intelligences and the removal of (selective) target culture i.e., Howard Gardner. Philosophy replacing Religion in Schools (SAPHERE) ‘Socrates for 6 year old’s. Rehabilitation – instead of the Judeo Christian ethic of punitive punishment.
From what I have seen and from what I think – the parents and the children (in their more volatile emotional states of belief; Conviction; Revelation; to the reverse in both these states to the extreme rightful downright disobedience to fully participate in any Observances and Dogma) combined, in the Law, have an overriding ‘power’ over the State or any particular institution, such as, a School. I would think, the Church and (some of the) State fully rely on the very transient and ignorant nature (towards this subject) of most parents or their children (Human Rights of The Child) : to the realities (of the Law) in the huge amounts of ‘power’ that has been gained for them by the (‘Social’ and ‘Equality’) Acts of Parliament. UK.
A "Parents Charter" would have to be voluntary, as far as any Ethos on these matters is concerned. We have been asked for ideas to go towards this. With the striving of most parents and children for a sensible individuality and a striving for complete conformity by the institutions (so that the power that has been lost may be wielded, as with religious fervour and the pressure for strict observance by our Churches) , it is going to be a very difficult task! I would suggest that as we have gained the ‘upper hand’ and with our children, we are presently in full control; we should maintain a position of admonishment for any ‘superstition’ until it has been fully removed from Education Policy and takes its rightful place in the History Lessons.
"Teaching is a vocation and not a profession. The child was not invented for educational systems, but educational systems invented for the child. If you would encourage the pupil to increased growth by your knowledge, you must both love it and know it well, and your pupils will love both the knowledge and yourself, and you will benefit them. But if you yourself do not love it, then, no matter by what means you force them to learn, your knowledge will have no educative influence at all". Tolstoy – ‘Education and Culture’.
Also, "As soon as man reaches the highest degree of development (in Tolstoy’s case it was just 32 years of age), he sees that all is bunkum and deceit; and that the truth, which he values above all, is terrible: that when you look at it well and clearly you awake with horror!" "Eventually, my rejection of authority spilled into self self-indulgence and self-destructiveness, and by the time I enrolled in College, I’d begun to see how any challenge to convention harbored within it the possibility of its own excesses and its own orthodoxy". Barack Obama ‘The Audacity of Hope’.