The Effects of Cultural Conditioning on Multifaith Education in the Monocultural Primary School

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Abstract
This paper attempts to explore the ‘implicit’ learnings developed by white primary children when they engage in a phenomenological study of world faiths. The thesis proposed is that children inevitably use their subconscious socio‐cultural conditioning to fashion their perceptions of Jews, or Muslims, or Hindus, or indeed Christians when these groups are studied objectively. This can often result in the devaluing of other cultures and of the religious spirit. Awakening in children awareness of their own cultural conditioning, of the relativity of all cultural expressions, of the nature of secularism, and of the primary value of a shared humanity is a necessary preparation for the study of any culture or religion.

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