Church Schools. Faith Schools. SACRE. NASACRE. Government: Schools and Religious Partnerships (Education).


 
BBC – Action Network – Religion in Schools. UK. REBT & Disconnection.
 
Religion in Schools. (Discrimination – self-downing, ego reduction [‘prayer’, ‘praying’  or ‘bowing’ to a God, for good/evil God or ideology ] and self-harm. Esp., ‘young’ children and the ‘vulnerable’.
 
"I am bringing up my 8 year old twins a girl and boy. I find it very alarming
that religion has found itself getting into areas other than those of RE and
Assembly that have a statutory requirement. It has adjusted itself in our
Schools by adopting a Pantheistic God, the worship or tolerance of many gods,
and a politically correct non-discriminatory approach, which seems against most
of (past) ancient scriptures dogma : in the hope, no doubt, to find greater
favour amongst the non-believing majority by doing this amazing feat and then by
obeying to a greater extent the new anti discrimination laws. Ofsted have become
publicly paid upholders of ‘public ecumenically (unity among churches and
religions) canon law’ that does take us back somewhat to the dark
pre-enlightenment days of the ecclesiastical courts!
 
See, the SACRE Link. 67% of the country do not want Faith or Church Schools and
82% think that religion does more harm than good. "They preferred the ancient
light of divinely blessed authority to the distant glimmer of democracy. "God
saith, ‘Touch not mine anointed’ ", wrote a Cavalier knight as he reluctantly
girded on his sword for the battle". Sir Winston Churchill. Ref, Guardian/ICM
Poll Dec 2006.
 
Of course, to have adults subjected to (questionable) moralistically or
(questionable) truths i.e. for most of the adults in our country and in our
modern world, varying quantities of multiple faiths and beliefs is one thing,
but to have our little children subjected to cultism outside the statutory core
subjects of RE and the Assembly situation is quite another matter. It has been
made by our authorities quite unpractical and very unjust to remove a child from
Assembly or RE for obvious reasons. Even, if it were easily possible, it would
be a very questionable thing to have happening at any school! It is not
recommended by the British Humanist Association – as yet. Most parents seem to
be quite happy to go along with the ‘good bits’ in religion, but are becoming
more intolerant to the unnecessary exposure of their children to the greater
‘spiritual’ amounts of indoctrination by way of the current expanded learning
about all the major (and minor) religions in class.
 
There is another matter which is quite beyond that of any particular belief or
faith, and well beyond the realm of a ‘strength of conviction’ (unreliable
measurement) concerning some of the latest theoretical research into the deeper
psychological make up of children, which is, so very obviously and very
different from an adults perceptions. Irrational beliefs are at the core of
emotional disturbance, so that : sowing the seeds of any singular seriously held
‘truth’ at a young age by ‘great strength’ (despicable and in its own right to
children or the vulnerable, with the obvious negative reactionary consequences
in some at a later date) of an overbearing, and overwhelmingly powerful
Authority, in an intellectually claustrophobic atmosphere that is in an
Assembly, or a ‘singular’ religion RE class; will magnify and catalyse a
distinct process in the ‘vulnerable’ or developing young mind. The
persuasiveness (doctrine and dogma : combining of spiritual development and
moral development together) in the latest SACRE for all schools advice, I feel,
could put some (vulnerable) children at risk and leading on to society as a
whole later on. Maybe, it has already done this (unwittingly) by promoting, and
thus, going beyond most of our ‘normal boundaries’ in the post-enlightenment
age, with dualism, totemism, animism, celebrity worship, unnecessary restrictive
environmentalism, unnatural hesitation, hysteria and ‘seizure’ of thought
patterns that are fear related or the result of scaring children or the
vulnerable i.e., the above Authority. (The Great Global Warming Swindle, Channel
4 TV). If the Government, being really serious; they would remove VAT on
renovating properties, insulating products, and give everyone many other
incentives. The above leads children and young adults open wide to charlatanism
(cults) of one form or another. Parents have to deal with this particular and
very insidiously difficult problem; trying to unscramble what (nonsense) the
children have learnt at school.
 
I think that under the latest current trends in the law – Equality Act – I would
be very hesitant to enforce the particular requirements of SACRE that I have so
far seen. Imposing tradition on the greater mass of population by force of law,
and separately, in the most admirable attempt to make men virtuous by muddled,
complicated, if not unfathomable propositions, is at its best a waste of time,
at its worst, a usurpation; and so very especially, when any of our children and
the ‘vulnerable’ are concerned. Educational bureaucratic behaviourism and our
children not knowing the real and specific facts of the pointless evolution of
our species; so long as they feel good about themselves and develop "toleration
for cultural diversity" is causing havoc with every student’s level of
achievement. Desensitization and inducing acceptance of alternative values by
psychological means rather than the rational means of most parents by an
institution is not (easily) acceptable.
 
A simple solution : if there is to be religious education, secularists consider
pupils should be told that "some people believe this and others believe that and
yet others believe none of these things".
 
 
It seems today 10/9/2007 that the Government is set on creating more
Faith/Church Schools against all practical advice, excepting that advice coming
from the Faith/Church sector, obviously. Can the Religions be fully trusted to
be inclusive? I would advise parents of children who attend Faith/Church Schools
to be fully aware of "what" really can go on (secretly behind closed doors). A
form year teacher (I was not going to mention this, but a couple of years has
passed and the teacher has left the School) said to all the children of their
class, "That anyone who does not believe in God (Christian God) is not a member
of my class". The 6 year old children were scared out of their wits!
 
My thinking is that : becoming human is a process and not some event. The above
impositions will only add to confusion and the problems around us; if this all
has not already done so. Ref, self-harming. How to handle freedom and not
conformity, including – discernment, should be the priority taught in our
Schools and fully contained within our School Ethos-es. Without any discernment
we have more than MAD-ness = Mutually Assured Destruction, ineffective (personal
martyrdom or mass ideological suicide) the Trident Missile capability and the
end of all our human civilization as we know it ! Ref, F.A. Hayek ‘The Road to
Serfdom’ – Totalitarianism; the road fraught with terrifying dangers, which some
of us will so very blindly and willingly support, also, and especially, if the
going gets tough and herding occurs. Mass public disconnection from government,
(hysterical) irrational behaviour – REBT, and Totalitarianism; an interesting
combination, warranting some further study.
 
www.cato-at-liberty.org/2007/02/18/the-economist-or-the-statist/ The Economist or The Statist?
 
It would be a shame to have our schools becoming the hotbeds of ethical power
struggles, sometimes, and unfortunately, connected to business interests by a
noisy minority (see, above poll). Private Schools being particularly susceptible
to some fringe funding interests and very easily manipulated or infiltrated by
the ‘strength of conviction’ of (a singular/particular or minority/extreme)
faith or belief. With great sadness (I am 55 years old) I find that my 7 year
old daughter at her School (nameless) has a ‘repetitive recital’ of The Lords
Prayer at every Assembly, she believes, on questioning that "God may or may not
of made the world" and at lunchtime she has two Graces presumably with the same
type of repetition. In practice, she has no idea who are Allah or Mohamed and
only has heard about the ‘Jesus God’. She has also not been told that she may,
or may not, (freely) believe in some God i.e. as she wishes. Ref, Arthur
Koestler ‘Bricks To Babel’ Chapter 4 Jerusalem Sadness. This would greatly delay
the modern positive progress that we are making to a better future for our
children and our society by the way of gaining exciting input from all of us,
with the kind, caring, and very advanced philosophy of multiculturalism, and an
inclusion of all of us as multiple intelligences.
 
Ref, Howard Gardner www.infed.org/thinkers/gardener.htm  and ‘Thinking in Education’ ‘Socrates for
six year olds’
 
 
"Freedom is a word rather like time, everyone thinks that they know what it
means, but cannot define it. The foundation of freedom is knowledge and without
knowledge no man can be free. That is why religious and secular dictators
throughout history have burned and censored books, closed universities, and
imprisoned professors, and do so in some parts of the world today. Freedom is
the ability to choose courses of action and to make decisions that are based on
an objective knowledge of the world. Without such knowledge primitive subjective
feelings, values, and goals, remain the primary determinants of human action.
Knowing this the unscrupulous manipulate the credulous." Ref, The Proper
Structuralised View of the World. "In the fourth century (BC) ! Highly educated
men had ceased to believe in the existence of supernatural persons called Zeus,
Athena, Apollo, etc., with their mythical attributes and adventures. Myths were
not dogma, and no one was required to profess a belief in them". Cornford – The
Republic Of Plato. I suspect my children, are expected, in 2007, to express
verbally (out loud and to others) their belief in ‘them’ and to partake in some
form of transcendentalism, transcendental-analytic or (supposedly) therapeutic
(piecemeal) analytic philosophy at the expense of ‘logical empiricism’ and
‘deductivism’. One child told me today, "That they cannot get a certain ‘major’
prayer out of their head, it keeps on repeating itself", due to its persistent
and constant repetition at Assembly. Thereby, overriding or forfeiting a large
part of our children’s inherent, ‘general’ and ‘natural’ discernment. Ref,
JSTOR: International Review of Educational Philosophy Western World.
 
All religion in our schools, unless : strictly comparative and just as fully
inclusive of the ‘Great British Tradition’ of Humanism is against the real
interpretation of ‘The Charter For Human Rights’ and the ‘Charter For Children’s
Rights’.
 
 
 
"The UK is rated in the bottom third of the table for educational well-being"
and at the bottom (or near) of the table for (most) children who engage in
‘self-harming’ in the western industrialised nations.
 
On the humorous side, a Humanist psychologist said, "Whilst the Government,
Church, and worrying parents, wanting to improve children are around; we are
kept in business, they both have the ability to create guilt". George Bernard
Shaw said, "That to pass exams you had to write as if it was twenty years ago;
most professors were at least twenty years behind the times". I have the feeling
that our children’s brains and our society to survive will have to adjust to the
modern world in having a good knowledge of Neuro-Liguistic Programming (NLP) and
Rational Emotive Behaviour Therapy (REBT) in coping with a booming Virtual
World. Memes, Memetics, and our human evolution, as put forward by the famous
biologist Professor Richard Dawkins FRS, combined with the profoundly heart
satisfying subjects of History, Evolution, and Cosmology (HEC). To survive as a
species we will need other ‘guiding lights’, who are now, mostly, in the modern
world, beyond any elements of ‘superstition’.
 
The links I will put here and in Links.
 
Equality Act (as regards) Schools. Now Enforceable By Law!
 
www.teachernet.gov.uk/wholeschool/equality/religion/
 
 
 
 

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! https://charleslizzy.com/2011/08/06/independent-schools-inspectorate-isi-marketing-spirituality-buzzword-or-maybe-even-for-you-to-shiver-at-the-something/ 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 http://www.bbcshop.com/science+nature/the-ascent-of-man/invt/9781849901154/ 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 http://en.wikipedia.org/wiki/Jared_Diamond
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