Kids Without God from the American Humanist Association

http://www.kidswithoutgod.com/

for teens and kids including the top 10 Atheist characters on TV.

Stephen Law: Jonathan Sacks on raising children to think and question

Stephen Law: Jonathan Sacks on raising children to think and question

Free Schools teach Creationism - reply by Dept. Education

I wrote to the Dept. Education following a BHA news article: http://www.humanism.org.uk/news/view/1085 about "Grindon Hall Christian School denies the overwhelming evidence of its ‘Creation Policy’ as Government tells school it is about to be approved"

Today I received a circular reply:

"Thank you for your recent correspondence, addressed to the Secretary of State, expressing disagreement with his decision to support a number of Free School projects that you believe intend to teach creationism. I hope you will appreciate the Secretary of State for Education receives a vast amount of correspondence and is unable to reply to each one personally. It is for this reason I have been asked to reply.

No Free School is allowed to teach creationism.

The Free School application guidance published by the Department now specifically says creationism, intelligent design and similar ideas cannot be taught as valid scientific theories.

Furthermore, the funding agreements for all Free Schools state that divine creation should not be taught as an 'evidence-based view or theory' (a scientific theory) in any lesson: so if a school did do this they would be putting their funding at risk.

We are confident that the Free School projects you mention will follow the rules, having explored these questions robustly with them at interview.

Prior to entering into a funding agreement, the Academy Trust is required to carry out a consultation about their plans to open a Free School. Consultations can be run in a number of ways including surveys, the launch of a simple website, meetings of key individuals and open public meetings.

Academy Trusts also need to demonstrate that they have considered the views of their stakeholders. Most do this by publishing a report setting out the key findings of their consultation.
Every application approved, including those mentioned in your letter, has had to demonstrate that the new school will provide a broad and balanced curriculum. Free Schools are subject to Ofsted inspections in the same way as all other state schools, and the government has powers to intervene in a school where there is significant cause for concern.

Please be assured that the Department will be working with the projects mentioned over the coming months to ensure that the assurances they have provided us with are honoured.

As part of our commitment to improving the service we provide to our customers, we are interested in hearing your views and would welcome your comments via our website at: www.education.gov.uk/pcusurvey

Yours sincerely
Helen Yates
Public Communications Unit
www.education.gov.uk


Your correspondence has been allocated the reference number 2012/0052516. To contact the Department for Education please visit www.education.gov.uk/contactus

KHEC | Ten Commitments

KHEC | Ten Commitments

Ten Commitments

1) Altruism
2) Caring for the World Around Us
3) Critical Thinking
4) Empathy
5) Ethical Development
6) Global Awareness
7) Human Rights
8) Peace and Social Justice
9) Responsibility
10) Service and Participation

Growing Up in the Universe

Growing Up in the Universe - with Richard Dawkins. Includes worksheets. In RE lessons use to teach about the awe and wonder that the study of the natural world can arouse, or about the conflict between science and religion.

‘learning from’ atheism

Hi Richard G,

We spoke about ‘learning from’ religion. This article makes some interesting points:

 Watson, J., 2008, ‘Can children and young people learn from atheism for spiritual development? A response to the national framework for religious education' British Journal of Religious Education, 30(1), 49 - 58. http://www.tandfonline.com/doi/abs/10.1080/01416200701711717

attached: JacquelineWatson-learn-from-Atheism-for-Spiritual-Development-2008.pdf

‘The new National Framework for Religious Education (RE) in England (QCA and DfES 2004), for the first time in national advice on agreed syllabuses, gives space for the teaching of forms of atheism, described in the framework as ‘secular philosophies such as humanism’ (ibid., 12) and ‘a secular world view’ (see for instance, ibid., 25).’ …

‘Although the framework is not statutory, and refers to secular philosophies rather than atheism per se, it offers hope to those of us who are atheists because it suggests children and young people can learn from atheism as well as learn about it; in other words that atheism could offer opportunities for spiritual development.’

I don’t consider humanism or atheism to be ‘faith’ positions. Faith to  me implies belief in some supernatural agent. Atheism is a belief system not a faith position so I disagree with Watson when she says ‘‘A fundamental contention of this article, then, is that atheism is a faith position and is the expression of a spiritual perspective of equivalent validity and strength to a theist spiritual perspective.’

However I agree with Watson ‘It is unfortunate that the national framework has used the, perhaps less controversial, word ‘secular’ in preference to ‘atheistic’, although the step forward is welcomed.’

I also agree with Watson when she says that ‘Both atheism and theism are fundamental spiritual starting points for different beliefs, belief systems, world views, philosophies and personal beliefs, which stem from them. David Hume, Karl Marx, Bertrand Russell, Jean Paul 52 Sartre, to name a very few, represent different atheistic responses leading to a variety of forms of atheistic belief ‘systems’ or world views, for instance, the Enlightenment, Rationalism, Communism, Existentialism and Humanism. Such atheistic beliefs and belief systems could perfectly well be explored alongside theistic beliefs and belief systems in RE.’

Good thinking - The Ten Commandments of Good Thinking

I don't understand why the term 'Critical Thinking' needs to be replaced by 'Good Thinking'.

The Ten Commandments of Good Thinking (source: kungfuhobbit's blog: Good thinking)

1.      Always be able to change your mind.

On anything.

2.      Seek out criticism and counterarguments to your views.

Subject your beliefs to vicious and relentless attack.

Be curious how you might be wrong - there may be something you haven’t thought of.

3.      Strength of opinion should be proportional to your investigation and understanding of its criticisms, counterarguments and alternatives.

Mild unless you consider yourself an expert.

Especially beware certainty.

4.      Doubt everything. Challenge. Criticise.

Question what you are told. Ask ‘why?’ Demand evidence.

5.      Go to the primary source.

To avoid second-hand distortions. Use language precisely.

6.      Beware being emotionally infused with and attached to an idea.

For meaning, purpose, identity, pride, self-worth or in-group belonging.

Cultism and attachment make it harder to change your mind in the face of reason.

7.      Beware knee-jerk reactions and opinion formations.

Be thorough, hesitant and deliberative.

Analyse soberly with thought and reason over gut feeling.

8.      Beware logical fallacies*.

Particularly the trinity of appeal to tradition, authority and popularity.

9.      Beware cognitive biases*.

Particularly reasoning under uncertainty, groupthink and in-group/out-group tribalism.

The hardest test is resistance to conformity with the prevailing opinion in one’s own in-group.

10.  Details matter.

Appreciate context, complexity and nuance.

Schools minister declares support for teaching humanism in RE

source: http://www.humanism.org.uk/news/view/1051

JUNE 15th 2012 


Minister of State for Schools Nick Gibb MP has stated his support for teaching non-religious beliefs such as humanism as part of Religious Education (RE). The British Humanist Association (BHA) has welcomed the minister’s comments.

Writing in response to a letter from BHA Chief Executive Andrew Copson, Mr Gibb said, ‘I agree with you that it is valuable for young people to be aware of different philosophical approaches, such as humanism. I am sure that many schools will be interested to teach about non-religious ways of looking at the world, as part of preparing their pupils for adult life and I am happy to support them if they do.’

‘Surveys consistently show that the majority of young people are not religious: the 2010 British Social Attitudes Survey records 65% of 18-24 year olds as being in this position. Similarly, Department for Education research from 2004 found 65% of 12-19 year olds having no religious affiliation. Any local authority that chooses not to include non-religious beliefs in its syllabus for RE would be failing its pupils in this important area.’

More...

Accord Coalition calls for National Curriculum RE, YouGov Poll

June 11, 2012

The Accord Coalition – which links both religious and secular organisations in campaigning for inclusive education – has called upon the Secretary of State for Education, Michael Gove, to place Religious Education (RE) on the National Curriculum in view of the widespread public support for RE in schools, as shown in a new YouGov poll commissioned by the Religious Education Council of England and Wales:

"RE has been on the curriculum since 1944 and in that time has changed from Biblical study to include world religions and non-religious worldviews."

"Our ambition is to promote widespread understanding of how academically rigorous and personally inspiring good RE can be and how it equips young people to appreciate a range of religious and non-religious beliefs in our world."

source: 

http://accordcoalition.org.uk/2012/06/11/accord-coalition-calls-for-national-curriculum-re/

Schools with a Religious Character

www.humanism.org.uk/_uploads/documents/schools-with-a-religious-character.pdf

OCR GCSE RE includes Humanism

source: Edlines Summer 2009

In the Winter 2008 Edlines reported a decision of the QCA/Ofqual which had prevented OCR from including Humanism in a new Religious Studies GCSE. BHA have been engaging with QCA, Ofqual and OCR to try to ensure a presence for Humanism in a new GCSE. A new pilot GCSE: ‘Religion and belief in the modern world’, which includes extensive study of Humanism is now being accredited. The GCSE will be trialed at pilot centres across england in the coming two years.

Update 27/5/12: Examinations June 2012 - last exam will be June 2013. Ref: OCR. All documents associated with this course here.

OCR piloted this course because "The pilot is based on recommendations identified by the 2007 Ofsted report: Making Sense of Religion. This report highlighted the need for a religious education specification that enables children and young people to make sense of religion in the modern world. It also called for a realistic approach to controversy to be maintained when making pupils aware of the complexities and ambiguities of religion, all within a framework which encourages them to explore issues openly."

100 Facts Every Atheist Teen Must Know

100 Facts Every Atheist Teen Must Know

Paul Hopkins - MMIweb

source: http://mmiweb.org.uk/mmisite/materials.html - RE websites

Science & Religion in Schools - a Templeton Foundation funded website

http://www.srsp.net/main.html

BBC One - The Big Questions, Is Religion Good for Children?

BBC One - The Big Questions, Series 5, Episode 16, Sunday 6th May, 10am

Nicky Campbell asked just one Big Question - Is Religion Good for Children? Amongst those taking part in what proved to be an exceptionally lively debate are: Rabbi Dr Jonathan Romain from Accord Coalition, which campaigns against faith schools; Rev Janina Ainsworth, Chief Education Officer at the CoE; Andrew Copson from the British Humanist Association; Rania Hafez from Muslim Women in Education; Dr Antony Lempert from the Secular Medical Forum; David Conway from Civitas; and Dr Stephen Law, author of The War for Children's Minds.

Links to Programme part 1 (1-27 mins) and part 2 (28-60mins), accessed 19th May 2012

Part 1

Part 2

Two 6 year olds: 1) "You have to go to hell if you're not Christian." 2) "But you're going to hell if you're a Christian."

source: http://apps.facebook.com/theguardian/teacher-network/teacher-blog/2012/apr/11/primary-school-religious-edudcation

How to reconcile Christian and Muslim beliefs? Become an atheist!

Religious Education: that’s another sermon

reposted from: http://www.atheismuk.com/2012/04/08/news/religious-education-thats-another-sermon/

Rowan Williams to warn of downgrading of religious education

It is about the worst possible moment to downgrade the status and professional excellence of religious education in secondary schools – but that’s another sermon…

Another sermon indeed, Rowan! The fact is that, with more than half of all secondary schools now academies and free from the strictures of the national curriculum, the Church of England-led locally agreed syllabus regime, for Religious Education, is dead in the water. So also is any idea that the RE orthodoxy should be imposed nationally. 

Academies are free to teach RE in any way they choose, provided merely that it complies with the ill-defined statutory requirement to:-

reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.

The scope, for unorthodox RE, is almost unlimited. While it is clear that its subject matter must include “the religious traditions in Great Britain” and “the principal religions represented in Great Britain”[1], these elements are not exhaustive and there is no prohibition on absence of religion also being covered. 

Contemporary Religious Education is often characterized as “comparative religion”, as between different religions. If, instead, it is the comparison between religion and that absence of it, the subject is transformed into “philosophy of religion”.

The subject may be further transformed, as there is no prohibition on the inclusion of scientific explanations for religion, such as those (some more convincing than others) offered by Stark and Bainbridge[2], Shermer[3], Sloan Wilson[4], Dawkins[5], Dennett[6] and Ray[7].

Bring on the next sermon, Rowan!

---

[1] It is not clear whether these similar but different terms were intended to convey subtly different meanings (and, if so, what) or whether their distinct usage results merely from poor drafting.

[2] “A Theory of Religion”, 1987.

[3] “How we Believe”, 2001.

[4] “Darwin’s Cathedral”, 2002.

[5] “The God Delusion”, 2006.

[6] “Breaking the Spell”, 2006.

[7] “The God Virus”, 2009.

Rename RE as 'Humanity' says Allan Hayes

Allan Hayes answered a Facebook question by Grace Jessup. Do you believe that a comprehensive R.E syllabus should include teachings about the Humanist/Atheist viewpoint? Allan said...

"RE should become a course in HUMANITY: its biological basis; how we have ourselves created it to the present (including the contributions of religions); what we can do to make it better and what it means to be a good human being. Children should be helped to be proud of humanity, of being a human being, and to be responsible, happy, contributing members. 

This has been my position in eight years on Leicester SACRE (which now included Humanism in its Agreed Syllabus) and in my talks and conversations with groups and people of all beliefs. The present concern about RE, arising from its not being in the English Baccalaureat resulting in its diminished importance in the eyes of schools and the consequent reduction in staffing and time, gives an opportunity to rethink the subject. We need a vision, an ethos for all, one that brings us together. I have found wide support for the above, but open, coordinated advocacy and pressure is needed from all concerned, religious and otherwise.

Opting out of RE could and should be easier

reference: http://www.religionandsociety.org.uk/research_findings/featured_findings/opting_out_of_re_could_and_should_be_easier

 18 February 11
A case study from Northern Ireland In international human rights law, doctrinal religious instruction may take place in any school and an opt-out is regarded as sufficient protection for the freedom of thought, conscience and religion of those who do not wish to take part.

Alison Mawhinney and her team, funded by the Religion and Society Programme, set out to explore this opt-out’s suitability for protecting religious liberty in the diverse society that is contemporary Northern Ireland, and found ignorance surrounding the option, difficulties and concerns about taking it, and desires for more inclusive Religious Education (RE).

Most schools are state funded in Northern Ireland and Christian in character. They are all obliged to provide RE according to the Core Syllabus for Religious Education, drawn up between the Catholic, Presbyterian, Anglican and Methodist Churches in Ireland, and hold a daily act of religious worship.

Parents are entitled to opt their children out of both. Interviews were conducted with Atheist, Baha’i, Hindu, Humanist, Jehovah’s Witness, Jewish, Mormon and Muslim young people, parents and community representatives about opting-out, alongside a Pagan representative.

Interviews revealed great variety of experiences, but the majority of parents had not been informed by their school about the opt-out. 

Some teachers and school management were also unaware of it. There was parental concern that children would stand out and feel excluded if opted-out. Dissatisfaction with the Christianity-focused curriculum was the chief reason for parents’ decision to withdraw their children from RE (often the children had been attending and felt uncomfortable with the lesson content).

The process of opting-out had been difficult for some. No conflict between young people and parents regarding their opt-out decisions was found. The young people learned about their belief systems mainly at home with their families. Generally students felt their faith respected in schools and appreciated efforts at inclusion, but some experienced embarrassment in RE classes and racist bullying at school.

Overall, Northern Ireland was seen as a Christian country and so to know about this religion was felt to be helpful. Based on their findings, the team concludes that the RE opt-out is at times insufficient to protect and respect minority beliefs. They recommend children be more directly involved in decision making. RE would be improved by requiring teaching on a range of beliefs. Standardized guidelines for appropriate practice for schools should be produced, and schools should explain the opt-out and content of the RE curriculum to parents and teachers and make good alternative provision for those pupils who do withdraw. In Northern Ireland specifically, consulting much more widely to rework the Core Curriculum for RE could reduce the number of pupils opting out.

Find out more ... including references... 

What's the Place of Faith in Schools?

Link: http://www.religionandsociety.org.uk/faith_debates/faith_in_schools

Debate chaired by Charles Clarke and Linda Woodhead.

Podcast 1: Professor Linda Woodhead [Lancaster University, Director of the Religion and Society Programme] introduced the debate. Preceded by a welcome by Charles Clarke. 8.45

Podcast 2: Professor Robert Jackson [Director of the Warwick Religions and Education Research Unit, Warwick University] - improving religious education in human rights.  10.16

Podcast 3: Professor James Conroy [University of Glasgow] - what is happening to RE in schools is “a disaster for Britain”. 11.00

Podcast 4: Professor Richard Dawkins [author of The God Delusion], responding, - education about religion has value, but no child should ever be labelled by the faith of her parents. Introduced by Charles Clarke. 11.29

Podcast 5: The Rt Revd John Pritchard [Bishop of Oxford], responding, valued good RE and argued for proper recognition and resources. Introduced by Charles Clarke. 9.54

Podcast 6: Questions and comments from the audience, and responses by the panel. 52.09

•