Histlexia Observed in Training Pre-service Social Studies Teachers to Teach World Religions

Oct 15, 2026

Teaching world religions for pre-service social studies teachers is tied to dispositional and pedagogical challenges, especially when learners cannot clearly articulate their own positions, termed histlexia. The study tests an inquiry-based approach integrated with reflection on teachers’ histlexia and shows that inquiry methods support planning and instruction on religion and other controversial middle-grade topics. By engaging students in respectful perspective-taking, instructors increase awareness of bias and pedagogical needs while promoting active learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Statement of the Problem

Establishment Clause and educational debate

Constitutional developments and religious diversity

Separation of religion and education and curriculum implications

Classroom experience and teaching approach

CIMLE Current Issues in Middle Level Education (2016) 21 (1), 15-23 Histlexia Observed in Training Pre-service Social Studies Teachers to Teach World Religions Juan Walker Augusta University Elise Langan Middle Georgia State University The process of teaching world religions is fraught with dispositional and pedagogical concerns for pre-service teachers. To address these issues, middle grades preservice teachers were asked to integrate an inquiry-based approach while considering their own histlexia, which we define as an inability to articulate positions. The findings ofthis study suggest that pre-service teachers can benefitfrom inquiry-based methods in planning and teaching religion and other controversial topics in the middle grades. Doing so causes pre-service teachers to become aware of their own biases and pedagogical needs when preparing to teach their future students. In the United States, as in other countries, religion plays a fundamental role in daily cultural exchanges. As higher education faculty, we encourage our pre and in-service teachers to be considerate of all students (Barry, 2005) . According to Smith (1990), the United States is the most religiously diverse country on earth, a fact which occurred to me while speaking with one of my students about a topic in our “Educational Social Issues” course. The student was defensive about matters of faith and found that the discussion on the recognition of multiple faiths was a notion that repudiated his beliefs. In fact, he became so passionate about his position that he began yelling and had difficulty calming down, so I could address his concerns regarding the history of religion in schools. When I mentioned the Supreme Court’s ruling on a number of cases regarding religion in school, he became even more agitated. The cases include Florey v. Sioux Falls School District 619 F2d 1311 (8th Cir. 1980), Stone v. Graham, 449 U.S. 39, 42 (1980), and School District ofAbington Tp., Pa v. Shemp, 374 U.S. 203, 225 (1963) . The cited cases discuss the outcomes of decisions regarding the Establishment Clause and deal with the rights of citizens in school settings. In each instance, the court upheld the religious rights of the individual. This paper focuses on approaches in social studies methodology courses in how to make certain that all religions receive equitable treatment within the school environment. The challenges and rewards of integrating multiple faiths in teaching world religions will be discussed in addition to the specific techniques used to teach controversial topics. Our study indicates that an environment that encourages respect for multiple perspectives creates an active learning classroom that inspires engagement. Further, exploring concepts of histlexia—a term created by one of the research members—that translates to a disconnect between historical learning and application. For our research purposes, we characterize histlexia as a “condition” of sorts. For example, in our methods courses, we routinely encounter pre-service teachers who are unable to articulate their positions on historical events and consequently become extremely defensive, thereby displaying what we consider to be symptoms of histlexia. Statement of the Problem The meaning of the "establishment of religion" clause in the U.S. Constitution’s First Amendment is currently being debated in the educational arena. Some prominent Roman Catholic and Protestant groups insist that the Establishment clause means that the federal government may not give support or special privileges to a single church (Butts, 1950) . Historical friction among various faiths has rendered the current educational curriculum as Protestant in outlook. Similarly, in the southern part of the United States, all remaining single establishment churches (other than Protestant) became multiple establishments or were wiped out prior to the enactment of the First Amendment. The 1776 Constitution of Maryland

FAQs

What is histlexia as defined in the study?

Histlexia is defined as an inability to articulate positions. For the study, it functions as a “condition” that appears when pre-service teachers become defensive and struggle to express views about historical events.

How does the study propose addressing issues in teaching world religions?

The paper emphasizes inquiry-based methods combined with awareness of teachers’ own biases and pedagogical needs. It focuses on approaches within social studies methodology courses to ensure equitable treatment of multiple religions.

Why is the Establishment Clause relevant to the classroom context described?

The paper states that the meaning of the “establishment of religion” clause in the U.S. Constitution’s First Amendment is debated in education. It links this debate to curriculum decisions and to court rulings regarding religious rights in schools.

Oct 15, 2026

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