Agreed syllabus supplementary information on Humanism.  Please select the appropriate level below.

For levels 1 & 4 For levels 5 & 6 For levels 7 & 8 up

 

Humanism 1 - 4

When relating teaching and learning objectives at levels 1 -4 to humanist experience, the teacher should draw on the following in an appropriate context

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  • Human experience is common to all pupils. Pupils share many common experiences e.g. family life; fears and hopes; acceptance and rejection; making friends and falling out. It is important to remember that these are human experiences rather than Humanist ones. When old enough to do so, pupils from different homes (e.g. Christians, Jewish, Humanist) will begin to give particular meanings to these experiences, interpreting them in the light of the beliefs and values of their respective families. In the majority of schools a significant number of pupils will come from homes which have an outlook or world- view which is essentially secular. When exploring ideas in RE they are therefore likely to express non-theistic or humanist views about their experience, albeit in a simply or child-like way.

  • Introducing the term 'humanist' in class to identify and organise a set of ideas. Humanism identifies a set of ideas rather than concrete phenomena such as special places, special books and special people, so it is not generally appropriate to introduce it in the same way as a faith community. However, many opportunities will arise quite naturally in class when it could be useful to introduce the term Humanist to identify a particular viewpoint. For example, in a lesson exploring the Christian way of life, the following might occur: -

Pupil                "My Mum and Dad think you don't have to believe in God to be good! "

Teacher            "That's right. Not all people believe in God, but many of them still try to lead good lives and care about others. Some of these people call themselves humanists, because they believe that human beings are special and that we should treat each other with care and respect, but they don't believe in God. Religious people, like Jews and Christians, believe they should care too, but they also say they do it because God wants them to. "

  • To use words like "Christian" or "Humanist" is to provide pupils with categories which help them identify and organise their experiences and ideas. To avoid using such terms can actually lead to confusion.

  • N.B. It is worth noting in the above example that the teacher recognised the worth of the pupil's contribution to the RE lesson. The aims of the syllabus stress that each pupil should be respected and that, provided the values of the school are not compromised, the opinions and beliefs they volunteer should be used as a resource for learning.

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  • Incorporating a 'humanist' perspective into an RE curriculum. Some aspects of an RE course should explicitly help pupils to understand that some people lead good lives, make sense of the world around them, decide what is right and wrong, without believing in God or having sacred books like the Bible or the Qur'an to guide them. In this syllabus the teaching and learning objectives have been constructed to ensure that the RE curriculum can incorporate such a 'humanist' perspective. For example: -

Through story, biography or visitors to the school, pupils should encounter a range of responsibly committed people, including some whose views might come within the category of Humanism (e.g. when exploring examples of people who give help and support in the local community cf. Planning Level 2)

Through discussion of celebrations and 'milestones' in life (Planning Level 4), pupils should learn that some people have 'rites of passage' which do not assume a religious faith (e.g. a Humanist naming ceremony; a Registry office wedding).

  • Ensuring a balanced approach to moral issues. If a Humanist perspective is not incorporated into RE it is possible that a pupil, who chooses to reject or disregard religious faith, may consider that morality has to be disregarded with it.

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Humanism 5 & 6

When relating teaching and learning objectives at levels 5 and 6 to humanist experience, the teacher should draw on the following in an appropriate context

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  • Key Humanist values and principles. Humanists believe that nothing is more important than people. They value people and their happiness. Each individual is of worth. They believe that our common humanity and shared human values should be stressed. They value greatly the human powers of reasoning, imagining and love. These qualities are fundamental because they make us distinctively human. They try to live by values such as fairness and justice; tolerance; sincerity; curiosity and creativity; courage; independence or autonomous living; freedom; co-operation. They stress the importance of concern for the world and for the future. ,

  • Humanists believe that there is insufficient evidence to decide whether or not God exists. They reject the idea of Design and point to the contrary evidence of natural disasters and all human suffering. Therefore, they think that it is meaningless to base human action and living on a belief in God. They do not think in terms of a God who created the universe. They believe that the existence of the universe could be explained by purely natural processes. They assert that it is just as easy to believe the universe exists without having been 'created' as it is to believe that the universe requires a Creator who exists without having been 'created'.

  • Humanists do not believe in divine revelation. They believe that scientific reasoning (in the broad sense of that term), discussion and rational argument are the only means to gain the truth about life. However, they do recognise that human reason is not always reliable and, therefore, that it is dangerous to be dogmatic. Neither do they offer absolutes (i.e. answers about life which are certainly true in all circumstances). They believe strongly in democracy, with its checks against excesses.

  • Humanists do believe that this is the only life humans beings have and that we must strive to make it as worthwhile and happy as possible, for ourselves and others. They claim that human beings must face the problems of this world without the prospect of supernatural help.

  • They assert that morals are a product of human imagination and reason; that human beings should use reason and imagination to consider the consequences of their actions; that the possible consequences of actions should be evaluated by how much they promote the happiness of themselves and others. They assert that human striving should seek 'the greatest happiness for the greatest number', but only within the constraints of moral principles including justice, freedom and the human rights of individuals and minorities. They agree with the so-called golden rule which is found in several religions and philosophies i.e. 'Whatever you would that men should do to you, do you also to them'. They believe that rightness and wrongness are properties which can be established independently of what authority might say; e.g. kindness is good because it is intrinsically good; not because an authority says it is good.

  • Well known people who could be described as Humanists: - Charles Darwin (1809-1882); Thomas Huxley (1826-1895); Marie Curie (1 867-1934); Dora Russell (1 894-1986); Isaac Asimov; Peter Ustinov; Claire Rayner; Angela Willans (Relate). Many people who might be Humanists do not feel that it is necessary to join a Humanist group. They just get on with their lives in a Humanist way. This is one reason why Humanism is not well known. In England Humanists are represented by the British Humanists Association. Most of their work is focused on the expression of ethical views about current concerns, e.g. on education, social concerns.

  • Humanists and social action. Many Humanists try to bring about a better world by working within other organisations. They believe that race, nation, gender or belief should not be allowed to divide human beings. They work within many of the voluntary agencies in this country, such as the Conservation Society, the Religious Education Council, and internationally through organisations such as the United Nations.

  • Some Humanists have family ceremonies such as naming ceremonies, marriage or funeral ceremonies. Such ceremonies have no religious content, but focus on the people involved, their values and the contribution which they can make, or have made, to human happiness.

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Humanism 7 & 8

When relating teaching and learning objectives at levels 7 and 8 to humanist experience, the teacher should draw on the following in an appropriate context

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Galileo
 

  • The history of Humanism. Origins in Greek philosophy. Some Greek philosophers rejected ideas about God and developed a morality based on human beings e.g. Protagoras; Epicurus. Humanism flourished with the growth of the natural sciences (e.g. Galileo who successfully challenged the idea that the earth was the centre of the universe and, by implication, challenged the religious perceptions, at that time, of the place of human beings within the universe). It stresses the importance of empiricism (i.e. that all knowledge comes from observational experience). Humanism influenced the 19th century revolution in ideas:- e.g. Charles Darwin and T. H. Huxley - the origin of Species; The development of secularist thinking - Charles Bradlaugh.

  • Humanist ideas on the meaning of life. Humanists believe that we choose our own 'purposes' in life. They hope for fairer societies throughout the world, so that more people may have the freedom to choose satisfying ways of life. Our purpose in life will relate to our values. They assert that sexual morality is not a separate category. It should embody the same moral principles as in other aspects of human relationships; namely, that love, respect for each other, responsibility and caring, are important, as are not hurting anyone, being thoughtful and sincere.

  • Humanist views on death and the idea of an after-life. They believe that death should be as painless and dignified as possible. They believe that people should not be forced to suffer for prolonged periods when it is clear that they are not going to get better. Therefore, they believe that people should have the right to end their own lives when they wish i.e. voluntary euthanasia. They do not believe in an after-life, such Heaven or Hell. Nor do they believe in reincarnation. They do believe that a person's influence can remain after they are dead, rather like the ripples on the surface of a pond after the pebble has disappeared.

  • Humanist ideas on the problem of evil. They believe that human beings have free will and are therefore morally responsible for what they choose to do. They recognise that choices are strongly influenced by inherited human nature and by environment, particularly in the early, impressionable stages of life. Like Maslow, they believe that wrongdoing should be treated as a failure of personal growth.

  • Humanist views on freewill. Within Humanism there is a range of opinion on this matter. Some stress that human activity is significantly determined by genetic make-up. The majority, however, whilst not ignoring genetic factors, also believe that in practice there is good evidence that human beings have an element of freewill and can exert some decisive influence over their actions.

  • Humanist views on freedom. Humanists stress that it is important to take careful account of the consequences of personal attitudes and actions. This means that, though the basic principles of morality are the same in all circumstances, a person should not apply general or rigid rules without taking account of circumstantial factors. They think about the effect of any exercise of individual freedom on the happiness or suffering of other people. They emphasise the Golden Rule which states 'that you should not feel "free" to treat others as you would not like them to treat you'. Humanists believe that censorship is a threat not only to the personal freedoms of the individual artist and his audience, but also to political liberty. Consequently they deplore the actions of greedy and irresponsible people who produce harmful material which invites restrictions on the liberties of all.

  • Humanist attitudes towards religion and religions. They welcome the widening recognition that Britain is a mixed community of Humanists as well as Christians, Jews, Muslims, Hindus, Sikhs, Buddhists and others. They believe that all people should have the right to hold their personal beliefs free from interference. However, actions must be subject to respect for the rights of others. Beliefs hostile to these principles are damaging to the health of society, and must be vigilantly opposed.

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