Rethinking Government Funding for Religious Schools and Education in Sociocultural Democratic Societies: Philosophical Perspectives

Abstract

This study aims to examine whether Government funding for religious schools is compatible with the fundamental aims of education in socio-cultural and democratic societies. Religious schools and religious education hold an important position in societies marked by cultural diversity, pluralism, and freedom of belief. However, Government funding for religious schools remains a contested issue because it involves questions about educational aims, public responsibility, religious freedom, and civic formation. Using a philosophical literature review, through a qualitative research design combining a literature review approches, this study analyzes major perspectives on state funding for religious schools, compares policy models of religious schools and religious education in different contexts, and evaluates the justification for public support in specific social and political settings. The findings show that Government funding for religious schools can be compatible with the aims of education when it supports tolerance, mutual respect, civic responsibility, and recognition of diversity. In the Indonesian context, such funding strengthens the role of religious schools as social institutions that contribute to civic education while preserving religious identity. The study also finds that challenges remain, particularly in balancing institutional autonomy, public accountability, and curriculum integration. This research contributes to Islamic studies and educational policy by offering a philosophical basis for understanding religious education as part of democratic citizenship and social cohesion.