Of course, a different version of this argument could simply appeal to the truth of a particular religion and to the good of obtaining salvation, but given the persistent intractability of settling such questions, this would be a much more difficult argument to make.
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Against these positions, the liberal tradition has generally opposed establishment in all of the aforementioned forms. Contemporary liberals typically appeal to the value of fairness. It is claimed, for example, that the state should remain neutral among religions because it is unfair—especially for a democratic government that is supposed to represent all of the people composing its demos —to intentionally disadvantage or unequally favor any group of citizens in their pursuit of the good as they understand it, religious or otherwise Rawls, Similarly, liberals often argue that fairness precludes devoting tax revenues to religious groups because doing so amounts to forcing non-believers to subsidize religions that they reject.
If all people have such a right, then it is morally wrong for the state to force them to participate in religious practices and institutions that they would otherwise oppose, such as forcing them to take part in public prayer. It is also wrong, for the same reason, to force people to support financially via taxation religious institutions and communities that they would not otherwise wish to support. In addition, there are liberal consequentialist concerns about establishment, such as the possibility that it will result in or increase the likelihood of religious repression and curtailment of liberty Audi, While protections and advantages given to one faith may be accompanied by promises to refrain from persecuting adherents of rival faiths, the introduction of political power into religion moves the state closer to interferences which are clearly unjust, and it creates perverse incentives for religious groups to seek more political power in order to get the upper hand over their rivals.
From the perspective of many religious people themselves, moreover, there are worries that a political role for their religion may well corrupt their faith community and its mission. As European and American societies faced the growing plurality of religious beliefs, communities, and institutions in the early modern era, one of the paramount social problems was determining whether and to what extent they should be tolerated. A political exile himself at the time of its composition, Locke argues a that it is futile to attempt to coerce belief because it does not fall to the will to accept or reject propositions, b that it is wrong to restrict religious practice so long as it does not interfere with the rights of others, and c that allowing a wide range of religious groups will likely prevent any one of them from becoming so powerful as to threaten the peace.
Central to his arguments is a Protestant view of a religious body as a voluntary society composed only of those people who choose to join it, a view that is in sharp contrast to the earlier medieval view of the church as having authority over all people within a particular geographic domain. In contrast to Locke, Thomas Hobbes sees religion and its divisiveness as a source of political instability, and so he argues that the sovereign has the right to determine which opinions may be publicly espoused and disseminated, a power necessary for maintaining civil peace see Leviathan xviii, 9.
Like the issue of establishment, the general issue of whether people should be allowed to decide for themselves which religion to believe in has not received much attention in recent times, again because of the wide consensus on the right of all people to liberty of conscience.
However, despite this agreement on liberty of belief , modern states nevertheless face challenging questions of toleration and accommodation pertaining to religious practice , and these questions are made more difficult by the fact that they often involve multiple ideals which pull in different directions. Some of these questions concern actions which are inspired by religion and are either obviously or typically unjust. For example, violent fundamentalists feel justified in killing and persecuting infidels—how should society respond to them? While no one seriously defends the right to repress other people, it is less clear to what extent, say, religious speech that calls for such actions should be tolerated in the name of a right to free speech.
A similar challenge concerns religious objections to certain medical procedures that are necessary to save a life. While it seems clearly wrong to force someone to undergo even lifesaving treatment if she objects to it at least with sufficient rationality, which of course is a difficult topic in itself , and it seems equally wrong to deny lifesaving treatment to someone who needs it and is not refusing it, the issue becomes less clear when parents have religious objections to lifesaving treatment for their children. For example, Quakers and other religious groups are committed to pacifism, and yet many of them live in societies that expect all male citizens to serve in the military or register for the draft.
Other groups perform religious rituals that involve the use of illegal substances, such as peyote. Is it fair to exempt such people from the burdens other citizens must bear? Many examples of this second kind of challenge are addressed in the literature on education and schooling. In developed societies and developing ones, for that matter , a substantial education is necessary for citizens to be able to achieve a decent life for themselves. However, the pursuit of this latter goal raises certain issues for religious parents. In the famous case of Mozert v.
Hawkins , some parents objected for religious reasons to their children being taught from a reading curriculum that presented alternative beliefs and ways of life in a favorable way, and consequently the parents asked that their children be excused from class when that curriculum was being taught. Similarly, many proposals for educational curricula are aimed at developing a measure of autonomy in children, which often involves having them achieve a certain critical distance from their family background, with its traditions, beliefs, and ways of life Callan, ; Brighouse, The idea is that only then can children autonomously choose a way of life for themselves, free of undue influence of upbringing and custom.
A related argument holds that this critical distance will allow children to develop a sufficient sense of respect for different social groups, a respect that is necessary for the practice of democratic citizenship. However, this critical distance is antithetical to authentic religious commitment, at least on some accounts see the following section. Also, religious parents typically wish to pass on their faith to their children, and doing so involves cultivating religious devotion through practices and rituals, rather than presenting their faith as just one among many equally good or true ones.
For such parents, passing on their religious faith is central to good parenting, and in this respect it does not differ from passing on good moral values, for instance. Thus, politically mandated education that is aimed at developing autonomy runs up against the right of some parents to practice their religion and the right to raise their children as they choose. Many, though not all, liberals argue that autonomy is such an important good that its promotion justifies using techniques that make it harder for such parents to pass on their faith—such a result is an unfortunate side-effect of a desirable or necessary policy.
Yet a different source of political conflict for religious students in recent years concerns the teaching of evolution in science classes. Some religious parents of children in public schools see the teaching of evolution as a direct threat to their faith, insofar as it implies the falsity of their biblical-literalist understanding of the origins of life. They argue that it is unfair to expect them to expose their children to teaching that directly challenges their religion and to fund it with their taxes.
Among these parents, some want schools to include discussions of intelligent design and creationism some who write on this issue see intelligent design and creationism as conceptually distinct positions; others see no significant difference between them , while others would be content if schools skirted the issue altogether, refusing to teach anything at all about the origin of life or the evolution of species. Their opponents see the former proposal as an attempt to introduce an explicitly religious worldview into the classroom, hence one that runs afoul of the separation of church and state.
Nor would they be satisfied with ignoring the issue altogether, for evolution is an integral part of the framework of modern biology and a well-established scientific theory. Conflicts concerning religion and politics arise outside of curricular contexts, as well. For example, in France, a law was recently passed that made it illegal for students to wear clothing and adornments that are explicitly associated with a religion.
This law was especially opposed by students whose religion explicitly requires them to wear particular clothing, such as a hijab or a turban. The justification given by the French government was that such a measure was necessary to honor the separation of church and state, and useful for ensuring that the French citizenry is united into a whole, rather than divided by religion.
However, it is also possible to see this law as an unwarranted interference of the state in religious practice. If liberty of conscience includes not simply a right to believe what one chooses, but also to give public expression to that belief, then it seems that people should be free to wear clothing consistent with their religious beliefs. Crucial to this discussion of the effect of public policy on religious groups is an important distinction regarding neutrality.
The liberal state is supposed to remain neutral with regard to religion as well as race, sexual orientation, physical status, age, etc. However, as Charles Larmore points out in Patterns of Moral Complexity 42ff , there are different senses of neutrality, and some policies may fare well with respect to one sense and poorly with respect to another.
In one sense, neutrality can be understood in terms of a procedure that is justified without appeal to any conception of the human good. In this sense, it is wrong for the state to intend to disadvantage one group of citizens, at least for its own sake and with respect to practices that are not otherwise unjust or politically undesirable. Thus it would be a violation of neutrality in this sense and therefore wrong for the state simply to outlaw the worship of Allah. Alternatively, neutrality can be understood in terms of effect. The state abides by this sense of neutrality by not taking actions whose consequences are such that some individuals or groups in society are disadvantaged in their pursuit of the good.
For a state committed to neutrality thus understood, even if it were not explicitly intending to disadvantage a particular group, any such disadvantage that may result is a prima facie reason to revoke the policy that causes it. The attendance requirement may nevertheless be unavoidable, but as it stands, it is less than optimal.
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Obviously, this is a more demanding standard, for it requires the state to consider possible consequences—both short term and long term—on a wide range of social groups and then choose from those policies that do not have bad consequences or the one that has the fewest and least bad. For most, and arguably all, societies, it is a standard that cannot feasibly be met.
Consequently, most liberals argue that the state should be neutral in the first sense, but it need not be neutral in the second sense. Thus, if the institutions and practices of a basically just society make it more challenging for some religious people to preserve their ways of life, it is perhaps regrettable, but not unjust, so long as these institutions and practices are justified impartially.
In addition to examining issues of toleration and accommodation on the level of praxis , there has also been much recent work about the extent to which particular political theories themselves are acceptable or unacceptable from religious perspectives. Rather than requiring citizens to accept any particular comprehensive doctrine of liberalism, a theory of justice should aim at deriving principles that each citizen may reasonably accept from his or her own comprehensive doctrine.
The aim, then, for a political conception of justice is for all reasonable citizens to be able to affirm principles of justice without having to weaken their hold on their own private comprehensive views. One such argument comes from Eomann Callan, in his book Creating Citizens.
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If Rawlsian liberalism requires acceptance of the burdens of judgment, then the overlapping consensus will not include some kinds of religious citizens. Thus, a religious citizen could feel an acute conflict between her identity qua citizen and qua religious adherent.
One way of resolving the conflict is to argue that one aspect of her identity should take priority over the other. For many religious citizens, political authority is subservient to—and perhaps even derived from—divine authority, and therefore they see their religious commitments as taking precedence over their civic ones. But this tendency makes it more challenging for liberals to adjudicate conflicts between religion and politics.
One possibility is for the liberal to argue that the demands of justice are prior to the pursuit of the good which would include religious practice. If so, and if the demands of justice require one to honor duties of citizenship, then one might argue that people should not allow their religious beliefs and practices to restrict or interfere with their roles as citizens. One recent trend in democratic theory is an emphasis on the need for democratic decisions to emerge from processes that are informed by deliberation on the part of the citizenry, rather than from a mere aggregation of preferences.
Suppose that we have a central source that allocates different sums to specific projects, and where each project competes with the others for funding. The conventional procurement method is rigidly anti-fractal because it concentrates on the largest projects: those need the most money, and not getting them approved carries the greatest risk. But that top-heavy mindset too often ignores the intermediate and small-scale projects. Yet that is seldom the case, and a systemic imbalance towards the largest scale remains to shape the built environment in undesirable ways.
A big project is easily presentable, hence an important marketing tool. The architect draws a pretty picture of the large stand-alone new building, which is used to convince the decision makers. The idea of a single structure and its striking image can be linked to expectations of how this new structure will make the University look like it is growing and thus successful, progressive, and modern. But the current system can create dead spaces in-between indifferent stand-alone new structures. Human psychology works against presenting an intricate, adaptive environment: it has to be experienced in person because its life-affirming qualities do not show in a picture!
The Fractal city suggests a better funding formula. An inverse-power distribution is one where the number of objects in a system is inversely proportional to their size: there exist only a few large objects, several more of intermediate size, and very many smaller ones, increasing in number the smaller they get. Fractal funding would support only a few large projects, several of intermediate cost, and very many low-cost projects, in a balanced relationship that favors the lower-budget ones.
A simple means to apply a fractal distribution to the funding formula is to divide the total budget into equal portions; say five. That will automatically guarantee that the smaller the projects are in terms of funding, the more of them will be approved. While we may never be able to systematically change the budgetary process, just getting this kind of thinking into the heads of the university planners as they work to prioritize projects might begin the process of seeing how fractal budgeting helps to create a greater equity in overall place-making within the campus.
This revolutionary approach to budgeting is the best way to keep healthy urban fabric in repair.