EXTREMISM AND ITS IMPACT ON WEAKENING SOUND BELIEF AMONG YOUNG PEOPLE

The phenomenon of extremism is a pathological and unhealthy phenomenon in all its meanings, and at all levels, whether intellectual, social, behavioral, emotional, and religious. There has been much talk in our contemporary time about: “extremism in religion,” especially extremism among Muslims, until it has become an urgent and dangerous issue that preoccupies the minds of those interested in the state and future of this religion, especially after the violent and mutual conflict between Islamic groups entered the stage of catastrophe, and what is certain is that extremism In religion, it did not come from a vacuum. Rather, it has its causes and motives. Without knowing it, the treatment of this phenomenon becomes (pure absurdity and fleeting effort), despite the multiplicity of intellectual and sectarian schools and their differences in determining the causes and motives of this phenomenon.

Signing, Sectarian Schools, and the Law

This chapter examines and analyzes the five-year journey of Zobrest v. Catalina Foothills School District (1993) from the federal district court in Tucson to the U.S. Court of Appeals for the Ninth Circuit to the U.S. Supreme Court. William Bentley Ball, the Zobrests’ attorney, and John Richardson, the school district’s attorney, clashed over whether the Establishment Clause permitted any government aid to a Catholic school. Many religious and civil libertarian groups—but just one national deaf association—filed arguments to sway the court. Chief Justice William Rehnquist, who wrote the majority decision favoring the Zobrests, misunderstood the complicated function of a sign language interpreter to permit what he regarded as incidental parochial school aid. Rehnquist maintained the aid was permissible because the plaintiffs and their deaf son were its main beneficiaries.

Free Marketeers, Policy Wonks, and Yankee Democracy: School Vouchers in New Hampshire, 1973–1976

In this article, Jim Carl uses archival sources and interviews to chronicle the effort to bring school vouchers to New Hampshire. In 1973, the New Hampshire Department of Education initiated a plan, funded by the U.S. Office of Economic Opportunity,to institute vouchers in a handful of school districts. Though the initiative had the support of prominent economists, scholars, and political leaders at federal and state levels, the state's urban districts declined to participate, and in the few rural districts that agreed to the planning phase, voters rejected vouchers in 1976. Although advocates chalked up the reversal of support to voter apathy and opposition from the teachers union, Carl identifies deeper reasons for the rejection of the vouchers, including the exclusion of sectarian schools, concerns about federal interference, and the logistical challenges of implementing vouchers in rural areas. The obstacles in New Hampshire yielded lessons for policymakers seeking to build popular and political support for subsequent voucher plans.