Church Schools. Faith Schools. Public Schools. Private Schools. State Schools.

Church Schools. Faith Schools. Public Schools. Private Schools. State Schools.

Note: roughly looked at and corrected 14/9/2008 Again – briefly 02/06/2009 At, BBC Bitesize – Religion!A18BF3FCC5E126A2!1127.entry 


What a preposterous waste of time and (our) money and (our) countries resources! See, the end of this article. 

We must adapt now! 

Illusion: "A system of symbols which acts to establish powerful, pervasive and long-lasting moods and motivations in men by formulating concepts of a general order of existence and clothing these concepts with such an aura of factuality that the moods and motivations seem uniquely realistic" Clifford Geertz

Ending of 2009 – a fairly chilly feeling, seeming to persist, running ever so very slowly and up ones spine! (Knowledge Based Culture – only 4 to 5 out of a total of 10 are living their adult lives – totally blinded – by various ‘delirious forms of subservient imagination and passion’?, mostly – varying degrees of Religiosity) 

‘Very deeply ashamed’ – by ‘fellow’ Americans, USA

Less appalling, but pretty atrocious

A global education programme designed to foster understanding between religions has been launched by the Tony Blair Faith Foundation @ 

In 10 or 15 years, you may regret the time that has been wasted on RE and/or the time that you may of spent as a believer – you may, very well be, not too pleased, with the people or the institution that has wasted your own, very precious, time! 

Live only a little in or for our past (poverty) and history. Live in our present, and look to, or work towards, our future. We, only now, can really see the future that has, and will have, so much more to offer us. (adapted) Stephen Rose. BBC Interview. There is no need today to waste our children’s time with any form, or any sort of, ‘superstition’. 

The Goings On Behind The Closed School Gates.  

Is it right for teachers to teach a subject – "where there is self-evidently, and in plain fact: no knowledge"? 

Surely, this is the most important duty for any teacher, or any school, in the teaching of anything, and to make very sure that the subject at hand, has some, ‘basic provable obvious facts’. 

Not, how much is taught, but what is taught! 

There is also however, a more personal answer. ‘Science tells us what we can know, but what we can know is little, and if we forget how much we cannot know, we become insensitive to many things of very great importance. Theology, on the other hand, induces a dogmatic belief that we have knowledge, where in fact we have ignorance and by doing so generates a kind of impertinent insolence towards the universe. Uncertainty, in the presence of vivid hopes and fears is painful but must be endured if we wish to live without the support of comforting fairy tales (‘The Infantile Situation GB’ – ‘Identity and Violence’ Amartya Sen)  . To teach how to live without certainty, and yet, without being paralysed by hesitation, is perhaps, the chief thing that philosophy in our age can still do for those who study it.’ Ref, BR – Daddy. Ring a Scholar – A telephone and internet helpline offering advice about the true teaching of Islam is being launched in the UK today And, Hi-tech Theology Speaking to the Guardian, Cardinal Cormac Murphy-O’Connor hit out at representatives of an "aggressive secularism". Church Schools or Faith Schools UK, GB, ‘Compulsory Worship Law’. School Assembly or Religious Education Class (RE Class) – ‘Aggressive Atheism’ (phantasmagorically speaking, termed – phantasmagoria – a phatasmagorian)

The Church of England  

"Advice to children for their own or any enquiry into the meaning of life: happens to be Chapter 25 of ‘The Hitch-Hikers Guide To The Galaxy’ by Douglas Adams. Most people love to find out ‘meanings’ and then hold onto them as an advantage over other people. Knowledge, quite rightly, should be power and that any superstition is regarded as a major failure. It a much ‘pleasanter’ existence to have an inkling of what the answer is to any particular fundamental question, "What is the meaning of life?" Obviously, the answer, above, given by the Church of England is a very short and a very puerile answer, admittedly, a fun answer, but one that shows that they are an institution without knowledge! Is this, as far as they go in their own particular reality search? Their ignorance, once again, does totally astound me! And, actually, ‘what are they preaching to children by all those forced and ‘usurpatory’ methods’? Surely, this one fact of what they are teaching is quite enough to get at our Government, to get them all out of,  any more close contact with our young children. Taking with them all their pernicious and divisive influences, which they have in some obscure right, to implant in our young children! Even the infant, and later, adolescent election procedure, for certain schools, has shown them up as a ‘Root Of  Evil’? Channel 4 TV. 

How aware are our children and parents of this matter.  

Do they know what is going on, now, in our Schools!  

Could, and should, most of this below, be left to be done at home or in Church. There is no freedom about this matter in our schools – freedom has been taken away. This taking away of our freedom is getting worse, by superstition crossing over into other subjects, such as, into the science subjects! I.e., by the wishy-washy wording in science textbooks that hopes not to confront or upset the superstitious or superstitions. We all may be playing into the hands of fundamentalist and extremist by allowing this to happen. 

Are they at all aware of History, and of ‘Human Group Behaviour? And, why do humans like to believe in something that is quite often preposterous. In fact, humans seek a faith or belief or an ideology – it is in their nature to do this, for better or worse. 

How are we doing, with the promotion of ideological scepticism’s and religious scepticism, and in Religious Education (RE) in our schools that are relevant to the realities of our past, and present. Ref, the appalling facts of our murderous global or local – barbaric social history of humankind?  (Worse in the last couple of centuries)

How are we doing with sectarianism and a divisive monotheism in our schools (celebrity worship – anthropomorphic?) 

How far; has the ‘bonus idea’ of spiritual, or being spiritual, gone into the fabric of other subjects other than RE. 

What are the real effects on students’ time and their own world-view? And the time spent, and costs of school administration. Purchasing: the costs of ‘RE Educational Resources’, and what else has greatly suffered as a result

How are we doing with the appalling facts of the school system being religiously, socially, and financially, selectively exclusive, and then adding to this to our country and the whole world’s future problems? Is the UK / England letting the rest of the free world down by its archaic laws, and it’s, mostly: modernly pseudo religion/ideology ethos-es within our schools? 

What are the results of our techniques in the art of persuasion by the instilling of religiosity, ethos’s or ideologies to our children. How does it affect them in their current worldview, and then, later, in adolescence and adult life. I.e., when they confront, or come face to face with the lies that were told to them, believed in, and by them, with their natural childhood enthusiasm for conforming to ‘respectable’ authority. The ‘respected authority’ that has ‘never grown up’ from credulity, gullibility, or Richard Dawkins’s "Faery Fancy". Professor Richard Dawkins FRS.  

Unit: What does it mean to belong to a religion? 

About this unit: This unit is intended to allow pupils to explore commitment, belonging and identity within religion.  It also gives them the opportunity to reflect on their own personal values and commitments. Although the unit focuses on commitment within Christianity, it is expected that this will be a comparative unit developing upon work done at Key Stage 1 on Judaism.
Some of the themes on commitment and belonging will be further developed at Key Stage 3 when looking at the other rites of passage. 

Prior learning Technical Vocabulary Resources It would be helpful if pupils had studied: 

* Infant baptism
* The life of Jesus
* The importance of the Church
* The importance of the home and synagogue in Judaism
* Have looked at a range of religious symbols connected with Christianity and Judaism
In this unit pupils will have an opportunity to use words and phrases related to: 

Holy Communion/Eucharist
Holy Spirit
Laying on of hands
Believer’s Baptism
Baptist Church
Bar/Bat Mitzvah
Reform Judaism
Orthodox Judaism ‘Finding My Feet’ by Jason Robinson 

* ‘Teaching Christianity At Key Stage 2’ p.61 by Lilian Weatherelyand Trevor Reader (Christian House Publishing) – useful for information on Confirmation
* ‘Christianity for Today’ by Carrie Mercier (Oxford) – useful for information on Christian denominations and Believer’s Baptism
* Photo pack on Judaism – ‘Jewish Artefact’s – Learning From and Learning About’ by Jan Thompson (TTS)
* ‘BBC Belief File – Judaism the Torah’
* ‘Believe it or not video 1’ – initiation rites Bar Mitzvah and confirmation
* ‘Believe it or Not video 4’ – Baptist


At the end of this unit Most pupils will:
 (Level 3)* Be able to use a religious vocabulary to describe key features of religions
* Make links between beliefs and religious stories e.g. the story of Jesus being baptised in the Jordan
* Identify the impact of religion on believers’ lives e.g. commitment to faith
* Describe some forms of religious expression such as confirmation, believer’s baptism and Bar Mitzvah
* Identify what influences them
* Ask important questions about religion and belief
* Make links between values and commitments and their own attitudes and behaviour Some pupils will not have made so much progress and will: 

(Level 2) * Identify some features of religion and its importance for believers
* Show awareness of similarities in religions
* Suggest meaning for religious actions and symbols
* Identify how religion is expressed in different ways
* Ask and respond sensitively to questions about their own and others’ experiences
* Recognise their own values and those of others Some pupils will have progressed further and will: 

(Level 4) * Recognise similarity and difference in and between religions. *My Note: Feely-feely, child psychological suggestions, so on …  

* Use a developing religious vocabulary to show understanding of practices, beliefs, feelings and experiences in religions
* Describe the impact of religion on believers’ lives
* Suggest meanings for a range of forms of religious expression
* Raise and suggest answers to questions of identity, belonging and commitment
* Apply their ideas to their own and other people’s lives
* Describe what inspires and influences themselves and others
Learning Objectives Possible Teaching Activities Learning outcomes
Contribution to other Curriculum Areas
Pupils should:


* Consider what it means to make a commitment to something important
* Learn about the commitment a prominent sports person has made to achieve success. 

* Consider what responsibilities are involved when they make a commitment to do something

What does it mean to make a commitment?

* Look at the life of a famous sports person e.g. Jason Robinson, Kelly Holmes, David Beckham. 

* Discuss what ways they have shown commitment and sacrifice to their sport.

 * Discuss how important is team spirit to success in sport?
* Reflect on what groups e.g.  school clubs, sports teams they are committed to and how it impacts on their life Pupils should be able to: 

* Ask/raise/suggest possible answers to questions of identity, belonging and commitment. 

* Reflect on their responsibilities when they make a commitment to a group etc
Social development Pupils should: 

* Learn about the significance and symbolism of confirmation
* Consider their own beliefs and commitments in response to Christian commitments to their faith 

What does commitment mean in Christianity? 

* Recap on infant baptism* Introduce confirmation.  Explain that for Christians confirmation could be seen as like owning a Christian passport e.g. you have an identity as a member of the Christian family; you are taking full responsibility for being a Christian; you are regarded as an adult; you are given the strength of the Holy Spirit to declare publicly your faith and you are able to receive Holy Communion.  Confirmation means ‘to strength’.  Acts 8:14-17.  

‘Believe it or not video 1’ – initiation rites Bar Mitzvah and confirmation 

* Design a Christian passport with stamps to show the main beliefs visited.  Students are to design another for themselves
Pupils should be able to: 

* Identify/describe/show understanding of practices, beliefs, ideas and experiences connected to confirmation
* Make links between biblical passages and believers’ lives
* Identify/describe/suggest meaning to forms of religious expression
* Make links between their own and other people’s values and commitments 


Spiritual development
Citizenship Pupils should:

* Learn that there are denominational divisions within the Christian Church
* Learn about the practice of Believer’s Baptism in the Baptist denomination
* Develop skills in questioning AOTs (Adults Other than Teachers) 

Do all Christians have to be confirmed? 

* Talk about the Church as being the Christian family.  All families have different branches and some people draw up their family tree.  It is the same for the Church, as it has many different branches and although they may do things slightly differently and disagree over a few points they are still part of the one family. 

* Use a diagram of the Christian family tree to show the different Christian denominations (p6-7 of ‘Christianity for Today’ by Carrie Mercier (OUP) does this very well
* Explain that the Baptist Church is one of the biggest Protestant churches in the country and that they don’t have confirmation but instead have believers’ baptism.  Look at references in the Bible to John the Baptist (Luke 3 and Acts 8:26-39) 

* Watch a video of a believers’ baptism ‘Believe it or Not video 4’ or use which shows this
* Pupils should prepare questions and predict answers to interview a minister or member of a Baptist Church
Pupils should be able to: 

* Identify/describe/show understanding of practices, beliefs, ideas and experiences connected to Believer’s Baptism
* Make links between biblical passages and believers’ lives
* Identify/describe/suggest meaning to forms of religious expression
* Ask/respond sensitively/raise/suggest answers to questions of identity, belonging and commitment

Communication skills
Spiritual development Pupils should:
* Learn about the Jewish practice of Bar/Bat Mitzvah
* Develop the ability to recognise similarity and difference within and between religions 

What does commitment mean in Judaism? 

* Mind map recap on what do we know about Judaism?
* Use a photo pack to ask groups of children to explain key aspects of Judaism to the class 

* Introduce Bar/Bat Mitzvah
* Show video ‘BBC Belief File – Judaism the Torah’
* Draw a venn diagram to show similarities and differences between confirmation, believer’s baptism and bar/bat mitzvah.  Comparisons can also be made with the Sacred Thread ceremony in Hinduism 

* Design cards suitable for confirmation, believer’s baptism and bar/bat mitzvah
Pupils should be able to:
* Identify/describe/show understanding of practices, beliefs, ideas and experiences connected to Bar/Bat Mitzvah
* Identify/describe/suggest meaning to forms of religious expression
* Show awareness/recognise/describe show similarities and differences both within and between religions
* Recognise/make links/apply their ideas and values to other people’s lives Cultural development 


 Art and design
Spiritual development
Suggested Assessment Task:
Pupils are to produce a venn diagram showing the shared and distinct aspects of Confirmation, Believer’s Baptism and Bar/Bat Mitzvah. 

They are to imagine that they are graphic designers for a greetings card company and they have been commissioned to produce a design brief for a series of cards for Confirmation, Believer’s Baptism and Bar/Bat Mitzvah. The design brief must include: 

an explanation of the symbolism and pictures used and the message inside the card. 

Some Notes On: The Modern Crisis Of Religion And The New Age Of Enlightenment 

*I have had a brief look at the above website (mentioned twice!). I am afraid it is as full of holes, just like my socks.  

Judaeo-Christianity is indeed a preposterous religion, far less compatible with the modern scientific temperament than say Buddhism or Brahmanism. Judaism, to begin with, is a preposterous religion. It proposes as a serious claim to the truth and for our belief that a God as a spirit is separate from us. That he made the Cosmos from nothing. That he made man, a creature of body and spirit. That man suffered a fall or catastrophe and that consequently, God entered into a unique covenant with one of the most insignificant tribes, on one of the most insignificant planets, of one of the most insignificant of the 400 billion stars, of one of the billions of billions of galaxies of the Cosmos!
Protestant Christianity is even more preposterous than Judaism. It proposes not only the entire contents above, but further. That God Himself, the God of the entire Cosmos appeared as a man, one man, and no other at a certain time, and a certain place in history. That he came to save us from our sins that he was killed, lay in a tomb for three days and was raised from the dead. The salvation of man, depends on his hearing the news of this event and believing it! 

Catholic Christianity is the most preposterous of the three. It proposes not only the entire above, but also, that the ‘Man God’ founded a Church. He appointed at its head, a likable, but pusillanimous person like himself a Jew. The most fallible of his friends gave him and his successors the power to choose and elect a leader. Then he required of his followers that they eat his body and drink his blood, in order to have life in them by empowering his priests to change bread and wine into his body and blood, and vowed to protect this institution until the end of time. At which time he promised to return. 

Bewildered And Afraid 

With regard to all basic questions, a great sector of our culture has just one function to, "Befog The Issue"! One kind of smokescreen is the assertion that the problems are too complicated for the, "Average individual to grasp"! On the contrary, it would seem that many of the basic issues are very simple, so simple in fact that, "Everyone Should Be Expected To Understand Them"!                                 
To let them appear to be so enormously complicated that only a "Specialist" can understand them tends to discourage people from trusting their own capacity to think. The result of this is two fold. 1) a scepticism and cynicism towards everything that is said or printed, and 2) a childish belief in anything that is told with authority.  

This combination of cynicism, and naivety, is typical of the modern individual.

Another way of paralysing the ability to think critically is the absence of any kind of "Structuralised Picture Of The World" or "The Proper Structuralised View Of The World". (Proper = Scientific and an an outline knowledge of Cosmology, Evolution, and the History of Man. HEC) 
Facts lose the specific quality, which they can have only as parts of a structualised whole, and retain merely, an abstract quantitative meaning, each fact, is just another fact, and all that matters, is whether we know more, or less. The Media have a devastating effect on this score. The announcement of the bombing of a city, or the deaths of hundreds of people, is shamelessly followed by an advertisement for soap or wine. Those of a fashion show, follow, pictures of war. The trite thoughts, or breakfast habits, of a fashionable nonentity, are reported with the same seriousness, as events of a Scientific, or Artistic importance.
Because of all this, we cease to be genuinely related to what we hear, our emotions, and our critical judgement become hampered, and eventually, our attitude to what is going on in the world assumes a quality of flatness and indifference. Life loses all structure, it is composed of many little pieces, each separate from the other, and lacking any sense as a whole.
The individual is left alone with these pieces, like a child with a puzzle. The difference, however, is that the child knows what a house is, and therefore, can recognise the parts of the house in the little pieces he is playing with. Whereas, the adult does not see the meaning of the whole, with the pieces which come into his hands, he is bewildered and afraid, and just goes on gazing at his little meaningless little pieces.
Economic crises, unemployment, war, govern man’s fate. Man has built his world, he has built houses, and factories, he produces cars, and clothes, he grows grain and fruit. But, he has become estranged from the products of his own hands, he is not really the master any more of the world he has built, on the contrary: this man made world has become his master before whom he bows down, whom he tries to placate, or to manipulate, as best he can. The work of his own hands has become his God. He seems to be driven by self-interest, but in reality his total self, with all its concrete potentialities, has become an instrument for the purposes of the very machine his hands have built. 

He keeps up the illusion of being the, "Centre of the World", and yet, he is pervaded by an intense sense of insignificance, and powerlessness, which his ancestors once consciously felt toward God.                                 
Condensed in part from, ‘The Fear of Freedom’ Dr Erich Fromm. Historian. Lewis Mumford, writes of one of Fromm’s books, "If any single book could bring mankind to it senses this book might qualify for that miracle"!

Global Gullibility ‘For Dawkins, religious gullibility is not only an illustration of, but may be a precursor to, a more global form of gullibility. As he said, if you can believe “something as daft as the transubstantiation [then] you can believe anything", and (witness the story of Doubting Thomas) these people are trained to see that as a virtue” (p. 141). In other words, training children to accept nonsensical religious notions may predispose them to accept all kinds of other nonsense with a similar blind trust.’ Global Gullibility Index.


About luckyme0

My First family, second marriage, bringing up my 18-year-old twins, boy, and girl. I am a third generation Humanist, who has some old handwritten information and notes; collected over many years. Someone may find the articles interesting, or helpful. They could bring back a little ‘reality’, after being ‘shocked’ and ‘brainwashed’, by some malicious group, or institution (REBT Therapy). People should know better, than to do this, to our very young, and the ‘obviously’ vulnerable! Go to easily accessible, non-superstitious knowledge that is not charlatanism! The blog has given me an incentive to order my thoughts, learn, and read up again, after a few non-thinking years of (very silly) imagination and passion. Why not, get your own key to a ‘door’, customise it to suit you, and it can be, all of your very own! Don’t believe, or be led by someone else’s; inherited, stupid, and a very likely (past, and not of today’s) ‘totally preposterous reality’s’. Only some interest in the ‘really big questions’, keeps life above the level of a farce, and very little else! KEEP THINKING! Some of the posts may need some correcting. Interests: REBT Counselling, Atheism, Secularism, Humanism, Psychology, Reading, Popular Science, School Ethos, Philosophy, History, Family, Parenting, Psychology, Horse Riding, Sailing, Rescue Boat Driver, Skiing (Teppichswinger), TV Documentaries, Motorbike Cross Country Riding, Volunteer Sports Stewarding, Writing, Primitive Man, Pre-history, Social Anthropology, British Humanist Association, BHA, Meaning of Life, The Big Questions, Where am I, What am I, Why am I, Hippie Love, Knowledge, Education, Globalisation. Favorite quote: “The world belongs to those who, at least to some degree, have figured it out.” Carl Sagan, ‘The Demon Haunted World’, ‘Contact’, and other famous books DVD ‘Cosmos’. The warning of another and horrendous, “Age of Superstition”. “Isn’t there something deeply absurd in the presumption that children ought to inherit beliefs from their parents. It can be deeply damaging, even lethally divisive. A ‘them’, with an ‘against us’, mentality” – Professor Richard Dawkins. “The will to believe is stronger than mere reason in the vast majority of people” – Dr J.Brown, Army Psychologist of the 1960′s. Humans will believe in almost anything, in fact, they seek it! Why? “98% of us, trained to be just good consumers, let’s train our children to be the 2% who have their very own creativity and discernment”; quote by a famous surreal artist. “The lack of reason brings forth monsters”. “Global interconnectedness is lethal against mass religion, nationalism, racism, and other destructive memeplexes. Let us connect everybody they hate it in restrictive regimes”; from the ‘meme learning group’, Richard Brodie’s book, ‘Virus Of The Mind’ (Richard Brodie a designer for ‘Microsoft Word’). Following on, J.Bronowski, and ‘The Ascent Of Man’ TV series, and a book with the last DVD in this series, ‘The Long Childhood’ being especially revealing. ‘Prehistory’ and the ‘Making of the Human Mind’ by Colin Renfrew, with P.Wilson’s, ‘The Domestication of the Human Species’, and Nigel Spivey’s, TV series and book, ‘How Art Made The World’, offers some further explanations. Latest reading: Jared Diamond
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