Extract from Lords question for short debate on Religious Education - Dec 17

Lord Stone of Blackheath (Lab):...I am pleased that this report recommends that children should experience and learn to link the spiritual and the secular and be helped to broaden their world view. My secular schooling, in Cardiff, was traumatic and upsetting. I was asked to leave school at the age of 16 thinking that I was stupid. My Jewish evening classes, which I attended after school, were so narrow and strict, concentrating on ritual and practice, that I was made to think that I could not be spiritual...

...Then there is Rabbi David Geffen, who saw that teachers were not trained to introduce into their schools concepts of compassion, empathy, equality, respect and love, and he has created a wonderful system of training teachers to teach these values. I have placed a copy of his practical illustrated book, Loving Classroom, in the Library. He says, as suggested in this report, that genuine universal religious education is the study of unity and oneness. Loving Classroom is now used in schools with Jewish, Muslim, Christian and secular curriculums in Israel, South Africa and the UK.

People might not know that in Judaism the written word for God, which cannot be spoken, consists of four letters, which, if pronounced, could sound like “jeho” and “vah”. I must not say it all together—it must not be pronounced. It is referred to in prayer only as “the Lord” or “the Name”. In fact, it is not a word; it is the root of the verb “to be”. The past, present and future tenses of “to be” are was, is and will be. This is the energy that unites, permeates and gives life to all beings for all time. Moses, as depicted in this room, said exactly that when he came down from the mountain. Without this oneness, we each have an evolutionary survival image of ourselves which creates the illusion that we are all completely separate and in competition with each other. “Spirit”, as found in all religions, is an energy that moves humanity to work together to experience the unity of existence and thereby resonate with universal oneness. In secular mindfulness practice, this is also the ultimate pleasure of higher consciousness—a journey built on cultivating truth in one’s head, peace in one’s heart and justice in one’s hands. If children of all faiths and none were helped to experience this, it would help them to progress in whatever activity they find themselves undertaking in life. 

I am also delighted that Jeffrey Leader, director of Pikuach, the government-accredited inspection service for Jewish schools, is set on ensuring that all Jewish schools in this country, whatever their strand of Judaism, teach not just the confining rules and regulations, history and scriptures but, as Rabbi Geffen suggests, the values of unity, spirituality and oneness that it advocates...

Lord Alton of Liverpool (CB):...Here are three responses to the report that we should hear this evening with some concern. The Board of Deputies of British Jews calls it “fundamentally flawed”, saying that it,

“might be seen as an attempt by those hostile to faith to push their agenda of undermining rigour in religious education at a time when faith literacy could not be more important”.

The Board of Deputies says that recommendations 1 to 4 are profoundly contentious and dismantle an important part of the Church-state settlement from 1944, 1988 and 1996...

Lord Taverne (LD):...Teaching should teach us about beliefs—to understand them and be tolerant towards other beliefs, when they too preach tolerance—but in my view schools should not teach beliefs. They should teach children to think and question and if that leads them to adopt a religion or confirm their parents’ religious views, as they mostly do, that is well and good. But it should not treat children as Catholic, Protestant, Muslim or Jewish any more than we would treat them as Conservative, Labour or Liberal Democrat children. That would narrow their Weltanschauung. Children should have a chance to choose their beliefs for themselves. Religion should be taught in the context of science...

Lord Watson of Invergowrie (Lab):...I note from their responses to the report that the Catholic Education Service and the Board of Deputies of British Jews—bodies that I respect—oppose the addition of humanism and other non-religious perspectives to religious education. Both organisations suggest that the incorporation of world views into the syllabus would somehow diminish religious education. In his response to the report, the Secretary of State said that he had received similar representations. I contend that, with the number of pupils taking religious studies at A-level having fallen by 22% since 2017, and with 70% of people aged 18 to 24 identifying as having no religion, the inclusion of a diverse range of world views would make religious education better equipped to remain relevant to young people growing up in 21st-century Britain, both those with religion and those without...

...The commission also recommends that for faith schools, a requirement should be introduced to provide religion and world views within the national entitlement. This would be provided in addition to any faith-based education and, again, is not supported by either the Catholic Education Service or the Board of Deputies of British Jews—I think I can understand why. Labour is minded to support that recommendation but, before doing so, we intend to meet both those organisations and those representing other faiths to understand why they believe that by teaching pupils at their schools about world views, they would undermine the teaching that they currently offer. Surely, those religions are more than robust enough to withstand their adherents receiving a broader understanding of the philosophy that underpins the beliefs of others. No matter; the law is quite clear that humanism should be included on an equal basis to the major religions—indeed, this was the conclusion of a 2015 judicial review of the matter...

The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con):...The commission’s report suggests that existentialism and Confucianism are examples of suitable non-religious world views as they each make ontological and epistemological claims. This illustrates how defining world views and then deciding those worthy of study is complex. There is a risk that religious education is diluted in an attempt to embrace many other strands of thinking. The noble Lord, Lord Alton, raises the responses of the Catholic Education Service and the Board of Deputies of British Jews. Both have publicly expressed their concern about this. They are unlikely to be alone. This would make it difficult to agree a consensus...

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