En la Universidad de Harvard el comité dedicado a la revisión de los planes de estudios ha propuesto que los alumnos de primer grado cursen estudios dentro de un área de conocimiento denominado 'Fé y Razón'. No se trata de un curso de religión católica, protestante, budista o musulmana sino en dotar al alumno de la capacidad de discernir cómo interrelaciona las diferentes religiones con la política, la economía, la sociedad o la cultura, por ejemplo.

Ese comité ha encontrado un contrasentido en que, mientras el 71% de sus alumnos declaran acudir regularmente a servicios religiosos y el 94% mantener conversaciones relacionadas con las religiones, la prestigiosa universidad no atienda a esas inquietudes ni incorpore formación al respecto.

[...] Harvard is no longer an institution with a religious mission, but religion is a fact that Harvard’s graduates will confront in their lives both in and after college. We therefore require students to take one course in a category entitled Reason and Faith. Let us be clear. Courses in Reason and Faith are not religious apologetics. They are courses that examine the interplay between religion and various aspects of national and/or international culture and society. Moreover, these courses do not center on ethics per se. At the conclusion of taking a course in The Ethical Life area, students will appreciate the nature of moral dilemmas and understand principled ways to grapple with them. In contrast, at the conclusion of taking a course in the Reason and Faith area, students will appreciate the role of religion in contemporary, historical, or future events – personal, cultural, national, or international.

[...] Beyond these private struggles, religion is realpolitik, both nationally and internationally. Wars are fought around the world in the name of religion. Increasingly, policy makers understand that success in international affairs depends on appreciating the role that religion plays in many societies. [...] Religious beliefs are also shaping vigorous debates concerning issues in science and medicine, such as evolutionary theory, stem-cell research, and abortion. These debates are not simply debates about morality or public policy. They also purport to be debates about the facts.

[Preliminary Report. Task Force on Geneal Education, Pag. 24]

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