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Escalating conflicts over issues involving sexual orientation in public schools often pit conservative Christians against proponents of gay rights--with school leaders caught in the crossfire. Some beleaguered school administrators attempt to put a lid on the controversy by censoring student expression on one side or the other. But that tactic seems to make matters worse. Meanwhile, in other communities, conservative religious students have won the right to counter pro-gay messages with apparel proclaiming their own views about homosexuality. In this article, the author talks about a role for public school educators to negotiate conflicts over sexual orientation and religious expression.

Contrary to culture-war rhetoric from the Right, there is more student religious expression and more study about religion in public schools today than at any time in the last 100 years. And contrary to dire warnings from the Left, much of the religion that goes to school these days arrives through the First Amendment door. Of course, this isn't to suggest that all school districts get religion right. Throughout the country, the public school curriculum still falls short of serious consideration of religious ways of seeing the world.

U.S. schools are becoming increasingly religiously diverse, but students rarely learn about different religious beliefs and how those beliefs--or nonbelief--might shape people's responses to important issues. Face to Faith is a free program that uses videoconferencing to connect students with peers from around the world to discuss issues related to faith. Students first learn how to conduct a respectful dialogue. Then they participate with students from partner schools in lesson modules related to such issues as poverty and the environment. Online discussion forums and social action projects build on what students learn during the videoconferences. Students report that the program has helped them see that despite differences, they have a lot in common with people from other faiths and cultures.

At a time when the United States faces unprecedented challenges at home and abroad, public schools must do far more to prepare young people to be engaged, ethical advocates of "liberty and justice for all." This article explores what makes some people behave ethically--even at the risk of their own lives--and asserts that developing moral habits of the heart is the central mission of schools. It describes "schools of conscience" that support students in their search for meaning while teaching them the civic principles and virtues necessary for sustaining the common good in a democracy.

In the wake of the terrorist attacks of Sept. 11, 2001, the American government acted quickly to mobilize what it called "critical homeland defenders" to meet the threat faced by our nation and the world. Not surprisingly, 21 government agencies made the list, ranging from the State Department to the U.S. Border Patrol. That may be what it takes to address the immediate crisis. But for the long-term preservation and expansion of democratic freedom, the United States must look to public schools--the one institution founded to transmit civic principles and virtues from one generation to the next. In this article, the author stresses that not only should public schools be added to the list, they should be moved up to the top as America's most important homeland defender.

Argues that nowhere is it more important to address religious diversity than in the public schools--the principal institution charged with enabling Americans to live with their deepest differences. Discusses the First Amendment and how the American press is handling religion. Addresses religious liberty in schools and religious liberty rights of students. Includes some basic information on Islam. Presents resources for addressing religious diversity and religious liberty in public schools. (SG)

History (embodied in Horace Mann's "nonsectarian" Protestant practices) reminds us that today's "generalized spirituality," if encouraging students to explore the inner life and ultimate questions, will not free public schools from anti-Establishment Clause claims. However, First Amendment neutrality does not mean being neutral on values reflecting a clear academic or civic purpose. (MLH)