Web Sites and Prospectus (advertising) for most schools now is being revised and updated by secret, local, unelected and private-cronyism, in a closed session.
Blatant Sectarianism – Sold To Our Children
The Safety Of The World Is In Their Hands
Removing Most Of Religion From Our Schools Should Be Considered As Part Of The Defence Budget – Professor Richard Dawkins FRS. 1980’S.
The lack of a ‘National Statutory Framework For Religious Education In Schools’ by our lawmakers. ‘The Incompetent Pussy Footers’ around this subject.
Royalty, Church, and State
The three great tyrannies in civilizations history that have frequently usurped us all
Our National Security is at stake. Get rid of religion in our schools – except for some comparative studies. USA.
Keep Religion in our Churches not in our Schools.
Environmental Reasons = Global Warming and developing personal responsibility.
Due in part to the faiths and belief’s for the past 200 years that the Western Christian World. Man’s enhancement of ego by faith, has a dominion over nature and all the creatures of the earth. The Bible Old and New Testament. The dis aster of Protestant Ethic.
An incorrect, ridiculous, and dangerous theology. Not compatible with a responsibility towards the environment.
The Interesting and appalling result : ‘The non-statutory Framework for Religious Education In Schools UK.
68% of parents do not want faith schools – they have seen the results, privately, and publicly.
Dispatches Channel 4 TV The Rise Of Evangelical Christianity UK and in our Schools. I have noticed it, you might of as well?
We must try and protect our Children from Fundamentalism. The Government will not. Ofsted.
Change Schools if you have some choice and complain. Withdraw parent support.
Join : The British Humanist Association.
Faith Schools, and Church Schools, achievement recording, may be, at the cost of serious mental and physical abuse for children : an unacceptable, and divisive selection, by the back door. Are a few exam passes worth it? Will future employers exclude the unnatural high achievers due to their restrictive approach and attitude to life, such as, in the new Christian neo-conservatives view point.
State School (Public Funding) Ages 13-19
Theology & Ethics at The School is underpinned by the following principles and academic methodologies :
T & E is an academic subject with a strong emphasis on cognitive development of students.
However, cognitive development in T & E also needs to be balanced by addressing the spiritual, moral, social and cultural development of students.
The legal obligations of T & E ensure that Christianity is recognised as the major British religious tradition. The importance of recognising Britain as a multi-faith society is also acknowledged.
The Local Area Agreed Syllabus requires that the more phenomenological aspects of religious traditions are dealt with in Key Stage 2. By the end of Key Stage 3, it is expected that students will undertake a more issues-based approach to the study of religion, in preparation for Key Stage 4.
It is the overriding aim of the T & E department that it should prepare its students to be objective in their approach to the study of religion; to develop well balanced critical and evaluative facilities, and to take a philosophical approach towards "ultimate" questions, spirituality and ethics.
Revisions (the Local Area Agreed Syllabus) considers Theology & Ethics to be special for four reasons:
T & E is special because it helps students think about themselves, their feelings, their relationships, and their uniqueness as human beings;
T & E is special because it helps students understand the living world of religion, its significance for many people and its impact on societies and cultures;
T & E is special because it helps students to think for themselves, to question, to listen to and understand other people’s viewpoints, and to evaluate their own beliefs, ideas and values.
Public School Preparatory School (Private Funding) Ages 2-13
Learning and Life
Education is about the development of the whole person. Religious Education deals with the development of the person in relation to self-awareness, relationships with others, and the realm of beliefs, values and practices which go to make up a religious outlook on life. As such it makes an important contribution to the personal and social development of pupils.
Religion is a significant area of human experience. This is true in history and in the contemporary world. As such, it is worthy of study by pupils so that they can have some understanding of one of the prime motivating factors behind human behaviour, both individual and social. The many different beliefs and attitudes found in today’s pluralistic England, which are mirrored in our schools, make this area of the curriculum an exciting challenge. In meeting that challenge, we will need to create an ethos in which differences are seen to be welcome enrichment’s. In particular, Christianity has shaped the history and traditions of the British Isles and continues to exert an influence on national life.
Other major religions, such as Buddhism, Hinduism, Islam, Judaism and Sikhism, are also represented. It would not be possible to develop a comprehensive knowledge and understanding of all these faiths within the school curriculum. However, it is important that while recognising the role of Christianity as the major religion and develop an understanding of and respect for people of other faiths and people who adopt a non-religious stance for living.
The importance of religious education is not confined to appreciating the historical and social role of religion. There is also a personal dimension, linked to the individuals search for answers to questions about meaning, value and purpose in life. Such questions may be felt intuitively by younger children, in response to experiences of awe, joy and sadness, and may be expressed more or less articulately by older pupils.
Discussion of religious and moral issues should be open and pupils should be encouraged to express their own views and feelings and to listen with respect to the views and feelings of others. Modern teaching of religion focuses upon the experiential approach and a programme of appropriate visits and speakers is being drawn up.
At the school we intend to:
(i) enable candidates to acquire a basic knowledge of religious studies which will help them through life and prepare them for any future study of the subject;
(ii) develop children’s spiritual awareness;
(iii) help children seek ultimate meaning;
(iv) encourage children to explore questions of morality and the values of contemporary society.
Candidates develop their skills, knowledge and understanding through:
(i) studying in depth selected Old and New Testament texts and relating them to contemporary issues;
(ii) acquiring a basic knowledge of thirty-three culturally significant Bible stories;
(iii) acquiring a basic knowledge of some of the main features in world religions;
(iv) acquiring a basic knowledge of some of the main features of Christian belief and practice;
(v) the opportunity to conduct individual research and to present material in coursework/project format.
Educational Exercises of a little common sense :
How much ‘scary – rubbish‘ can you spot above, by the use of a little ‘real and proper critical thinking’. Also replace text with what should be taught. Maybe – The Proper Structuralised View Of The World – should be taught? History Evolution and Cosmology (makes us feel small). HEC. Geology for some – time scales, this also makes us feel small. Richard Fortey ‘Life’ or ‘Earth’ will easily do.
Examine In Real Time (not politically correct time) – Theology And Ethics In Modern Civilization. a) Its relevance to you b) Its impact on our society c) The type of people who like to promote it, and why they do it so much at the neglect of other today’s relevant, real life, subjects.
What would you replace these subjects with? They must have a greater impact on people and relevance in today’s world. Subjects not blindingly boring or full of (ancient) myth, but so exciting that they will take the breath away.
(getting real – the Educators – getting real – the Kids)
40,000 children wandering our streets. 40,000 at risk. UK – Disconnected Education and Social Care. Why? Knowledge of the Advanced Western World Today – Not The Barbaric and Ignorant Past (History – Yes. Theology/Ethics as important or very relevant – No, in this particular context; as such a waste of time. Some silly fairy tales when you are a primary child, OK, so very boring when a little older!
Becoming human is a process, not an event.
Normal people commit appalling acts when they have a strong Ideology or Religion. Use ancient and modern historic examples to illustrate, as graphically as possible : child gladiatorials – mass executions – mob murders – child executions, and tortures in front of parents, stonings, burnings, suicide bombings, child prisonings.
‘Answers in secret’ (The Media, Hollywood, Advertising, Art)
Channel 4 TV, Peter Hitchens, Dispatches. Civil Liberties.
Do you have to have faith or a belief to take part in religious music or ceremonies? Of course not! Many famous people, who are Humanists, do so with a full participation.
‘The child knows what a house is, but the adult goes on gazing at his meaningless little pieces’. Dr Erich Fromm, ‘The Fear of Freedom’.
Study : Memes and Mememplexes – illumination of thought evolution.