Well, it is considered as such in Tennessee and Texas and now in Kentucky:
A Kentucky state Senate committee has approved legislation allowing the Bible to be studied as a literary subject in public schools, a move that means the state will likely follow Tennessee, Texas and a handful of others in bringing the Christian text into the curriculum.
The bill, put forward by three Democratic state senators, orders the Kentucky Board of Education to draw up guidelines for teaching the Bible as a literary work in the context of “literature, art, music, mores, oratory and public policy,” reports the Louisville Courier-Journal. The Bible courses would be elective.
We will hear the usual well grounded complaints about another self-interested group sneaking religion into public education and the usual counter-charges that the US is – with a bit of re-writing of history – a christian nation and that no amount of complaining will change that fact, but both parties at the extreme end of this debate miss what I think is the important point: students need to have a good working knowledge of the bible to better appreciate not only all the references made to it in our spoken and written language but understand its central role as an very important influence through the history of western civilization.
Like it or not, the bible and all its various liturgical interpretations have deeply affected our history and to forgo this influence is to forgo a proper and informed education whether public or private. My problem with the legislation is far more subtle: the bible as a whole is hardly an outstanding example of excellent literature.
Sure, there are a few parts of the bible that are beautiful and moving, like withing Ecclesiastes, Song of Solomon, some Proverbs and Psalms, but I think these pale in comparison to other riches offered elsewhere and of which our children learn next to nothing. As literature, the bible is a poor example but absolutely vital in understanding world history. It is the context in which the bible is to be studied that forms its historical importance and gives us reason to place it properly within public education curriculum and not its religious content. That belongs in theology class. My preference, then, is for its inclusion in comparative religions.
Some unthinking christian parents may assume that instruction in the religious teachings of the bible has a place in public education, in which case I expect these same parents will offer no resistance and actively support public funding for the teaching of content from other competing religions. I suspect I will be disappointed. To those who do think, I urge you to support courses in comparative religions and have faith that your son or daughter will come to make up his or her mind about whatever religious belief reveals itself to be the most sound theology. The risk, of course, is that young people may reject the whole kit and caboodle as nonsense and superstition, but if we want our kids to exercise critical thinking and come to own their beliefs honestly, then we are going to have to trust them to do so at some point. Why not arm them with the best information we can and let them apply their ability to compare and contrast in school; after all, isn’t that what learning is all about?