I've been following a story recently about schools in Birmingham, UK, wherein some schools were uncovered involved in a plot to 'Islamify' the local state education sector. The letters and emails seems to suggest the following:
1) The schools involved coordinated a plan to out head teachers and senior leadership, as well as governance, to be replaced with preferred Muslim leadership.
2) The local community were involved with the schools in inaugurating predominantly Muslim governors, drawn from the local ranks.
Now, before you go screaming about gerrymandering, cultural invasions and the destruction
intrinsecus of democracy, listen to this. The schools were, as a majority, deemed 'Outstanding' or 'Good,' bar a few exceptions (including one school requiring significant improvement), by Ofsted. In one case, the inspectors rated a school as 'Outstanding' in the category of Leadership and Management, citing an obvious commitment to quality education and impeccable standards. While drawing a criticism of one school as "inadequately preparing students for multicultural Britain," the inspectors found these faith schools to bring an important service to their local community.
In my mind, two questions were raised by the state of affairs:
1. Is the UK's general tolerance of faith education limited to Christian institutions? Is there something particularly abhorrent to any majority of UK citizens to Islamic communities having their own faith education institutions
within the same state education system as UK comprehensive, grammar, independent and Christian faith schools? If so, why? The main issue of contention is the freedom of religious affiliation extended to all British subjects: does its existence not entitle the Islamic community to their education style as much as it entitles RC schools, or independent schools?
2. Were the same situation applied to a Christian school, in a majority Christian community and region, would there be such a furore? Christian schools actively proselytise in multicultural areas and communities, where various religious communities live adjacent to non-believing and atheist individuals, groups and families. The UK population, in each census and data-collecting, has shown itself to be growing irreligious and agnostic, with many people reporting to be disenfranchised by mainstream religions, and disillusioned with recent, prominent scandals and revelations. The religious communities in the UK sacrifice much to be affiliated with their churches and temples, in the hopes that the overriding morality woven into the community fibre brings safety and comfort to all involved. It is decidedly un-individual: you must be aware of what you are doing in relation to the entire community; when you are not meeting the model moral character you expect others to possess; when you hide yourself for the sake of communal stability and where your family are deeply interested in religious adherence.
What is Morality then?
I have a hard time describing morality in a short, definitive way. You have to digress massively in order to convey (largely through examples) of what morality is. Since I work around young people, I have to be able to break almost anything down to its simplest expression. I ask them, "have you ever done anything you knew was wrong that you got away with?" Being teenagers, the deafening silence usually indicates a resounding
Yes. It could be as simple as "I ate an apple once while walking through an open fruit market on holiday. I never paid for it." You know it is bad that you didn't pay for it, and tend to feel bad knowing you've done this nebulously bad thing. You are effectively punishing yourself for the thing other people didn't punish you for i.e. guilt. The only individuals who may have a really difficult time understanding this are some of the autistic spectrum disorders and Antisocial Personality disorders (ASPD), wherein a lack of empathetic stimulus or understanding of other's feelings impair one's notion of "X is bad for others, even if good for me." Morality is this knowing what good actions are, and ethics is the decision-making process of choosing good actions every time (note: not necessarily the best, as Kant revealed).
There are some problemata associated with morality and ethics, the most prominent being universality:
how universally applicable is the category of moral? Another is the religious association and dominance of the field, as there exists much evidence for their connection and shared origin. These problems merit articles of their own, but I'd like to get back to discussing the faith schools.
3. The final question raised was about whether the situation arising in Birmingham is evidence of community ghettos in small corporations in the UK. Is England in particular as multicultural as it titles itself? There exists a lot of evidence that scenarios like this develop in England because many, particularly rural, communities in the UK haven't been open to immigration in recent years. Areas of Birmingham, Greater London (esp. Tower Hamlets), Bradford and Luton have long established large Muslim minorities. Is it unfair that these community cultural citadels be allowed to encourage their children with authentic faith education? The last three decades have strained tensions with many Muslim communities, either in direct conflict with them (Afghanistan, Iraq, Iran, Libya, Somalia) or through their supporting the aforementioned nations (Palestine, Saudi Arabia, Pakistan). This tension has been furthered strained by calls from some moderate Muslim political leaders for equivalent Shariah law practice in the UK, as well as the death of drummer Lee Rigby; 7/7; Lockerbie; calls to ban women from veiling, arranged/juvenile marriages and Female Genital Mutilation in the UK. In many ways, the UK has become a society of two shades: the multicultural, multi-ethnic, free native majority; and the small-minded, insular and surreptitious minorities of extremists - primarily Muslim.