However, most analyzes establish that many undergraduates, in spite of their study area or even their religiosity, never hold a contradictory viewpoint.
Furthermore, several students shift away from a contradicting view to a collaboration view than vice versa. Such a finding may be particularly surprising because several people, particularly religious family units, presume that higher schooling has a secularizing effect on students that may be anticipated to enhance opinions of a conflict (Fischer 67). In spite of its seeming prevalence, the conflict simulation of understanding science and religion matters does not appear to have much backing in the undergraduate populace.
Jesus Camp, while sympathetic to leaders and children alike for their perceptions, raises so troubling questions regarding whether kids should have the freedom to be at liberty from severe political training, even in religiously inspired political movements, which are extremely sincere. Make no blunder – this camp’s leaders as well as its supporters are somewhat comfortable with the conception that they are teaching “God’s Army” to become warriors in a death-and-life battle to shape upcoming politics in the U.S. (Fischer 89). The camp causes no pretense at being something, but a manner of creating a generation of voters that would determine the elections’ result.
Becky Fisher is outstandingly clear that her framework for teaching children to become the warriors of God is similar to that of profound Islamic fundamentalism. She talks openly regarding modeling what she performs on what “our enemies” perform in camps, and following their acts of indoctrination. In this respect, Jesus Camp generates some troubling queries. Should kids be utilized as means for the religious and political ends of their parents, or do they bear their individual rights to some political and religious liberty in a democracy? (Fischer 124)
The structural-functional methodology to