Katelyn Meitz

Mr. Salow
English 11
12/16/16
Annotated Bibliography

Anderson, Derek L., Tanya Cook, and Holly Mathys. "Pre-Service Teachers' Middle-Level
Lessons on World Religions: Planning, Teaching, and Reflecting." Journal of Education
and Learning 2.4 (2013): 1. Web. 17 Nov. 2016
The purpose of this study examine to see how 22 elementary pre-service teachers
planned a taught lessons on world religions to 7th grade students (Anderson). In this
study, the researchers try to persuade the audience of the importance of teaching religion in
schools. Much of this article/study provides me only with pathos. They throw words at me
like, perpetually-held public sentiment that kids do not know enough about the past and
An education would not be complete without knowledge of religion and and its role in the
past and present (Anderson). These examples do make me feel something, but they dont
give me any stats as to why teaching religion to these 7th graders is benefits them as a
whole. The article fails to show any logos just by lack of information, but it also fails to
show ethos with too much information. In the article, they state that teachers feel more
motivated to teach religion effectively now that they are held accountable for the students
performance. My question is; Why do teachers feel they need to teach about religion
specifically now that they are responsible for the students? Ethos nor logos were provided
to answer that question. This relates to my topic because its all about how teachers are

teaching religions in schools. This is a good article for me to use because it shows me how
academics will try to persuade me using pathos.

Bauer, Norman J. "Schooling and Religion: A Secular Humanist View." (1989). Web. 17 Nov.
2016
This paper is addressed to all who are concerned about the problem of the proper
relationship between formal religions and schools (Bauer 3,4). In this article, the
researcher is trying to persuade academics that teaching religion in public schooling is a
good idea, but he also explains how its done. At first, I was disappointed because I was
seeing a lot of pathos, like the previous article. The author says, We are all familiar with
the role of religion in the education of humans in the scholastic era, with the stress placed
on the need for all persons to save their souls (3). But, Bauer comes back strong with logos
when he says, a theory of reality which is grounded in a naturalism which accepts raw,
undifferentiated experience (6). In this quote he is explaining the Empirical-Naturalistic
Image of reality. He uses all of this to later explain why teaching religion in public schooling
is a good idea. Bauer uses ethos in this paper as well. In the introduction of this article, he
has his methods broke down clearly. At the end of his paper he has a long list of sources
stating where he got his information from. This source relates to my topic because its all
about teaching religion in public schools. Bauer uses pathos, ethos, and logos to persuade
exactly why he believes religion should be taught.

Daugherty, Richard. "A Canadian and American Comparison: Church-State Constitutional Issues
in
Public Schooling. Part II--An American Perspective." (1989). Web. 21 Nov. 2016

The roots of the American Doctrine of separation between church and state are
examined in this historical analysis. Logos are expressed in such a perfect way in this
article. They explain through the whole paper where the separation between church and
state comes from and how it comes into play when talking about schooling. Richard
Daugherty states, The establish clause has been the standard used in recent years to
separate government sponsored activity from any influence that that could even remotely
be considered religious (6). Daugherty uses the establish clause as a source. He also uses
other accurate sources, such as the Constitution, as a source. He uses the lines from the
Constitution, Congress shall make no law regarding an establishment of religion or
prohibiting the free exercise thereof Using such precise sources shows ethos in the
paper. But, it wouldnt be complete without the use of pathos as well. Which Daughtery
doesnt fail to show, Schooling as remained and environment where only materialistic and
humanistic answers are deemed appropriate (22). This relates to my topic because it tells
me all about the Constitutional issues when it comes to teaching religion in public schools.
The Constitution is a huge factor when it comes to this topic, so thats why I picked this
source in the first place. Daugherty writes in logos, ethos, and pathos in order to persuade
me of his argument. This article is very well put together and I feel it is the first complete
article I have read so far.

Dunn, Jeffery W. "For Community Sake." Philosophical Studies in Education44 (2013): 100109.
Web. 17 Nov. 2016
In this paper I argue a broad religious education with dialogical approach goes to
the heart of what it means to be a citizen in a global community. The author of this piece,

Jeffery Dunn mentions a famous book, For Goodness Sake: Religious Schools and
Education for Democratic Citizenry (101). He uses facts and logic from this book that help
him explain his thoughts and express his argument; which is solid logos. Ethos are
expressed through the line, those much different from ourselves is a practical reality of
modern society (Dunn 102). By including himself when he says ourselves expresses
ethos in its own way and shows this guy has credibility. When Dunn says, teaching could
be part of a larger effort to create a more humane world (107), it shows pathos. He tells
about how he became a teacher and why he did so. He tells stories about himself and other
people he knew that made me feel different emotions while reading. Dunn takes a really
philosophical approach when analyzing this topic. He uses sources other academics didnt,
and I thought that was really cool. He tries to persuade the readers to create a religious-like
community within public schools using logos, ethos, and pathos.

Erkili, Turan Akman. "Freedom of Religion--Conscience, Religious Education and the Right of
Education in the 1961-1982 Constitutions of the Republic of Turkey and Their
Developmental Tendencies." Eurasian Journal of Educational Research 51 (2013): 123139. Web. 17 Nov. 2016

The main purpose of this study is to comparatively examine the rights of education,
freedom of religion and conscience and religious education in Turkey. Though this
article is about education in Turkey and not in America, it still informs me that
religion in schooling is not only a controversy here, but all around the world. Logos
are provided all through this article by Akaman Turan Erili. Basically, Erili goes

through and analyzes the Constitution of Turkey and how it affects education of
religion. Erili states, The three articles in the Constitution of 1961 include religion
education (article 19), control of education (article 21), and the education duty of the
state (article 50) (129). Not only are facts like this given, but Erili also provides the
above articles of the Constitution of Turkey to his article. I failed to find any ethos
or pathos in this article, but I think thats what makes it so significant. Its
important to only look at logos; that logic and facts of an article and identify how I
am being persuaded. Erili finds that religion CAN interfere with schooling based
purely on the laws of Turkey. He attempts to persuade his audience using only facts,
here in this piece. This relates to my topic because its about teaching religion in
public schooling. Once again, a Constitution is used a source, but not our
Constitution. Turkeys Constitution. I believe using this source is important for two
main reasons: 1. Only logos are provided as persuasion methods. 2. This study is
relevant to me and my project, but also to an argument here in America while it was
conducted over in Turkey.

Guo, Yan. "Diversity in public education: Acknowledging immigrant parent knowledge."

Canadian Journal of Education 35.2 (2012): 120-140. Web. 17 Nov. 2016
Immigrant parents bring their values, language, culture, religion, and educational
backgrounds to our schools, enriching our educational environments. Pathos was a huge
part of Yan Guos article. When talking about immigrants and their religious freedoms, its
hard not to feel something. Guo states, The Muslim parents in the study believed that
Muslim students should be allowed to pray during school hours because Islam requires

them to pray five times daily (129). Since this is required of their religion, this statement
makes one feel bad for them if they are not allowed to pray five times a day. Also, some
pretty patho-filled stories were provided, This kid was crying because she was not allowed
to wear the swimming suit. The teacher in fact forced her to wear the swimming suit (129).
Of course these stories are going to make one feel like any and all religions should be
practiced and taught in schools, but that only scratches the surface. Guo does not fail to
throw in some statistics, Out of the 13 Muslim parents, 12 believed that Muslim girls
should be segregated from the opposite sex (128). The segregation is not racial by any
means, its purely based on their religious beliefs. In the citations at the bottom of his
article, Guo has some of his own articles listed there. He used himself as a source, but also
cited himself. At first I just thought that was interesting, but in a twisted way thats the best
way to show ethos. He could have easily just thrown in other information from his other
articles and it would have been fine, but he took the time to cite his own articles. Very
twisted indeed. This source relates to my topic because it talks about immigrants with
religions other than Christianity or a branch off, and how that affects them in public
schools. Guo does conclude that, Muslims especially, struggle more in public schools here in
America than kids that practice Christianity. Therefore; teaching religion in public schools
can be a bother, but it can also be unfair to the minority. (According to his findings.)