Wednesday, 2 December 2009

Campaign Success! David Flint, Humanists4Science, 10 Downing Street Petition - Teach Evolution in Primary Schools

David Flint, Chairman Humanists4Science had 500+ signatures for his No 10 petition:


We the undersigned petition the Prime Minister to include the teaching of evolution by natural selection in the new national primary curriculum. More details



More details from petition creator

Scientists are agreed that all today’s living organisms have evolved over millions of years from simpler organisms. This evolution is best explained by Darwin’s theory of natural selection and its subsequent refinement. Natural selection is the most powerful tool for understanding living things.
The current draft curriculum includes living things but omits evolution and natural selection. These ideas are needed to lay a foundation for later studies and to help children see their place in the living world and the universe.

Submitted by Mr David Flint – Deadline to sign up by: 18 August 2009 –Signatures: 536
This petition was mentioned in The Times, 20 November 2009.

Success!! 
Humanists4Science and other groups have helped to introduce legislation on 19 November 2009 to make teaching of Evolution compulsory in Primary Schools!

Thursday, 19 November 2009

Humanists4Science welcomes new legislation for the teaching of evolution in primary schools



Humanists4Science welcomes new legislation, introduced today, on primary curriculum reform in England, which introduces compulsory teaching of evolution to ages 5-11 year old children.


Chris Street (pictured) reports that following Humanist4Science July 2009 proposals to the Government, legislation was introduced today (11 November 2009), to make evolution compulsory and explicitly taught to children aged 5-11 years in Primary Schools.

The Department for Children, Schools and Families (DCSF) (19 November 2009) press release states that Evolution will be compulsory in the Primary curriculum from September 2011.


However the Humanists4Science proposal for compulsory teaching of  'The Scientific Method' in Primary Schools, was not taken up.

In July 2009 Chris Street authored the Humanists4Science submission to the Primary Curriculum reform consultation by Jim Rose.

Chris Street of the Humanists4Science group said "this is brilliant news because now children will learn about evolution as early as five years rather than when they are fourteen. I met Desmond Swayne MP on 10 July to discuss teaching evolution in Primary Schools  and he who wrote to Diana Johnson MP (Parliamentary Under Secretary for State for Schools at the DCSF). I think Humanists4Science have had a direct input into successfully changing National Primary School curriculum legislation."

Andrew Copson, BHA Director of Education and Public Affairs, said, ‘It is fantastic to hear final confirmation that, for the first time, evolution will now be included in the national primary curriculum. Evolution is arguably the most important concept underlying the life sciences. That it had not originally been included in the revised primary curriculum was of great concern and we are pleased to see that has now been rectified.’

sourcewww.DCSF.gov.uk, 19 November 2009, Major reform to curriculum at the heart of a renewed push to drive up standards.
sourceHumanists4Science submission to the Jim Rose Primary Curriculum reform consultation.

Department for Children Schools and Families Press Release


The Department for Children Schools and Families dcsf.gov.uk 19 November 2009 Press Release stated that from September 2011 in Primary Schools:-
"Evolution made compulsory and importance of British history confirmed in new areas of learning"

"Schools Minister Vernon Coaker has today confirmed plans to bring in a new curriculum to shake-up primary education – with overwhelming support from pupils, parents, teachers and experts."
"New legislation introduced today on primary curriculum reform in England will drive up education standards across the board. Vernon Coaker confirmed that evolution will become a compulsory part of science education"
"Due to the positive response to Jim Rose’s proposals, few changes were made to the proposed Areas of Learning. However, after consulting with parents, teachers, the science community and other interested parties, pupils will be expected to explicitly cover evolution as part of their learning. Learning about evolution is an important part of science education, and pupils already learn about it at secondary school."
Background


The independent review of the primary curriculum, the first in ten years, was led by educational expert Sir Jim Rose and began in spring 2008. The new legislation is based on his report, which sought the views of teachers, parents, pupils and subject experts and took over a year to complete. The Government accepted Jim Rose’s recommendations in full in April this year. The BHA, Humanists4Science and others commented on his review by 24 July 2009.





  • in the Science, Life and Living sections include:-
    • Charles Darwins’ theory of Evolution by Natural Selection - the single most important idea underlying the life sciences. 
    • how organisms are adapted to their environments and how variation can lead to evolutionary changes.’ 
    • children should understand that, over time, organisms have evolved.
  • the Key Stage 4 curriculum (pg 224) states: -
    • Organisms and health - In their study of science, the following should be covered: 
      • a) organisms are interdependent and adapted to their environments 
      • b) variation within species can lead to evolutionary changes and similarities and differences between species can be measured and classified 
  • Humanists4Science recommend that part of the Key Stage 4 curriculum be included in the later stages of the Primary Curriculum viz. 
    • ‘to apply knowledge and understanding to describe how organisms are adapted to their environments and how variation can lead to evolutionary changes’ 
  • Humanists4Science recommend addition of notes:-
    • L14. to apply knowledge and understanding to describe and explain the structure and function of key human body systems including reproduction 
    • L15. to investigate the structure, function, life cycle and growth of flowering plants and explain how these are linked 
    • L16. to investigate, identify and explain the benefits of micro-organisms and the harm they can cause 
  • Humanists4Science welcome the example of the study of Evolution and Darwin (page 48) included in the report under Cross-curricular studies:-
    • ‘Schools that chose the 200th anniversary of Darwin’s birth to launch a study of this famous Victorian and his lasting contribution to science included learning about the journeys of the Beagle, mapping the route to the Galapagos Islands and the climate and conditions revealed through the voyage which furnished Darwin with a wealth of evidence for his theory of evolution.‘ 
  • Conclusion: 
    • Humanists4Science consider that Evolution be specifically mentioned in the Primary Curriculum.

Humanists4Science Proposals on Scientific Method.
Humanists4Science proposed (pages 16-17) that the 'scientific method' be included in the Primary curriculum.

We recommended that the scientific and technological curriculum be amended to:-

Pupils develop valuable skills in applying scientific method, that is generating and testing ideas, gathering and making sense of evidence, developing possible solutions, and evaluating processes and outcomes. They learn to distinguish evidence from opinion and communicate their findings in a variety of ways."

"essential knowledge should include "a direct reference to the value of science as a way of finding out true facts.

"addition of "how the scientific method enables us to learn truths about reality". Humanists4Science proposed that key skills, taken together, make up the scientific method. and that  scientific method skills are needed by children to make progress:’

"Conclusion: Humanists4Science consider that Scientific Method be specifically mentioned in the Primary Curriculum."

Submission by Humanists4Science





Who are Humanists4Science?
Humanists4Science (H4S) group is for humanists with an active interest in science. We believe that science is a fundamental part of humanism but also that it should be directed to humane and ethical ends. Science is, in our view, more a method than a body of facts. H4S seek to promote, within the humanist community and beyond, the application of the scientific method to issues of concern to broader society.

Monday, 16 November 2009

Can science remove the death penalty?

Humanists have been opposed to the death penalty for many decades and in most of the world public opinion has moved our way. Most opposition to the death penalty is moral - we think it's wrong. However, people also oppose this penalty because we seem, too often, to execute the wrong person. And here science, specifically forensic science, can make a contribution.

Today's Guardian reports that even in Texas support for the death penalty is declining. Juries are more reluctant to issue death sentences and some prosecutors are less willing to ask for them and Mark White, a former pro-death governor has called for change. According to the Guardian's Chris McGreal these changes are due a stream of cases in which convicted murderers, some on death row, have been shown to be innocent. Nationally there have been nearly 140 such cases.

In most of these cases the new evidence has come from DNA testing. The academic science of life has indeed brought life to some convicts. This science has changed minds that had proven immune to the appeals of compasion. 

This is a point with broad application. Many important moral and political issues have been the subject of excited debate for years, even decades. Some, perhaps, appear settled. But for most people, and especially for humanists, the morality of a personal action or public policy depends on its consequences. Consequences are matters of fact and thus amenable to science. 

Humanists4Science believes that all policy decisions should be based on the best available evidence. We also believe that if the evidence is rubbish the government has a duty to fund research that will produce better evidence. The story of the death penalty shows that this is not only intellectually sound but politically realistic - if very slow!

Saturday, 7 November 2009

David Deutsch: A new way to explain explanation

Thursday, 24 September 2009

How inequality makes people religious

Tom Rees and Gregory Paul have shown that unequal societies have greater religious observance and more social problems than more equal ones. Paul has shown this for developed countries and Rees for a wider sample.

The correlations are far too strong for this to be coincidence – some causal mechanism must be operating – but neither author has been able to identify it with certainty. We can, however, discover the mechanism by setting the issue in a wider context.

That context is provided by sociologists Richard Wilkinson and Kate Pickett in The Spirit Level: Why more equal societies almost always do better. Published earlier this year this fascinating book summarises hundreds of research studies. It shows that amongst the rich countries those with less income inequality do better than the rest with respect to community life, mental health, drug abuse, physical health, life expectancy, obesity, education, teenage births, violence, prison population and social mobility. Wow!

Moreover this does not happen because they have fewer poor people – the benefits apply at all income levels.

They also show that inequality is the main CAUSE of this litany of problems – not merely a correlate. This is shown by looking at the persistence of these relationships over decades, the fact that they apply both between countries and between US states and the lack of any plausible mechanism whereby, for instance, murder rates could increase income inequality and the lack of

Perhaps the most interesting element from our point of view is the mechanism they propose whereby inequality creates such problems.

The authors use well-established medical and psychological research to show that low social status is damaging to people’s physical and mental health and to performance on tests of skill. (This is not a uniquely human phenomenon as it’s also been shown in monkeys.) This explains the bad effects on poor and low-status people directly. There are also indirect effects as teenagers from poor areas respond to their sense of inferior status by anxiety about their looks and status, drug use, excessive food consumption, gang membership and demands for ‘respect’. Anorexia, obesity, early pregnancy and violence follow fairly directly.

Religion, of course, provides an alternative response. Teachings about God’s universal love may make low economic status more bearable whilst the support of a believing community helps both psychologically and in practical ways.

High levels of inequality make matters worse by giving almost everyone the sense of having lower income and status than the fat-cat bosses, sportsmen and ‘celebrities’ whose doings fill our papers and screens. Thus in highly unequal societies the bad effects apply to almost everyone – just what the sociological research shows.

In such societies religion is attractive to people at all levels of society as all are exposed to status anxiety. (But the attraction is obviously greater where the anxiety is greater.)

The evidence from The Spirit Level thus suggests strongly that religious observance, like the litany of problems listed above, is driven primarily by inequality.

There is also some evidence for religion as a cause. The US, for instance, scores even worse on several indicators than its inequality would suggest. It is also more religious. Religious beliefs may cause people to despair of attempts to improve society or even to favour policies, such as abstinence-only sex education, that make things worse. It can hardly be coincidence that religious influence on politics, belief in the imminent arrival of the Messiah and abstinence-only sex education are so strong in the USA.

Wednesday, 19 August 2009

Religion: Lessons from sociology

Those of you who heard Thinking Allowed yesterday will know that H4S member Tom Rees has shown in an academic paper that people in unequal societies are more religious than those in more equal ones, eg Americans are more religious than Swedes. Tom has built a statistical model that explains 60% of the variation in religiosity between countries. Inequality (and not, for instance, affluence) is the most important explanatory factor in this model.

That's academically interesting but what does it mean for humanists?

First, it confirms the humanist view that religion is a social phenomenon. It can be studied by psychologists, sociologists and anthropologists. Tom's research refines the older modernisation theory; that is, the idea that modern ideas and lifestyles undermine religious belief and practice. It shows that this happens because modernisation reduces inequality and, through social security and state medical services, personal insecurity. This links the high level of religious practice in the US with the weakness of its social security, Medicare and Medicaid services. Perhaps that's why fundamentalist US churches are so hostile to 'socialised medicine'!

Now this doesn't disprove the theological claims of religions but it does discredit the idea that the churches show God's working in the world. You would hardly expect God to be less active in Europe than the USA or to have become less active during the 20th century. (Then again, the ways of the Almighty are said to be mysterious ... though mostly by people who think they understand them!)

Second the research also refutes the so-called rational choice theory favoured by some American theorists. This theory claims that people have an innate need for religion and that differences in actual practice reflect differences in the effectiveness of religious organisations in marketing their services. Put crudely, these theorists believe that US churches are more successful than European ones because they are better at marketing. However the research shows that this theory "has no independent power to explain differences in religiosity across this international sample". This is academic-speak for "it's wrong". There is thus no reason to think that people have an innate need for religion (though they clearly have an innate capacity for it).

Third, the research confirms earlier findings that passionate dualism, ie strong belief in God, Hell and the Devil, is correlated with homicide rates. Now Hell and the Devil are violent ideas so it's very likely that it's these beliefs make people more violent, rather than vice versa. The prevalence of passionate dualism explains 25% of the international variation in homicide rates.

So the research shows religion to be a human response to difficult social conditions. Faced with the threats of an unequal society people seek the consolations of religion ('pie in the sky when you die') and the support of a religious community (pie on the table when you get sick). But it's also consistent with the view that religious belief contributes to those threats. Passionate dualism leads to murder whilst the absolutism of religious moralising blocks efforts to improve society. For instance, abstinence-only sex education inspired by American Christians contributes to rates of abortion and sexuallly-transmitted dieases.

In relation to social insecurity, religion is probably as much cause as consolation.

The poverty gap as a cause of religion

Tom Rees, a H4S committee member, was interviewed today by Laurie Taylor on Thinking Allowed, BBC Radio 4. the topic was his recent study on the social causes of religion.

You can listen to it on 'Listen again' (timings from 1.53 to 13.59min): http://www.bbc.co.uk/iplayer/episode/b00m1nlh/Thinking_Allowed_19_08_2009/

The episode is also downloadable as a podcast, available here: http://www.bbc.co.uk/podcasts/series/ta/

For more details of the study, you could read the paper (available online), or even better join our Yahoo group and quiz him directly!