A recent viral image on social media shows a woman at a stadium holding signs that read: “I’m just curious to know how many people think the Bible should be read in schools.” The question quickly became controversial, as it touches on the delicate line between education, faith, and religious freedom in modern society.

In many countries, especially secular ones like the United States and much of Europe, public education is often completely separated from religious activities. This is to ensure that all students, regardless of their religion or non-religion, have equal access to knowledge, without being forced to believe in their own beliefs. The inclusion of the Bible — a specifically religious text — in the curriculum can be controversial, especially if it is not approached objectively, academically rather than missionarily.

However, there is another school of thought that holds that the Bible is not only a religious book but also an important work of literature and history. Its words, images, and allusions have profoundly influenced Western culture, art, law, and philosophy. Therefore, the inclusion of the Bible in schools — if taught from a historical, literary, or comparative religious perspective — can help students gain a deeper understanding of human culture.

The key issue is the purpose and the way it is implemented. If the Bible is read as part of a course in the study of world literature or religious history, alongside other works such as the Qur’an, Buddhist scriptures, or Greek mythology, then this is perfectly acceptable in a pluralistic school environment. On the other hand, if Bible reading is mandatory, promotes a particular belief, or discriminates against non-religious students, then it is a cause for concern.

In conclusion, the question “should the Bible be read in schools?” has no absolute right answer. Every answer must be considered in the specific context of each country’s laws, culture, and educational goals. The important thing is to maintain a balance between respecting beliefs and protecting the neutrality of public education, so that all students feel welcome and respected.