Instead of RE, Educate Together schools teach the Learn Together ethical education curriculum.

National Secular Society say:-

"The Irish-based educational charity Educate Together has announced it is to set up an Academy Trust to run a new primary school to be opened in Bristol in September 2014.

In place of traditional religion education, Educate Together schools teach the Learn Together ethical education curriculum. The curriculum focuses on questions of equality, justice, sustainability and active citizenship. The subject aims to "develop in children a critical knowledge, understanding and awareness of the teachings of religious and non-theistic belief systems and how these systems relate to our shared human experience."

References
http://www.secularism.org.uk/news/2013/12/educate-together-to-open-first-uk-school (accessed 20th December 2013)

National Secular Society - NATRE Survey reveals schools failing to take religious education seriously

National Secular Society - Survey reveals schools failing to take religious education seriously

The irony of Religious Education? It needs to include atheists and humanists - The Guardian

"The irony of Religious Education? It needs to include atheists and humanists." - http://t.co/ZQJlIdodLK - @guardian #RE #REreview
— Ian Yorston (@IanYorston) October 23, 2013

BBC 5 Live - reports on new RE National Curriculum

REC Exec Officer Sarah Smalley talks about the #REReview report on @bbc5live. Listen here (start 1hr 40) http://t.co/9gTie6qozw #RETeacher

— RE Council (@RECouncil) October 23, 2013

BHA at launch of new RE National Curriculum

We're at the @RECouncil #REReview launch in parliament

— British Humanists (@BHAhumanists) October 23, 2013

BBC - RE can be improved

Today's launch of RE Review picked up by BBC with comments on how RE can be improved http://t.co/OnTSyw0zid #REleaders #reonline

— Mark Chater (@MarkChater1) October 23, 2013

Telegraph reports on new national RE curriculum

The @TelegraphNews reports on the new national curriculum framework for RE http://t.co/i3mRMrWv2K @GraemePaton #rethinkre #reteacher

— ReThinkRE Campaign (@ReThinkREnow) October 23, 2013

'Non-religious worldviews' referenced 100 times in RE National Curriculum

Today (23rd October 2013) the Religious Education Council of England and Wales (REC) published a 72 page report "A Review of Religious Education" including a new National Curriculum Framework for RE (NCFRE). A 25 page summary is also available from REC.

Download my highlighted full REC 23rd October 2013 report with the emphasis on 'non-religious worldviews'. Page numbers below refer to the full report.

At launch of Review of Religious Education in England by @RECouncil in Parliament this afternoon. #ReThinkRE pic.twitter.com/n6nmaZNJGs
— Bridget McGing (@B_McGing) October 23, 2013

British Humanist Association 

The British Humanist Association say in a BHA press release:-

'the REC subject framework for Religious Education (RE) for the first time, puts non-religious worldviews such as Humanism on an equal footing in terms of curriculum time with religious beliefs. The document, which contains 100 references to teaching about non-religious worldviews, has been welcomed by the BHA for underlining the need to teach about the biggest or second biggest category of beliefs amongst young people.'

Do non-religious worldviews now have parity in terms of curriculum time with religious beliefs in Religious Education? I think not. The report does not apportion time to be spent on non-religious worldviews versus religious beliefs. The time to spent on non-religious worldviews will be decided by RE teachers.

I am suggesting a new name for Religious Education (RE). This new name would be either:-

1. Religious & Non-Religious Worldviews (RNRW) (my preference) OR
2. Religion & Worldviews (RW)

The teachers of RE have typically been from students of Theology. With the new subject RNRW, teachers would be equally welcomed with interests in secular philosophies, humanism & atheism, critical thinking & scientific method.

BHA also suggests that ‘Some schools with a religious character will prioritise learning about and from one religion, but all types of school need to recognise the diversity of the UK and the importance of learning about its religions and worldviews’ and ‘What is important is that the RE curriculum used in all schools enables young people to develop an informed understanding of religions and worldviews. Schools with a religious designation have an important role to play alongside schools without such a designation in this common goal.’ – suggesting even ‘faith’ schools should teach about non-religious beliefs.

Majority of young people are not religious

BHA Chief Executive Andrew Copson, who was on the steering group for the review, commented, ‘Government surveys have suggested that a majority or perhaps even two-thirds of young people today are not religious, so for religious education to remain relevant it is vital that this large group’s beliefs are taught about alongside those of their religious peers. For years now we have been making gradual progress towards the acceptance of the teaching of non-religious worldviews in RE, with the 2004 national framework including Humanism in national guidance for the first time. Today’s framework replaces that document and is itself a further milestone in inclusiveness.' 

Should RE should be determined nationally, not locally? 

BHA say ‘We also welcome the document’s call for a national debate on the “settlement” of RE. We are concerned that the current system of agreeing syllabuses at a local level leads to too much variability in quality and think that the subject would be on firmer footing if it were placed on the national curriculum alongside all other subjects that have to be taught.’

Aims of Religious Education

The REC report states:-

‘The curriculum for RE aims to ensure that all pupils: A. Know about and understand a range of religions and worldviews; B. Express ideas and insights about the nature, significance and impact of religions and worldviews; C. Gain and deploy the skills needed to engage seriously with religions and worldviews’. (pages 14-15)

What is a 'Worldview'?

The word 'worldview' is used in the Forward by Michael Gove in the phrases 'religions and worldviews' or 'faiths and other worldviews' (page 5). The Introduction (page 6) uses the phrase 'religious beliefs and worldviews' and in the National Curriculum Framework for RE (NCFRE) Introduction the phrase 'religions and worldviews' (page 13) appears.

In RE purpose of study (page 14, footnote 7):-

'The phrase ‘religions and worldviews’ is used in this document to refer to Christianity, other principal religions represented in Britain, smaller religious communities and non-religious worldviews such as Humanism. The phrase is meant to be inclusive, and its precise meaning depends on the context in which it occurs, eg in terms of belief, practice or identity.'

From the above definition, it is clear that 'worldviews' means 'non-religious worldviews, for example Humanism or Atheism.' The report adds that 'the phrase is meant to be inclusive depending on the context in which it occurs'.

The report references [non-religious] 'worldviews' 87 times. Atheist, atheism and agnostic are referenced once each. Humanist / humanism are referenced 10 times and 'non-religious beliefs' twice. This brings the tally to over 100 references to teaching non-religious worldviews. The word 'secular' was not referenced at all. 'Philosophy' was referenced 19 times and 'ethics' or 'ethical' referenced 20 times.

From the 7 June 2013 draft of the REC National RE Curriculum to the final 23rd October report the language of non-religion changed dramatically. The draft contained the word 'non-religious' 34 times as in the phrases 'non-religious worldviews (18 times), 'non-religious beliefs' (3 times), 'non-religious stories / sources / patterns / families / places / truth / practice (once each) and 'non-religious people' (twice).

Under the section 'The breadth of RE' the report says 'This means that from the ages of 5 to 19 pupils in schools learn about diverse religions and worldviews including Christianity and the other principal religions.' (page 15). In this context, in my view, Humanism or Atheism should have been referenced as an example of a worldview.

Consider 'What is a Worldview' at KS1

At Key stage 3, students first consider the questions: What is religion? What is a worldview? (page 26). These important questions should be considered, in my opinion, at Key stage 1.

Why is there only one fully non-religious member of the RE Council?

Of the 60 member bodies of the RE Council (October 2013) (page 2) only one, the British Humanist Association is a non-religious organisation. Why are other national non-religious organisations such as the National Secular Society or Atheism UK not members of the REC?

Change RE subject name to 'Religious Beliefs & Non-Religious Worldviews', by law 

With over 100 references to teaching non-religious worldviews in the REC review, Religious Education subject name should, in my view, be changed by an Act of Parliament. I suggest the new name for Religious Education (RE) should be 'Religious Beliefs & Non-Religious Worldviews' (RBNRW) or 'Beliefs & Worldviews' (BW).

National Secular Society - How do we keep religious education out of the hands of the evangelists?

National Secular Society - How do we keep religious education out of the hands of the evangelists?

National Secular Society - Evangelism in schools – a parent’s perspective

National Secular Society - Evangelism in schools – a parent’s perspective

NSS RE Briefing Paper - September 2013

The National Secular Society advocates comprehensive reform of RE.

In the NSS Briefing Paper (September 2013) they suggest the new subject would be called 'Philosophy and Ethics':-

"We would like to see education about religion absorbed into a new National Curriculum subject for all pupils that covers a variety of religious, non-religious and secular philosophies and worldviews."

"We believe a new programme of study under the heading of philosophy and ethics, along with strengthened provision of citizenship education is the most appropriate and inclusive means of achieving this. The reformed subject would include objective education about religious belief, but not to the detriment of other important philosophical and ethical perspectives."

"A key aspect of citizenship education is to teach about “diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding”. We believe citizenship education is a far more useful vehicle for promoting community cohesion than religious education."

"presenting moral issues to young people in the context of ‘religious education’ inevitably leads to morality being perceived as uniquely associated with religion, which is deeply erroneous and leaves pupils with a skewed and very poor understanding of ethics and how normative discourse has developed and been framed throughout previous centuries."

"the study of religion for its impact on our Arts and History should be undertaken where and when relevant in subjects such as English literature, History, and the visual arts."

In a nutshell, I believe the NSS Briefing Paper argues for replacing Religious Education with a new nationally (not locally) determined National Curriculum 'Philosophy and Ethics' subject with extensions to Citizenship, English Literature, History and Art.

NSS Key recommendations include:-

- "In any publicly-funded school, including VA schools and academies with a religious designation, the law should be amended to: (a) require teaching about other major faiths and non-religious philosophies, and (b) outlaw confessional teaching of RE."

- "Accompanying guidance related to any subject covering religion and belief should make clear that schools must not offer opportunities to groups seeking to evangelise in schools. When external groups are invited to assist with educational provision, the parameters of what is acceptable should be made clear by the school in advance and agreed, a teacher should be present to ensure the parameters are not violated, and parents should be notified sufficiently far in advance of lessons where such groups are being invited to be able to withdraw their child."

Reference: Anon (2013) Religious Education Briefing Paper [Online], London, National Secular Society, Available at http://www.secularism.org.uk/uploads/religious-education-briefing-paper.pdf (Accessed 13th October 2013).

'Teaching Humanism to Children' becomes 'Teaching About Humanism & Atheism to Children'

To reflect the non-religious, non-evangelistic and objective teacher-led education about Humanism & Atheism, today the name of this website changes from 'Teaching Humanism to Children' to 'Teaching About Humanism & Atheism to Children'.

Chris Street, 13th October 2013

becomes

British Youth reject Religion

British Youth reject Religion

reposted from:

crabsallover highlights, key points, comments / links.

Religious figures have the least influence on the lives of young Britons – and more say religion is a force for evil than a force for good

In the 2011 Census, 59% of the population described themselves as Christian and only a quarter reported having no religion. But a new poll of young people for the Sun by YouGov finds that the place of religion in the lives of young Britons is smaller than ever.

YouGov asked 18-24 year olds which figures have influence on their lives, and religious leaders came out on bottom: only 12% feel influenced by them, which is far less than even politicians (38%), brands (32%) and celebrities (21%).

The reputation of religion amongst young people is actually more negative than neutral: 41% agree that “religion is more often the cause of evil in the world” and only 14% say it is a cause for good.

When asked if they believe in God, only 25% say they do. 19% believe in some non-Godlike “spiritual greater power” and a further 38% believe in no God or spiritual power whatsoever.

Amongst believers, the most represented denominations are Church of England (13%), then Roman Catholic (9%) and Muslim (4%).

See the full poll results

BBC News - Over half of schools failing in religious education, says Ofsted

BBC News - Over half of schools failing in religious education, says Ofsted

"Stephen Evans of the National Secular Society said the recommendations did not go far enough. "With the freedom to determine their own syllabus for RE, many schools with a religious character abuse the subject and use it for missionising. "Young people would be better served by a new national curriculum subject for all pupils that covers a variety of religious, non-religious and secular philosophies and world views."

Irish schoolchildren to learn about atheism

Up to 16,000 primary-school pupils in multi-denominational sector will learn about atheism, and others will be offered courses on the internet and smartphone apps.

Source: http://www.theguardian.com/world/2013/sep/26/atheism-to-be-taught-irish-schoolchildren

Ireland’s first primary school course about atheism

source: http://www.atheist.ie/2013/09/atheist-ireland-to-develop-first-irish-course-about-atheism-for-primary-schools/

Atheist Ireland will work with Educate Together to develop Ireland’s first ever course about atheism for primary schools. The lessons will be based on the Toledo guiding principles and will be taught in an objective, critical and pluralist manner. They will teach about atheism, not teach atheism.

Our most exciting project for the coming year is financing, developing, designing and piloting Ireland’s first primary school course about atheism. We will be working with Educate Together to coordinate this project, with information provided by us and developed into lessons by professionals.

The initial project will involve a set of ten lessons for one age grouping, to be decided (either Junior and Senior Infants; or 1st/2nd class; or 3rd/4th class; or 5th/6th class). Ultimately we would like to develop it into four sets of ten lessons, one for each of those four age groups.

The lessons will be 30-40 minutes in length. Professionals will be employed to write lessons, and a co-ordinator will be employed to manage the project.

Our lessons about atheism will be based on the Toledo guiding principles and will be taught in an objective, critical and pluralist manner. They will teach about atheism, not teach atheism.

The lessons will be piloted in Educate Together schools. Feedback will be gathered and the lessons amended accordingly. The lessons will then be formally launched and promoted throughout the Educate Together network.

We also hope to make course material available for parents whose children are in denominational schools, and who want material for their child to study while they are opted out of the Religious Education / Faith Formation classes.

We will be launching a fundraising campaign specifically to help finance this project.

Atheism in the State curriculum

The State curriculum does not teach about atheism at primary level, and at Junior Cert secondary level it only ‘acknowledges’ the non-religious interpretation of life.

These are two of the aims of the Religious Education Course at second level (this is from the NCCA): To appreciate the richness of religious traditions and to acknowledge the non-religious interpretation of life; and To contribute to the spiritual and moral development of the student.

Atheism appears under the heading ‘Challenges to Faith’, along with such topics as materialism, individualism, apathy and religious indifference.

Objectives

As a result of studying this section, the students should:
1 have an awareness of the variety of world views in today’s culture;
2 understand the challenge posed by some of these views to religious belief;
3 be able to identify points of conflict and points of contact between the scientific and religious world views of creation

Key concepts
Reflection
• world view
• experiencing God
• atheism
• agnosticism
• secularism
• materialism
• fundamentalism
• creation

Description of content.
1. The variety of world views in modern culture, including their origin
2. The scientific world view – at odds with religion? The question of creation
3. The technological view of the world and the person
4. Challenges to religious experience (such as materialism, individualism, etc.)
5. Apathy and religious indifference.

Atheism in the Catholic Church curriculum

The Following is from the Catholic Church part of the course, or in other words the Guidelines for the Formation and Development of Catholic students.  Schools with a Catholic ethos integrate the following into the state course under ‘Challenges to Faith’.

Faith does not keep itself outside human progress

The Gospel message interprets challenges to the faith, as does the teaching of the Church.

Christianity transcends every advancement of culture.

Scientific research complying with moral laws does not conflict with faith since science and faith derive from the same God.

Agnosticism/atheism/religious indifference can be interpreted as flight from the ultimate question of existence, that is, God.

(jn 1:9) (Catechism of the Catholic Church, par. 159)
(Guardium et spes, pars. 4, 36, 57, 62, Vatican II)
(Fides et Ratio, pars. 64-74, John Paul II)

Atheism in Educate Together schools

The Learn Together ethical education curriculum is taught in place of religious instruction in Educate Together schools. There are four strands in the Learn Together, detailed below.

However, the Learn Together curriculum does not include details about atheism, or events to highlight atheist celebrations, in the way that they do for the various religions that their pupils’ parents identify with. Our new set of lessons will be the first to bridge that gap.

The Learn Together Mission Statement is to promote a philosophy of education in which no child is considered an outsider; which promotes the fullest development of ability irrespective of gender, class or stereotype and which encapsulates this ethos in a democratic partnership uniquely combining the involvement of parents with the professional role of teachers.

Strand 1: Moral & Spiritual
The general aim of the strand is to help develop in children a critical knowledge, understanding and awareness of right and wrong and a heightened awareness of social, ethical and moral standards through reflecting on the meaning and purposes of life. The strand should encourage and develop the individual on the journey to inner discovery and empower the child to make informed moral decisions.

Strand 2: Equality & Justice
The general aim of this strand is to develop in children a critical knowledge, understanding and awareness of issues relating to human rights, equality, culture and diversity, social justice and social inclusiveness and to empower them to make a difference.

Strand 3: Belief Systems
The general aim of this strand is to develop in children a critical knowledge, understanding and awareness of the teachings of religious and non-theistic belief systems and how these systems relate to our shared human experience. The emphasis will be placed on an exploration of the infinite variety and richness of humankind through nurturing a respect for a person’s right to hold and practice individual belief systems and through creating spaces where values can be articulated and critically examined.

Strand 4: Ethics & the Environment
The aim of this strand is to develop in children a knowledge, appreciation and respect for their environment and to empower them to take an active role in its stewardship.

All Party Parliamentary Group on RE - Report on Good Community relations

The APPG will shortly be launching an Inquiry into RE's contribution to good community relations. The Inquiry will comprise three APPG meeting where oral evidence will be taken, and will culminate in a short statement of 'good practice' recommendations, which will be publicised as widely as possible. The APPG will also preside over the RE Review Report launch in October.

A full list of APPG members can be seen at religiouseducationcouncil.org.uk/appg. Please encourage your local MP to join and play a part in supporting RE at this time when we need policy makers to demonstrate greater understanding of its value in the education of all young people.

Source: RE Council October 2013 mailshot

RE Subject Review 2013 launch

After 18 months' hard work and consultation the RE Review Report 2013 will be launched in Westminster on 23rd October, an event which will involve many of the contributors to the Review including teachers, advisers and consultants, faith community representatives and MPs who belong to the APPG on RE. Further dissemination events will take place in November in London, York, Oxford, Liverpool, and Bristol. These events will be free, but do have limited capacity and tickets will be issued on a first-come first-served basis. For more information, visit the RE Subject Review website, or e-mail sophie@religiouseducationcouncil.org.uk.

source: RE Council October 2013 mailshot

Ofsted announces report on RE

The long-awaited triennial Ofsted report on RE is due for publication in early October.  The report entitled Religious Education: Realising the Potential is a summary of Ofsted’s inspection survey findings of RE between 2009 and 2012. It includes a series of key findings and recommendations about improving RE. The report can be found on the Ofsted website. 

Update: 4/10/13 - LBC radio will be reporting on above report at 7am on Sunday 6th October. The 2007 report Making sense of religion and the 2010 Transforming religious education reports are here and here.

Source: RE Council Newsletter October 2013

Don't be afraid to rebrand your subject | Teacher Network | Guardian Professional

Don't be afraid to rebrand your subject | Teacher Network | Guardian Professional

National Secular Society - How do we keep religious education out of the hands of the evangelists?

National Secular Society - How do we keep religious education out of the hands of the evangelists?

Chris Street presents 'Humanism and Animal Welfare' to Wareham Middle School

Wendy Dimmick, an RE, Music and French teacher invited Chris Street to present to 3 classes at Wareham Middle School in Dorset on 3rd and 4th July 2013.

Wendy had already given 6 lessons on Humanism to three Year 8 RE classes of 20 pupils each class. 

Chris presented arguments for and against stunning animals before killing. Halal and Kosher meat has exemptions in UK laws so that animals are not stunned. The children discussed in pairs what they thought about a recent YouGov opinion poll about religion and non-religious beliefs in England.

Chris presented what Humanists believe and answered questions that the some of the 60 year 8 children aged ~12 had pre-prepared.

Questions included:-

• Do Humanists approve of Gay Marriage?
• Are you a vegetarian?
• Do you like not having to follow rules in Holy Books?
• If you had to join a religion which one would you join? (FSM was my choice!)
• Do Humanists believe in Demons and Spirits?
• Do you respect religious people?

School Volunteers » British Humanist Association

School Volunteers » British Humanist Association

Free school in row over plans to scrap religious education - Telegraph

Free school in row over plans to scrap religious education - Telegraph - Bristol Primary Free School

source: Mark Chater at 'The Future of RE' conference (University of Worcester 19th June 2013) #RE_Future

Humanists defined at Hill View Primary School, Bournemouth

h/t to Andy Gault 3rd June 2013

sfcp - Society for the Furtherance of the Critical Philosophy

sfcp - Society for the Furtherance of the Critical Philosophy

Hostile takeover? | Rationalist Association

Hostile takeover? | Rationalist Association

National Secular Society - Huge support in France for teaching of “secular morals” in state schools

National Secular Society - Huge support in France for teaching of “secular morals” in state schools

Myth: RE lessons are about being religious Fact: RE is about religious & non-religious belief

Myth: RE lessons are about being religious Fact: RE is about religious & non-religious belief rethinkre.org/think-you-know… @reteacher #rethinkre
— Chris Street (@ChrisGStreet) April 17, 2013

news inner | RE:ONLINE

news inner | RE:ONLINE - Allan Hayes on changing name RE to Life and Humanity Studies (LHS).

Hodder Education - Hodder RE & Philosophy Nest

Hodder Education - Hodder RE & Philosophy Nest = why RE name should change

www.reonline.org.uk/wordpress/wp-content/uploads/2013/02/The-Atheist-Bus.pdf

www.reonline.org.uk/wordpress/wp-content/uploads/2013/02/The-Atheist-Bus.pdf

BBC - CBeebies Grown-ups - CBeebies- What's The Big Idea?

BBC - CBeebies Grown-ups - CBeebies- What's The Big Idea?

School Volunteers » British Humanist Association

School Volunteers » British Humanist Association

reposted from:

crabsallover highlights, key points, comments / links.

The life and Times of Mrs Mountable: My grueling interview with the head of the Human Atheists Andrew Copson

The life and Times of Mrs Mountable: My grueling interview with the head of the Human Atheists Andrew Copson

Michael Gove recently decided that he was introducing the teaching of The Theory of Evolution by known crackpot Charles Darwin to primary schools. How can you support this? Aren’t children deserving of our love and protection rather than being taught fairy tales and rumour?

Most powerful thing you can tell a young person is ...

"Most powerful thing you can tell a young person is you don't have to believe what your parents believe" @alomshaha y'day @imperialatheist
— Rory Fenton (@roryfenton) March 6, 2013

TEDxOverlake - Dr. Sara Goering - Philosophy for Kids: Sparking a Love of Learning

What is Critical Thinking?

via Stephen Law

kungfuhobbit

'Let’s lose the ambiguous and obfuscating phrase critical thinking.
It could be called ‘How to think, not what to think’.
It is a set of intellectual virtues and mental habits.
Essentially, it is Good Thinking.'



kungfuhobbit  - 10 Commandments of Good Thinking...

example:-

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.