The case for Humanist full membership of West Sussex County Council SACRE
The British Humanist Association (BHA) represents the interests of the non-religious population (see www.humanism.org.uk for more information). The majority of the UK population (50.7%) are non-religious (British Social Attitudes, 2009)
The case for Humanist full membership of SACRE has never been stronger. Numerous sources support this, including those from WSCC itself. It is difficult to think of a single good reason why a Humanist should not be included.
The following extracts, quotes and facts support Humanist full membership of West Sussex County Council SACRE. The most relevant parts are in bold.
I have attended most SACRE meetings during the last 4 years, as an observer. In 2007 and 2010, my applications for SACRE membership were rejected.
In my role as Local Development Volunteer, I represent the British Humanist Association in Crawley Borough Council, Mid Sussex District Council and West Sussex County Council. I have also set up local groups in Horsham, Haywards Heath and Chichester, with more to follow.
I am a member of Crawley Inter Faith Network and contributed the Humanism sections of the Faith, Belief and Culture guides for Crawley BC and West Sussex Fire Rescue Service. I attend council meetings and take part in consultations, e.g. Sussex Partnership NHS Spirituality Strategy. I give local talks on Humanism, e.g. during Central Sussex College’s Diversity Week.
I have appended a summary of Humanism, together with a Word version of a PowerPoint presentation I gave to West Sussex SACRE in 2006. Further information can be found at www.WestSussexHumanists.org.uk.
I urge you to support my application for full membership of West Sussex SACRE in 2011.
Thank you.
Andrew Edmondson
(Local Development Volunteer for the British Humanist Association)
Tel: 01444 811413
email:
West Sussex County Council Documents
Revised RE syllabus
Humanism is now mentioned in the RE syllabus, along with secular world views.
Principles for the new RE syllabus:
6. The syllabus should be inclusive and be relevant to pupils who come from a background of any religion or none.
Annual Report 2008: self-evaluation exercise
The membership of the SACRE strongly reflects the diversity of the wider religious and professional community. The SACRE and LA ensure representation broadly reflects the diversity of the local community.
Good use is made of co-option to ensure membership of the SACRE is well informed and is highly representative of the diversity of the local community.
The SACRE fully uses the National Framework in the construction of the revised agreed syllabus.
SACRE has a clear commitment to the part RE can play in promoting the social and racial harmony agenda
The SACRE has limited information about, or contact with, wider local authority initiatives linked to the promotion of social and racial harmony, e.g Crawley BC is actively involved in Crawley Inter Faith Network, which includes a Humanist member (Andrew Edmondson)
Annex 1
An effective locally agreed RE syllabus should ... reflect breadth and balance in religious education, particularly taking into account local characteristics and circumstances. (see Statistics of Belief)
Treating People as Individuals Policy
By law the county council must have action plans that set out what they will do to make sure that people in West Sussex are treated according to their needs. Action Plan 6 is Religion. Point 3 says “Making sure that the county council thinks about people from different religions [or beliefs] when they plan their services”.
Educational Directives
OFSTED “Making Sense of Religion”
119. There are, however, powerful arguments for retaining SACREs. They reflect the continuing importance of religious and non-religious beliefs in the lives of individuals and communities. It is essential that local faith communities are confident that what is taught is accurate and balanced. Parents, whether involved in faith communities or not, need to be assured that their child’s school respects diversity, understands the importance which belief and commitment play in developing personal identity, and supports the growth of community cohesion. Enabling the representatives of this diversity to meet is important.
120. With agreed syllabus conferences, SACREs provide diverse religious and non-religious communities with a unique opportunity to contribute to the curriculum and gain insights into issues in English education.
National Curriculum
The RE section of the new National Curriculum for secondary education will supersede the current Non-Statutory Framework for RE. This new curriculum uses the term “religion and belief” throughout, and supports the teaching of Humanism. The planned new National Curriculum for Primary education is expected to follow suit.
RE encourages pupils to learn from different religions, beliefs, values and traditions.
Schools have a responsibility to provide a broad and balanced curriculum for all pupils.
The Non-Statutory Framework for RE (QCA)
Inclusiveness is an important principle underpinning good RE.
Many pupils come from religious backgrounds but others have no attachment to religious beliefs and practices. Therefore, to ensure that all pupils’ voices are heard and that the RE curriculum is broad and balanced, it is recommended that there should be opportunities for all pupils to study … secular philosophies such as humanism.”
Department for Education and Skills
It is perfectly possible for RE to include teaching about non-theistic ways of life, such as Humanism, and the moral values associated with them.
GCSE examination boards
WJEC … non-religious, atheistic or humanist answers are equally
acceptable.
Edexcel … candidates answering from an atheistic or agnostic perspective will be examined on exactly the same basis as for any other candidate.
DCSF Guidance 2010
The new guidance no longer prohibits Humanist membership of SACRE. Indeed, it includes a case study of a SACRE appointing a Humanist member.
Humanism is mentioned on three occasions in the new guidance.
[non-religious] belief is mentioned 57 times, and the term worldview twice. Humanism is the major non-religious belief in the UK.
The statutory duty of schools to promote community cohesion is mentioned on 21 occasions. Community cohesion is impossible if the non-religious are excluded. The non-religious comprise the second largest belief group in the UK.
The guidance strongly promotes inclusion and tailoring RE to the needs of the community (36% of which prefer Humanist explanations, and 64% of 12-19 year olds are atheists or agnostics).
There are 5 references to a broad and balanced curriculum, which can only be achieved by including non-religious beliefs.
There are numerous references to ideas such as morality (mentioned 10 times) which would benefit from a Humanist perspective.
The new guidance specifically states that it is not an authoritative interpretation of the law; that is a matter for the courts. As I mentioned before, it is inconceivable that a County Council would be prosecuted under the Eduation Act for including a Humanist representative, in view of the more recent Human Rights Act. The DCSF have gone as far as they are able under the current law. We will have to wait for a new Education Act to bring education in line with Equality Law and the Human Rights Act. No County Council has been prosecuted for including a Humanist representative.
Human Rights Act 1998
Legislation previous to the HRA [must] be interpreted to meet its requirements; so that, for example, references to "religion" should be interpreted to mean "religion and belief" (Section 3). Thus a case could be made for humanists to be full members of Committee A (which includes "other religions").
State shall support the rights of parents to ensure such education and teaching is in conformity with their own religious and philosophical convictions (Article 2)
Equality Act 2006
Prohibited discrimination. Part 49: Educational establishments
(1) It is unlawful for the responsible body of an educational establishment … to discriminate against a person
(c) where he is a pupil of the establishment
(i) in the way in which it affords him access to any benefit,
facility or service,
(ii) by refusing him access to a benefit, facility or service …
Convention on the Rights of the Child (ratified by UK in 1991)
The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds ... (CRC, Article 13, 1)
Other SACREs
80 of the 152 SACREs have Humanist representation. 2 of these are Chairs, and one is Vice Chair. 9 are full members.
No SACRE has ever been penalised for having a Humanist full member (such action would contravene the Human Rights Act).
Community cohesion
Guidance for schools on Community cohesion (2007)
.. a school's contribution to community cohesion:
1. Teaching, learning and curriculum
Helping pupils to learn to understand others, to value diversity whilst also promotingshared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action.
Every school - whatever its intake and wherever it is located - is responsible for educating children and young people who will live and work in a country which is diverse in terms of cultures, religions or beliefs, ethnicities and social backgrounds.
3.1 How does a school contribute towards community cohesion?
As a starting point, schools build community cohesion by promoting equality of opportunity and inclusion for different groups of pupils within a school. But alongside this focus on inequalities and a strong respect for diversity, they also have a role in promoting shared values and encouraging their pupils to actively engage with others to understand what they all hold in common.
All schools, whatever the mix of pupils they serve, are responsible for equipping those pupils to live and thrive alongside people from many different backgrounds. For some schools with diverse pupil populations, existing activities and work aimed at supporting pupils from different ethnic or socioeconomic backgrounds to learn with, from and about each other, will already be contributing towards community cohesion. For other schools where the pupil population is less diverse or predominantly of one socioeconomic, ethnic, religious or non-religious background, more will need to be done to provide opportunities for interaction between children and young people from different backgrounds.
Teaching, learning and curriculum
Many schools have built very successful approaches to using the curriculum and teaching and learning techniques as a tool in building community cohesion, for instance, by providing:
§ Opportunities across the curriculum to promote shared values and help pupils to value differences and to challenge prejudice, discrimination and stereotyping. As well as the opportunities in citizenship described above, there are opportunities across the curriculum and in the new programmes of study for Religious Education (RE) and Personal, Social and Health Education (PSHE).
§ Engagement with parents through curriculum evenings, teaching and learning activities such as parent and child courses, and family liaison work, tailored to suit the needs and requirements of the school and parents. For example, reaching parents who may need additional support through other local bodies and community points of contact.
Schools to local authorities and other partners
Local authorities, religious or non-religious organisations including SACREs, and other voluntary and community organisations have an important role in supporting schools to discharge the duty to promote community cohesion.
Other support
Religious Education Council of England and Wales
RE should be open to all pupils regardless of their beliefs.
If RE is 'open' it is necessary for pupils to learn that there are many who do not believe or practise a theistic or religious worldview. Indeed if pupils did not learn this, it could be said they were victims of indoctrination.
Humanism and other non-theistic beliefs have their own views about religion and these ought to be part of a pupil's RE.
Humanist thinking has influenced the RE and PSHE curriculum, particularly in the exploration of the term 'spiritual'.
Many pupils come from non-religious backgrounds and probably share some of the views Humanists express.
Handbook for SACREs, ASCs and Schools (1989)
One generally accepted aim of RE would be … to encourage knowledge and understanding of religions and similar world views. Humanism can be seen as such a world view.
Attainment and National Curriculum (1991)
Some would argue that religion is not necessarily defined or confined by the idea of transcendence but involves insights into the human condition. It emphasizes the search for some final source of meaning in the universe. This might be defined as the way people order their lives and behaviour at the deepest level. Without the existence of a national consensus on a definition of religion, Syllabus Conferences need to do one of the following:
use a definition of religion which permits any belief system to be regarded as religious;
adopt a more generally acceptable use of the term ‘religion’, as found in the GCSE National Criteria, and add “world-views” or “non-theistic stances” or a similar phrase.
Humanism and other non-theistic beliefs have their own views about religion and these ought to be part of a pupil's RE.
The RE Council has benefited since its foundation from the active membership of the British Humanist Association.
SCAA (a broadly based conference of interested parties, 1993)
Recommended that knowledge and understanding of the Christian and other principal religious faiths and ethical traditions should be included in the Aims of RE.
DfEE
A letter from the DfEE to former BHA President, Sir Hermann Bondi FRS in 1994 confirmed that “it is perfectly possible for RE to include teaching about non-theistic ways of life, such as Humanism, and the moral values associated with them.” (See Appendix D, page
Qualifications and Curriculum Authority (Guidance on RE in 2000)
... non-religious views.
By exploring issues within and across faiths, pupils learn to understand and respect different religions, beliefs, values and traditions (including ethical life stances)…
Church of England
Canon John Hall, Church of England director of education, said in the TES of 11/7/2003: “RE needs to take account of the variety of answers to these questions… [including] other faith ones and Humanist ones.”
Canon Peter Humphrey, national adviser for RE for the Bishops’ Conference, said in the same article: “I would expect a good syllabus to cover a wide-ranging programme to give an overview of religion to all students. Agnostics, atheists and Humanists should have an input, and any other recognised philosophy.”