Why is the Bible not often taught at universities?

For centuries, the Bible was a cornerstone of Western education. Medieval and early modern universities, many of which were founded by religious institutions, placed the study of the Bible and Christian theology at the heart of their curricula. However, the Enlightenment and the rise of secularism gradually shifted the focus of higher education from religious instruction to scientific inquiry and secular scholarship. This transformation laid the groundwork for the modern university system, where religious texts like the Bible became subjects for specialized study rather than universal educational foundations.

Secularization of Higher Education

One of the primary reasons the Bible is not often taught at universities is the process of secularization. As societies have become more pluralistic and less religiously homogeneous, universities have moved away from explicitly religious curricula to embrace a more secular and inclusive approach. This is especially true in public universities, which must serve diverse student populations with varying religious beliefs and backgrounds. Teaching the Bible as a required text could be seen as privileging one religious tradition over others, potentially alienating students from different faiths or those who are non-religious.

Specialization and Academic Fragmentation

Universities today are highly specialized institutions. The broad, classical education of the past has given way to a system where knowledge is divided into discrete disciplines: literature, history, philosophy, religious studies, and more. While the Bible is often studied in religious studies or theology departments, it is rarely a required text outside these fields. Students majoring in science, engineering, business, or even broader humanities disciplines may never encounter the Bible in their coursework unless they seek it out specifically. This compartmentalization of knowledge means foundational texts like the Bible are no longer part of the shared intellectual experience of university students.

Challenges of Teaching the Bible in a Secular Context

Teaching the Bible at a university level presents unique challenges. Should it be approached as a religious document, a work of literature, or a historical artifact? Each approach brings different pedagogical and ideological questions.

• As a religious text: Teaching the Bible from a confessional standpoint is usually reserved for seminaries and faith-based institutions. Public and secular universities avoid this approach to maintain religious neutrality.
• As literature or history: Teaching the Bible as literature or history is possible, and some courses do take this approach. However, this can be controversial, as students and faculty may disagree on how to interpret the text, especially when addressing issues of authorship, historicity, and cultural context.

The academic study of the Bible requires careful navigation of these tensions to avoid proselytizing while still appreciating the text’s literary and historical significance.

The Pluralistic University: Diversity and Inclusivity

Modern universities strive to create environments that are welcoming to students of all backgrounds. The inclusion of the Bible as a core text could be perceived as privileging Christianity over other world religions. In diverse classrooms, this could inadvertently marginalize students from Jewish, Muslim, Hindu, Buddhist, atheist, or other non-Christian backgrounds. To avoid this, many universities opt for comparative religion courses or world literature classes that include the Bible alongside texts from other traditions, rather than focusing exclusively on the Bible itself.

The Perception of Relevance

Another factor influencing the Bible’s marginal place in university curricula is the perception of its relevance to contemporary academic and professional life. In an era dominated by technological innovation and the pursuit of practical skills, many students and educators view ancient texts as less immediately applicable to career goals. As a result, humanities subjects in general—and biblical studies in particular—have struggled to maintain their place in university programs. Budget constraints and shifting student interests often lead to cuts in departments perceived as less relevant, further reducing opportunities to study the Bible academically.

The Fear of Controversy

Religion remains a deeply personal and, at times, contentious topic. Teaching the Bible at universities can invite controversy, especially in multicultural and multi-faith settings. Faculty may worry about accusations of bias or insensitivity, while administrators may fear backlash from students, parents, or activist groups. To avoid potential conflicts, some universities minimize or avoid the Bible in their curricula, choosing safer, less divisive subjects instead.

The Bible as a Subject of Elective Study

Despite these challenges, it is important to note that the Bible is not absent from universities altogether. Many institutions offer elective courses on the Bible, biblical literature, and related subjects. These courses are often popular and provide valuable opportunities for students to engage with the text in a critical and academic manner. However, because these classes are typically optional, only a small subset of students chooses to take them, rather than the student body at large.

The Role of Theological Seminaries and Faith-Based Colleges

In contrast to secular universities, theological seminaries and faith-based colleges place the Bible at the center of their curricula. For students preparing for ministry or religious leadership, in-depth study of the Bible is essential. These institutions preserve and advance the academic study of the Bible, often engaging in sophisticated textual, historical, and theological analysis. However, their specialized mission and religious affiliation differentiate them from the broader university landscape.

Arguments for Teaching the Bible in Universities

While the Bible is not often a required subject at universities, many scholars and educators argue that it deserves a more prominent place in higher education. Their arguments include:

• Cultural literacy: The Bible has influenced Western literature, art, music, and philosophy. Familiarity with its stories and themes is crucial for understanding much of Western culture.
• Critical thinking: Studying the Bible encourages skills in textual analysis, interpretation, and argumentation.
• Interfaith understanding: Academic study of the Bible can foster dialogue and mutual respect among students of different faith backgrounds.

Proponents suggest that universities can teach the Bible in a non-sectarian way, emphasizing its cultural and historical significance rather than promoting religious belief.