Re-enacting religious events invites trouble
When a fourth-grade class in California held a “Court of Honor” recently,
some administrators weren't sure if the activity belonged in a public
The Court of Honor — an adaptation of a Native American practice — was
intended to recognize the students' transition from childhood to the “age of
responsibility.” During the ceremony, an elder (parent, uncle, aunt or other
adult significant in the child's life) presented a medallion to the student.
The ceremony was part of a longer program in which the students, divided into
tribal groups, presented what they had learned about the various Native American
tribes they had studied.
Should the school have allowed the Court of Honor, or does this cross some
Obviously, schools can't involve students in religious practices. But if the
ceremony is a “reenactment” — or adaptation — of the Native American practice,
is it permissible in a public school? Is it constitutional?
There's no court ruling that directly addresses reenactments or adaptations
of religious ceremonies in a public-school classroom. But in my view, assigning
students to participate in a religious practice, even by way of role-playing,
risks violating both the establishment and free-exercise clauses of the First
The establishment-clause problem might arise because role-plays that are
based on devotional or sacred practices put the teacher in the position of
promoting or denigrating religion. In this case, objecting parents could argue
that rites of passage are sacred moments in Native American traditions (as they
are in other religions and cultures).
Reenactments could also trigger a free-exercise claim. Many parents don't
want their children participating in a religious activity not their own, even if
the activity is a role-play that isn't intended to be devotional. Some teachers
try to avoid this problem by asking for volunteers. But not all students are
aware of what might or might not violate the wishes of their parents.
At first glance, an adaptation such as the Court of Honor seems harmless
enough; it is probably a close call on both establishment and free-exercise
grounds. Such a practice may be far enough removed from explicitly religious
content so that it neither promotes religion nor violates the conscience of
But I'm still uneasy about it. If, for example, the Court of Honor were
modeled on a Bar Mitzvah ceremony or a Christian confirmation ritual, I doubt
that the school would allow it. The fact that it comes from Native American
tribes (where religious and cultural practices are often inseparable) may make
it seem less “religious” to outsiders. But to Native Americans the ceremony
Even if the First Amendment objections could be overcome, are role-plays of
religious ceremonies a good way to teach about religions and cultures?
It's hard to say “no” to this proposition, since role-playing is such a
powerful and effective teaching tool. What student soon forgets reenacting a key
moment in history, a pivotal court case or a scene from a great play?
But no matter how carefully planned or well-intentioned, the reenactment of a
sacred practice risks distorting the meaning of the faith involved. For
instance, does pretending to sit in meditation like a Buddhist monk — as one
teacher required — really qualify as a learning experience about Buddhism? Or
does it trivialize a practice considered sacred to millions of Buddhists? Unlike
a court trial or a political debate, religious ceremonies are sacred moments
that are difficult, if not impossible, to role-play without stripping them of
But what if a teacher gets the green light from a member of the clergy or
from a tribal chief? Does that solve some of these problems? Let's assume, for
example, that a local rabbi has no objection to public-school kids role-playing
the Seder meal during Passover (a practice I've seen in a number of classrooms).
Does that make the activity acceptable in the eyes of the faithful?
I don't think so. A religious leader or a member of a tribe doesn't speak for
an entire community. Although some groups may object less than others to
ceremonial role-playing, the general principle remains the same: Re-creating
sacred moments risks trivializing and misrepresenting the tradition
I hesitate to discourage those creative teachers who work hard to make
learning exciting and immediate for their students. But the constitutional and
educational problems are sufficient to recommend against adapting sacred
practices or role-playing religious ceremonies.
Rituals and ceremonies indigenous to various religions and cultures can be
presented through audiovisual materials or described by a guest speaker. This
approach protects the integrity of the religions being studied and safeguards
the consciences of both students and parents.