1. Diversity Diversity encompasses visible and invisible differences among people with respect to, but not limited to, gender; age; ethno-culture; socio-economic status; mental, cognitive and physical abilities; sexual orientation; religion and spiritual practices; world view; family status; educational background; appearance; group affiliation; and organizational affiliation.

2. Multiculturalism Multiculturalism is the appreciation, acceptance or promotion of multiple cultures, applied to the demographic make-up of a specific place, usually at the organizational level, e.g. schools, businesses, neighborhoods, cities or nations. In this context, multiculturalists advocate extending equitable status to distinct ethnic and religious groups without promoting any specific ethnic, religious, and/or cultural community values as central.[1] The term may also describe people who have more than one culture in them (people who grew up with more than one cultural identity, also sometimes called bicultural).[2]

3. Religion a set of beliefs concerning the cause, nature, and purpose of the universe, esp. when considered as the creation of a superhuman agency or agencies, usually involving devotional and ritual observances, and often containing a moral code governing the conduct of human affairs. a specific fundamental set of beliefs and practices generally agreed upon by a number of persons or sects: the Christian religion; the Buddhist religion.

4. Consider the old earth and creation and New Harbor and Iroquois confederation What are the disputing factors (1)Religion (2)Culture

5. Concepts and issues Religious diversity and multiculturalism are complex issues but we are going to focus on four issues that are present in our cases (1)Alienation and self Identity example students in Mr. Huxley’s feel that he is hostile to their religion while Iroquois students feel that their culture is ignored and disparaged. (2)Issue of truth and who control it (3)Dispute about human origins (4) Carter fears an approach to the topic of Iroquois influence on the constitution

6. Questions for discussions Do schools have the right to teach ideas that are in consistent with people’s religious beliefs or about the worth or contributions of one’s culture? Does the school have the right to act on its view of the truth when that cause pain for the students? As teachers should we debate controversial issues? Should schools work to create a shared American culture? Or should they try to respect each other’s culture equally?

7. Positions Postmodernist argued that in their desire to bring everything under the sway of some grand theory, the philosophies of modernity are insufficiently attentive to difference Modernist claim that regardless of how different we are, we are,we are all the same in some relevant ways and that it is this sameness that is the most important thing about us. Postmodernists claim our differences are more basic than our sameness. As teachers we need to be careful when dealing with someone with a background that is significantly different from our own.

8. Non Consequential View The non consequentialist do not have a plausible approach to explaining what people should have in common and how they may permissibly differ, they belief that everyone should be just, and we may seek and enforce a shared view of justice. Also in teaching tolerance, schools should be careful to help students to understand that they need to tolerate views and lifestyles even if they disapprove of them. Respecting diverse cultures probably should be viewed as requiring that schools reflect the diversity of American cultures in their teaching.

9. Consequential view Mill argued for individuality by claiming that tolerating diversity has the consequence of promoting experiments in living. Just as free and open debate is necessary for seeking the truth, experiential evidence is necessary if we are to decide what are the best ways to live. Mill argues that diversity in ways of life makes life more varied and interesting. Thus in a variety of ways diversity contributes to the greatest good for the greatest number. Mill wants to distinguish between areas of life over which government or society may assume control and those over which individuals are sovereign. As a consequentialist, his views emphasize the consequences of actions or ideas more than respecting personal choices

10. Agreement of consequential and non consequential views However for most practical purposes Mill and the majority of non-consequentialist would agree about which things should be regarded as appropriately under public control and which should be seen as private. Concerning our cases, both Mill and non- consequentialist would view speech, religion, culture and life style – people’s conceptions of a good life – as their own business. However, they would do so in a way that rejects relativism. Inquiry into the truth about ideas and about ways of life is an important goal for Mill and the Non-consequentialist as well. t