Americans have never been in greater need of understanding religious differences and cultivating respect for religious freedom. The events of 9/11 transformed America's relationship with Muslims at home and abroad, a surge in immigration from Asia and Africa has increased the nation's religious diversity, and cultural conflicts between secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to bring religion into the classroom. Better to play it safe, and avoid lawsuits and angry parents by limiting any mention of faith to the private sphere. But school officials in Modesto, in Northern California, decided not to play it safe. In 2000, the religiously diverse community took a risk and, in an almost unheard-of undertaking for a public school district, offered a required course on world religions and religious liberty for ninth-graders.

As college professors and social scientists studying religious freedom in the USA, we wanted to know more. Could greater discussion of religious differences actually deepen cultural divides? From October 2003 to January '05, we surveyed more than 400 Modesto students and conducted in-depth interviews with students, teachers, administrators and community leaders. We granted anonymity to students so they could speak freely, but we recorded the interviews. No prior study on American teens' views on religious liberty has scientifically surveyed such a large number of students.

To our surprise, students' respect for rights and liberties increased measurably after taking the course. Perhaps more important, the community has embraced the course as a vehicle for fostering understanding, not indoctrination.

All-American city

Modesto, population 190,000, resembles many medium-size U.S. cities. Over the past 40 years, it has made room for an array of immigrants, including Buddhists, Sikhs and Muslims. Evangelical "megachurches" have sprung up alongside mainline Protestant and Roman Catholic denominations and a flourishing Jewish community. Overt incidents of religious prejudice have been rare, but the cultural divide bred mutual suspicion.

In 1997, some religious groups in Modesto battled the school over a policy of tolerance for gay and lesbian students. Out of the dispute came a meeting of the minds: A 115-member committee of community members and educators was formed to examine how to provide safe schools for all students. That meant putting an end to bullying, whether based on sexual orientation, race or ethnicity--even religion. The world religions course was one of several initiatives designed to further the "safe schools" mission.

The experiment succeeded. Our surveys indicate it increased students' respect for religious liberty as well as for basic First Amendment rights. One Russian Orthodox boy, for instance, found that the course brought him closer to his neighbors. "We have a Hindu family living across the street who pray(s) to a statue," he said. "I thought it was just plain dumb. But I notice now they had a pretty good reason."

Bringing religious beliefs out into the open increased students' respect for religious liberty for two reasons. First, students not only emerged from the course far more knowledgeable about world religions, they also were able to apply the knowledge practically. One student told us that the course gave him a greater appreciation for the religious diversity in his school. "I walk up to one of my friends I've known for years. I had no idea he was a Sikh. When I see the bracelet (worn for religious reasons), I say, 'Oh, you're a Sikh.' "

Second, students learned that major faiths shared common moral values. When we asked one student why she enjoyed studying other religions, she said: "All my life I've been a Christian, and that's really the only religion I know about. So when I take this class I see there are other religions out there, and they kind of believe in the same thing I do."

Even so, students did not become relativists or converts. They were no more likely to disbelieve the truth of their own religious traditions after taking the course.

A broad spectrum of Modesto's residents has embraced the course. Students can opt out, but only a handful have. The school board, which stands divided on other hot-button cultural issues, voted unanimously to adopt the course. Religious leaders of all faiths lent their support because they realized that something had to be done to bring peace to the schools--and that pushing religious identity undercover would create more problems than it solved.

Lessons beyond Modesto

Recent disputes over the teaching of evolution in Kansas and Dover, Pa., and over a Bible studies course in Odessa, Texas, have made national headlines. These stories leave the impression that all attempts to teach about religion in public schools--even courses far more balanced than these disputed courses--are bound to cause controversy. How did Modesto avoid this fate, and what lessons does Modesto provide for other communities?

• Extensive training gave teachers the knowledge and enthusiasm to handle a sensitive subject.
• An interfaith religious council reviewed the course before its implementation and paved the way for its acceptance. The council members applauded particularly the district's decision to have the course focus on objectively describing religions rather than evaluating their merits.
• The focus on description prevented the perception that the course was biased or an attempt to indoctrinate students into a particular faith.
• Most crucial was the school district's decision to introduce the course as part of an effort to counteract the hostility against students who were seen as different.

Limiting deeply held beliefs to the private sphere breeds suspicion and tension. True religious liberty prevails not only when people feel comfortable expressing their beliefs, but also when they learn to discuss religious differences with civility and respect.

 Emile Lester is an assistant professor at The College of William and Mary. Patrick S. Roberts is a postdoctoral fellow at the Center for International Security and Cooperation at Stanford University.

North Korea's nuclear facility at Yongbyon, which had been "frozen" under international inspection since 1994, was reactivated this January for the production of plutonium. Just last week the North Koreans announced that they intended to use the resulting plutonium to make nuclear weapons, which only confirmed what we always believed.

If it keeps on its present course, North Korea will probably have six to eight nuclear weapons by the end of the year, will possibly have conducted a nuclear test and may have begun deployment of some of these weapons, targeted against Japan and South Korea. By next year, it could be in serial production of nuclear weapons, building perhaps five to 10 per year.

This is a nightmare scenario, but it is a reasonable extrapolation from what we know and from what the North Koreans have announced. The administration to this point has refused to negotiate with North Korea, instead calling on the countries in the region to deal with the problem. The strategy underlying this approach is not clear, but the consequences are all too clear. It has allowed the North in the past six months to move from canned fuel rods to plutonium and, in a few more months, to nuclear weapons. And the consequences could extend well beyond the region. Given North Korea's desperate economic condition, we should expect it to sell some of the products of its nuclear program, just as it did with its missile program. If that happens, a nuclear bomb could end up in an American city. The administration has suggested that it would interdict such transfers. But a nuclear bomb can be made with a sphere of plutonium the size of a soccer ball. It is wishful thinking to believe we could prevent a package that size from being smuggled out of North Korea.

How did we get into this mess?

For several decades North Korea has aspired to have nuclear weapons. During that period successive administrations have, through a combination of threats and inducements, curtailed their program but never their aspirations. In the late 1980s the first Bush administration saw the potential danger and persuaded the Soviet Union to pressure North Korea to join the nuclear Non-Proliferation Treaty and subject its nuclear facilities to international inspection. The North Koreans complied, but they stalled long enough to give them time to make and store enough plutonium for one or two nuclear bombs before the inspectors arrived.

Shortly after the Clinton administration took office, they tried again. As spent fuel was being taken from the nuclear reactor at Yongbyon, the North Koreans ejected the inspectors and began preparations for reprocessing. This would have given them enough plutonium for five or six additional nuclear bombs. President Clinton considered this sufficiently dangerous that he declared reprocessing a "red line." In response, I had the Joint Chiefs prepare a plan to use military force if necessary to prevent this outcome. When Kim Il Sung offered to negotiate the issue, Clinton responded that he would negotiate only if the North Koreans froze all activity at Yongbyon during the negotiation. In the end, military force was not necessary. The agreement that ended this crisis was far from perfect, but in its absence North Korea could today have 50 to 100 nuclear weapons.

But the North Koreans never gave up their desire for nuclear weapons. Even as they complied with the freeze at Yongbyon, they covertly started a second nuclear program at a different location. American intelligence discovered signs of this program and last fall confronted the North Koreans, who did not dispute the charge. The administration responded by stopping fuel oil deliveries called for under the old agreement, to which the North Koreans responded by reopening Yongbyon and racing to get nuclear weapons.

There are three basic approaches for dealing with this dangerous situation. The administration can continue to refuse to negotiate, "outsourcing" this problem to the concerned regional powers. This approach appears to be based on the hope that the regional powers will be able to prevail on North Korea to stop its nuclear program. But hope is not a strategy. If their hopes are not realized and North Korea continues on its present course, it will soon have a significant nuclear arsenal. And while the regional powers could play a role in resolving this crisis, they are unlikely to succeed in the absence of a clear American negotiating strategy in which they can participate.

A second alternative is to put economic pressure on North Korea and hope for "regime change." Or the United States could take military action to bring this change about. But while the regime may one day collapse, with or without economic pressure, there is no reason to believe that it will happen in time - the nuclear threat is imminent. Taking military action to force a timely regime change could result in a conflict comparable to the first Korean War, with casualties that would shock the world.

The third alternative is to undertake serious negotiations with the North Koreans to determine if there is a way to stop their nuclear program short of war. The administration is clearly reluctant to negotiate with the North Koreans, calling them loathsome and cheaters. It is easy to be sympathetic with this position; indeed, the only reason for considering negotiation with North Korea is that the other alternatives are so terrible. The administration, seeing the danger, has said that it "would not tolerate" a North Korean nuclear arsenal. The North Koreans responded to this declaration by accelerating their program. The conflict between our views and their actions is a formula for drifting into war. It is imperative that we stop that drift, and the only clear way of doing that is by negotiating.

Any negotiations with the North Koreans are likely to be difficult and protracted, so they should be predicated on a prior agreement that North Korea will freeze its nuclear activities during the negotiations. For negotiations to have a chance of success, they would need to have a positive dimension, making it clear to North Korea that forgoing nuclear weapons could lead it to a safe and positive future. But they would also need a negative or coercive dimension, both to induce North Korea to take the right path and to give us and our allies more credible options if diplomacy should fail. President Kennedy said it best: "We should never negotiate from fear, but we should never fear to negotiate."