Religion, Education and Identity
Exploring the Meaning of Religion in the Context of the First Amendment
In my first Substack post, “MLK Jr. On Academic Freedom,” I asked, “How can we get back to the free and open discourse that Martin Luther King, Jr. experienced at Morehouse College in 1944?” King writes
My days in college were very exciting ones. There was a free atmosphere at Morehouse, and it was there I had my first frank discussion on race. The professors were not caught up in the clutches of state funds and could teach what they wanted with academic freedom. They encouraged us in a positive quest for a solution to racial ills. I realized that nobody there was afraid. Important people came in to discuss the race problem rationally with us.
King’s observation, along with observations by many others, motivate the following question: is government funding of education just? I say no, and I point to the First Amendment as my justification. I argue that religion and education are siblings; and as we’ll explore in this essay—synonyms. I believe the First Amendment should make clear that religion is synonymous with education; both are means by which we learn, and from which we gain our beliefs, habits and skills—forming our identity and individuality. Consider the following clarification to the First Amendment.
Congress shall make no law respecting an establishment of religion or education, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Before we discuss the implications of this modification and the means by which it might be accomplished, let’s take a step back and remind ourselves where we last left off. I finished my previous post by asking, “What are the similarities and differences between education and religion in the context of the First Amendment?” I believe that if we understand the answer to this question, we will better understand the First Amendment, and thus be in a better place to improve higher education and education in general.
So let’s delve deeper into the nature of religion. “Hey Siri what is the definition of religion?”
the belief in and worship of a superhuman power or powers, especially a God or gods;
particular system of faith and worship;
a pursuit or interest to which someone ascribes supreme importance.
These are all important definitions, but let’s try to come up with a better one—more suitable to our needs.
For some questions, there is no agreement to be had; there is only what is right or wrong for you, your family, or for your group—a matter of differing preferences; differing beliefs and habits. These differences might be caused by differing experiences, differing knowledge, differing genes, differing facts, etc. No matter the cause, our opinions and perspectives will simply differ, and there will be no way to reconcile those differences. I would like to define these questions as religious. They don’t necessarily fall under the category of supernatural power or faith—they might simply be matters of preference, taste and discrimination. Definition 3 above comes closest to a general definition of religion, but it’s still overly specific because it qualifies religion as being made up by interests and pursuits of “supreme importance.” That is likely the case; and religion is of supreme importance, but the pursuits and interests that make up an individual’s religion aren’t necessarily all of supreme importance. Some of them we prefer only with mild enthusiasm, etc. Religion, in the most general sense is a set of beliefs, preferences, and habits, and a means by which we learn. Thoughts?
Everyone has a slightly different religion. Each of us is a religion of one, bonded and cooperating with others in various ways. Each of us are individuals, belonging to a group. From our group we derive our self-regard, self-worth and identity. Our group is like a mirror unto ourselves; allowing us to see ourselves, contributing to our conscience, and guiding us throughout life. Each family and each group has a slightly different religion; with different norms, values, beliefs, skills, etc.
I believe that the underlying, fundamental motivator for religion is survival, particularly the survival of our genes. Religion is with us today because those that have practiced certain religions have survived. Innately, we behave in ways that tend to promote cooperation and problem solving, first and foremost for ourselves and our group—the success of which increases the likelihood of the survival of our genes. We are born with these behaviors. They form our habits. And from our habits—both innate and learned—our identity emerges.
What is my identity? My identity is, as you will note in my Substack profile: “a dad and husband.” I have a duty to my genes to ensure their survival. As Joyce Benenson writes in her book Warriors and Worriers,
Genes care most about survival of children, so they will have a new body in which to reside.
Where does this identity come from? From my habits; from what I do, from my experiences, and from my genes.
My experiences include two important sub-categories: religion and education, both of which play a central role in our lives, through life, liberty and property. My education is sacred, just as my religion is sacred. Beliefs, habits and skills play a foundational role in survival. What could be more sacred than these personal characteristics that contribute to our survival?
Education is a means by which we learn. In part we decide what to learn (directing our education), and in part learning happens to us, through life experiences.
The link between religion and education is learning. Religion and education are both means by which we learn. And what we learn is central to our identity.
Religion and education also involve disagreement. We can decide not to believe, not to practice, not to learn. We may not be capable of agreeing or learning. This is an important justification for the First Amendment.
We can’t force education on someone anymore than we can force religion on someone. People are different. We have different identities. Education and religion not in accordance with someone’s identity may be rejected. People will even die to preserve their identity.
So identity plays a big role in the relationship between religion and education. Religion and education are both comprised of beliefs, ideas and habits. Our identity emerges from these beliefs, ideas and habits.
In his book Atomic Habits James Clear asks, “How, exactly, is your identity formed?” His answer
Your identity emerges out of your habits. You are not born with preset beliefs. Every belief, including those about yourself, is learned and conditioned through experience.*
More precisely, your habits are how you embody your identity. When you make your bed each day, you embody the identity of an organized person. When you write each day, you embody the identity of a creative person. When you train each day, you embody the identity of an athletic person.
The more you repeat a behavior, the more you reinforce the identity associated with that behavior. In fact, the word identity was originally derived from the Latin words essentitas, which means being, and identidem, which means repeatedly. Your identity is literally your "repeated beingness."
Whatever your identity is right now, you only believe it because you have proof of it. If you go to church every Sunday for twenty years, you have evidence that you are religious. If you study biology for one hour every night, you have evidence that you are studious. If you go to the gym even when it's snowing, you have evidence that you are committed to fitness. The more evidence you have for a belief, the more strongly you will believe it.
*Certainly, there are some aspects of your identity that tend to remain unchanged over time—like identifying as someone who is tall or short. But even for more fixed qualities and characteristics, whether you view them in a positive or negative light is determined by your experiences throughout life.
I think James Clear is correct.
Our identity comes from our beliefs and habits.
If we change our identity, we can more easily change our habits and beliefs.
If we change our beliefs and habits, we alter our identity.
And I’ll add that we can change our beliefs, habits and identity through education and/or religion. In fact, religion and education are nearly the same thing. I believe that in the context of the First Amendment, religion is synonymous with education—both involve the learning of beliefs, habits and skills that form our identities and make us distinct individuals. Religion and education are both means by which we learn, and both means by which we adopt beliefs, habits and skills. If you believe that this is true, then who should be in charge of your education? You or the state?
In my next post on this topic, I’ll explore the implications and means by which we might arrive at a First Amendment that is in accordance with the ideas presented here.
Congress shall make no law respecting an establishment of religion or education, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.