'the great mistake the atheists made is to claim that religion started out as a clumsy stab at science – trying to explain how the world worked – and is now clearly redundant. That misses the point entirely: religion is not about explaining how an earthquake or flood happens; rather it offers meanings for such events. When someone is killed in a car accident, western rationality is good at analysing how the brakes failed and the road curved, but has nothing to say about why, on that particular day, the brakes failed when it was you in the car: the sequence of random events that kill. This search for meaning is part of what drives the religious spirit.'.
Monday, 19 April 2010
Humanists4Science Chairman responds to Madeleine Bunting in CiF, Guardian
Saturday, 23 January 2010
Can Scientists Be Morally Neutral? BBC4, Saturday 9.10pm
Saturday, 16 January 2010
A brief history of 2009 - New research into belief and non-belief by Tom Rees
Humnaists4Science committee member Dr Tom Rees Epiphenom blog has been very active during 2009. Here are some of his highlights....
Happy (Gregorian) New Year everyone! Let's kick off with a traditional round-up - 2009 was a great year for new research into belief and non-belief, and here's some of the highlights!
The highlight for me was my own paper. This added to the growing body of evidence that social conditions - particularly ones that increase feelings of insecurity - are a major reason why people turn to religion. A paper from Greg Paul also showed a link between religion and societal ill health. The Global Peace Index for 2009 was published, and the countries with the most atheists also scored the best.
Brain scans. Neuroimaging studies are starting to get under the skin of religious beliefs, and several this year showed the religious beliefs seem to tap into the neural pathways used for everyday life. For example, one showed that praying to God is much the same as interacting with another human.
We also learned that God wants the same thing as you happen to want, and also that people seem to create god in their own image. Sam Harris and colleagues showed that religious brains work in a pretty similar way to non-religious brains.
What are the effects of religion? Well, research this year showed that religion acts like an antidepressant, reducing anxiety over mistakes. We got some insights into the link between religion and homophobia, and found that religious prompts make people more obedient.
More highlights from 2009
Monday, 11 January 2010
Why is religion on the rise in so many countries by Dr Tom Rees, Humanists4Science
Friday, 18 December 2009
Climate change: The challenge to Humanism
In the 40 years that I’ve been a humanist the movement has fought, and continues to fight, a series of struggles over abortion, divorce, sex, euthanasia and religious privilege. In each case we have made an essentially moral argument based on the rights of individuals to make choices about their lives and the lack of authority, by church or state, to overrule those choices. We have used science to support these views – and have generally been lucky in finding that it does support them.
Of course we’ve supported broad campaigns against poverty, slavery, debt and political persecution – but rarely with the same energy that we’ve devoted to our core issues.
Climate change is different. It’s a challenge to the world and a particular challenge to humanism.
Firstly it’s the most important issue we’ve faced since the invention of the atom bomb, and arguably ever. Climate scientists are almost completely agreed that unless we reduce greenhouse gas emissions fast temperatures, and later sea levels, will rise uncontrollably. This will reduce the Earth’s carrying capacity, drive many species into extinction and reduce the human population substantially.
Secondly, our understanding of climate change comes mainly from science. Literally thousands of scientists have contributed to the work of the Inter-governmental Panel on Climate Change (IPCC); itself probably the largest scientific endeavour ever conducted. Science has been less successful in predicting the human consequences of climate change largely, I think, for fear of being thought to exaggerate. I've addressed these consequences by using scenario planning with markedly pessimistic results.
Thirdly, climate science shows that the problem is due primarily to industrialisation; itself closely associated with science and the Western societies that gave rise to individualism and modern humanism. Science and humanism thus originate in the very processes responsible for the problem. Climate change is a political challenge to Western societies because it threatens those societies and the liberties that they support. It’s also a particular challenge to humanists because we need to show that societies based on our values, reason, science and liberty, can exist without destroying the environment that supports us.
For at least the last 50 years Western society has worshipped continual economic growth driven by ever-increasing personal consumption. This consumption is increasingly driven by a celebrity-obsessed media, an advertising industry whose purpose is to create new 'human wants' and widening inequality. This is obviously unsustainable in the long-term. And it doesn't make people happy - as increasing rates of mental illness show.
Now humanists are, as individuals, rarely obsessed by possessions and consumption. But we are part of a society driven by these things and we have failed, as a movement, to dissociate ourselves from that society or to develop an effective critique.
Fourthly, it requires long-term international action on a scale unmatched since World War 2. As in that war this will require most people in many countries to forgo products, like cars, and experiences, such as foreign holidays, to which they feel entitled. In the poorest countries people are already dying from the effects of climate change. The required actions conflict with some national goals, such as China’s industrial development, and make the UN’s Millennium Development Goals harder to achieve.As I write this world leaders are travelling to Copenhagen to negotiate a solution to the problem. The diplomats, scientists and pressure groups have been there for a week – some for much longer. But this is itself a problem. Diplomats are used to negotiation and expect to end every negotiation with a compromise. But you cannot negotiate with the laws of nature. A compromise that fails to cut emissions fast enough will be a failure, delaying but not preventing the climate catastrophe.
That’s why some humanists, including myself, spent Saturday December 5th marching through London to create a ring around Parliament in The Wave
This was not only a very big event it was also very diverse. Organisations present ranged from the establishment – the Co-Op, Women's Institute, WWF and RSPB – through Friends of the Earth, Oxfam and Greenpeace to the Socialist Workers Party. The organisations affiliated to Stop Climate Chaos
This ought to be a humanist concern because it threatens the survival of human civilisation and calls for us to respect the science, exercise compassion and collaborate globally, in a great humanitarian cause.
[This post was originally written for the BHA's Humanist Life website.]
Wednesday, 2 December 2009
Campaign Success! David Flint, Humanists4Science, 10 Downing Street Petition - Teach Evolution in Primary Schools
More details from petition creator
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
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.’
Department for Children Schools and Families Press Release
"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"
Background"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."
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.
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












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