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phantomachristmascarol

Warning Scripture replaced by new type of Theism

Published on The AIM Network – Warning Scripture replaced by new type of Theism – 20 April 2017

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Placating the Reverend Fred Nile and the various religious lobbies is no easy task, but the NSW Government has taken to it with Yes Minister style obtuseness and Baldrick-like cunning. Maintaining its cuddly relationship with Scripture enthusiasts, the government has spent $300k on a comprehensive report, waited 18 months to release it (just before Easter), and then refused to accept most of the recommendations.

Particularly brazen, was both the refusal to include Ethics on the enrolment form, and continuing to prevent non-participating students from proceeding with curriculum learning while Scripture was conducted. Both, the NSW Secondary Principals’ Council, and the NSW P & C Federation expressed disappointment and mystification at this outcome.

So, in the wake of this ongoing debacle – and like the phantom from Charles Dickens, A Christmas Carol – I’d like to offer the advocates of Scripture a disturbing glimpse into Australia’s atheistic yet-to-come. Christianity is in freefall in Australia: the 2016 Census result will show non-belief overtaking Catholicism as the most popular category. Soon, classes in Secular Humanism and Rationalism will appear in Victorian schools as part of “Learning about world views and religions”. Although these classes will be educational rather than evangelical, it’s not hard to imagine an increasingly irreligious society acquiescing to a more muscular approach to teaching nonreligious worldviews.

Imagine the following inverse scenario: State governments have become beholden to irreligious lobby groups, demanding to protect their freedom to promote their naturalistic belief systems. Perhaps we even have an antitheist holding the balance of power.

And now that the metaphysical wheel has come full circle, we atheists will band together, gather up our copies of “God is not Great – Religion Poisons Everything” by Christopher Hitchens, and begin offering evangelical classes in a new type of Theism. Yes – Antitheism! Just like Scripture, classes will be deceptively marketed as “educational”, and a benign “introduction”, but in practice they will be all-out, Hitchens-like assaults on religion, aimed at ridding children, once and for all, of the human susceptibility and credulity towards the supernatural.

After enduring a century or so of state school Bible-bashing, it’s about time. We have developed a non-believer’s version of the Lausanne movement – the Christian group committed to entreating children into fellowship with Jesus, based on research showing that if they don’t embrace the Lord before the age of 13 they likely never will. Our secular version will scare the bejesus and Jesus out of young children, warning them off celestial tyrants for life.

You’re not a teacher? Don’t worry, we’ll give you the Antitheism crash course, some angry YouTube videos, and a sober pep talk on the importance of brainwashing other people’s children.

We’ve had plenty of time to plan the rise of evangelical antitheism. While Scripture classes segregated us from our friends and frittered away hours of our childhood, we were in the other room, brooding quietly– imagine Damien from Damien the Omen – and secretly plotting revenge.

We envisaged the sort of spine-tingling, dystopian future that would chill the blood of any good Scripture teacher. Same-sex marriage is law. Evidence-based laws and regulations with appropriate limitations allow abortion, euthanasia and stem cell research. And with religious exemptions removed from anti-discrimination law, no-one has to lie about their sexuality or pretend to believe in ancient myths to secure employment.

Finally, in state schools, Bible classes have made way for supercharged Antitheism, administered with the same deceptive policies which currently fail to regulate Scripture. Who approves and vets lesson content? No-one.

Parents who fail to be vigilant enough to opt their children out, will find them automatically enrolled into Antitheism. And – accidents will happen – even devout children will suddenly find themselves being told matter-of-factly that there is no God. There’s no heaven or hell either, kids. And by the way, we disapprove of your superstitious parents.

Kids will be Hitch-slapped with the absurdity of the Christian idea that our lives are governed by a God so powerful, he created an unfathomably vast universe with trillions of planets; and yet, is such an inveterate gossip and all-knowing busybody, that he insists on listening to the prayers of every single person on the planet.

Supplanting current day Scripture classes presenting the Bible as “factual” and “historical”, our classes will pillory the “good” book as a litany of fables and comical morality tales. No kids, people did not reside inside of whales, joyride upon Dinosaurs, nor live for 600 years before deciding to have children. Koala’s did not wave goodbye to Noah and leap from tree to tree all the way to Australia without leaving any trace anywhere else.

Morality cannot be derived from myths. Anthropology has shown that Adam and Eve did not exist, thus original sin is bunk. Prohibitions against murder appeared in civilisations predating Christianity and Judaism, well before the supposed Mt. Sinai summit of Moses and God.

That will bring us to the end of term, and our “God is dead” Sombrero party, climaxing spectacularly with the smashing of a lolly-filled Pinyata of Christ the Redeemer.

But we won’t repeat some of the more desperate Christian SRE classes, such as those encouraging instructors to bring in dead animals to dissect, simulating beheadings, age-inappropriate vampire lessons, comparing kids to dirty towels in need of cleansing, and threatening young children or their parents with death.

Nonetheless, Scripture advocates might justifiably recoil from this dread atheistic future. But this future is not inevitable. Take it as a warning of what’s in store unless we change our ways. Perhaps, after all, there is something to be said for a non-discriminatory and comparative approach to teaching religion in state schools. And perhaps, hopefully, the idea of obtruding unverifiable beliefs onto children may seem a little less appealing.

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Possible Grooming in SRE Materials – A response to Neil Foster

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On his blog, Law and Religion Australia, Neil Foster claims 2013 Gold Walkley winner Joanne McCarthy in the Newcastle Herald, makes unfair connections between the Queensland Review of Connect Scripture Classes (SRE) learning materials and “possible grooming behavior”. By his own description Foster is “an evangelical Christian”, and as far as I can tell, has never written anything critical about Connect or SRE Scripture classes.

So, let’s see how unfair Joanne McCarthy’s “crusade” has been.

In the 31 January article, Education Minister Rob Stokes asked to immediately suspend scripture in NSW schools, Joanne mentions grooming in connection with the Education Queensland Connect review (my emphasis):

“There are calls for NSW Education Minister Rob Stokes to immediately suspend scripture in schools, and release a long-awaited NSW review of special religious education (SRE), after a Queensland Department of Education review raised serious concerns about Anglican “Connect” scripture content used in both states, including lessons consistent with “possible grooming behaviour” and advice to scripture teachers about punishing children.”

Now, Foster suggests the McCarthy’s references to “possible grooming behaviour” unfairly links Connect’s materials to child abuse and the Royal Commission.

Joanne McCarthy quotes the Education Queensland Review as identifying “lessons consistent with grooming behaviour”. Compare this reference with the relevant page of the review, which repeatedly mentions “grooming behaviour” (my emphasis):

“5.4.2 Student Protection

Some of the advice and activities in the Connect teacher’s manuals were identified as being inconsistent with preferred student protection practices. Of particular note was an activity to share and keep secrets; mentions having ‘special friends’; and a suggestion that teachers meet one-to-one with students who are interested in finding out more about Christianity.

Encouraging and practising behaviours such as these does not align to current approaches in teaching children protective behaviours. It is worth noting however that more recently published manuals suggest another adult should be present for any one-to-one discussions.

Examples include:

  • “Just as Jesus used everyday events to disguise his secret, ask each pair to discuss and then write a story to disguise their own secret” (Upper Primary, A2, Lesson 2, p. 28).

For a wide range of reasons, including that students of all ages should see teachers and school staff as trusted adults and feel safe to share information, this content is not appropriate. In general, activities should not teach or encourage students to keep secrets, particularly secrets between a child and an adult.

Creating secrets with a child is identified as an example of possible grooming behaviour within the Department’s Student Protection Guideline.

  • Use of the term ‘special friends’ – “Jesus was asking Matthew to be one of his special friends” and “Jesus calls us to become one of his special friends” (Lower Primary A2, Lesson 10, p. 92-3). When considered in a protective behaviours context, the use of the term ‘special friends’ should be avoided where possible and where there is a suitable alternative. Whilst the context in this instance is understood, in terms of student protection, adults creating ‘special friendships’ with children is viewed as an example of possible grooming behaviour.
  • Helpful teaching techniques’ provides advice on ‘Talking one-to-one with a student’, indicating that instructors should talk to students in full view of other students or teachers, even though the conversation is private (Upper Primary, A2, p. 197). Best practice would be for instructors to ensure that all discussions with students (including whole class, group or individual discussions) take place in full view of a school based staff member and other students.”

 

Unavoidably, the comments in the review bring to mind the systemic abuse and cover up within church organisations and schools. But no more so than the way McCarthy refers to them. In fact, it’s the QLD Education, not McCarthy, which specifically identifies and says it views aspects of the lessons as examples of possible grooming behaviour. The caveat “whilst the context is understood” in no way excuses the fact that this material is unequivocally “not appropriate”, and “inconsistent with preferred student protection practices”.

Foster complains about McCarthy using the phrase in connection to quotes by Greens MP David Shoebridge and Bishop Peter Stuart of Newcastle Anglican Diocese. For clarity, I quote the relevant sections from McCarthy’s articles (incorrectly noted on Foster’s post).

1 Feb, Newcastle Herald:

“Father Rod Bower said Anglican Special Religious Education material produced by a Christian evangelical group and authorised by Sydney Anglican Diocese was “of great concern”, a view backed by Newcastle Anglican Bishop Peter Stuart after a review raised serious concerns, including questions about “possible grooming behaviour” linked to some material taught to children”.

31 January, Newcastle Herald:

“Lessons for children about keeping secrets with adults and having “special friendships” with them were particularly concerning because “We know from the Royal Commission that encouraging ‘special friendships’ and secrets with adults endangers children and plays into the hands of predators”, Mr Shoebridge said.

“Keeping children safe must be the number one priority in our schools, not pandering to extreme religious views.””

I don’t understand why Foster ignores the fact that the connection to child abuse is made explicitly by Greens MP Michael Shoebridge, based on the QLD review, not by Joanne McCarthy.

The pertinent question is not whether McCarthy was out of line for accurately reporting the contents of the Education Queensland review and the reactions to it. The real question is how we’re supposed to view the horror of decades, if not centuries, of systemic child abuse and the deliberate shielding of predators by religious organisations, and then fail to register any concern about inappropriate teaching methods encouraging the keeping of secrets, special friendships, and one-on-one activities between adult and child. Not to do so, seems careless in my view.

Tellingly, the myriad of other concerns raised by Joanne McCarthy receive no rebuttal whatsoever.

For example, Neil Foster doesn’t mention the concerns of NSW Primary Principals Association president Phil Seymour that lesson materials are not checked or endorsed by the department, or his “surprise” that even the Education Minister is unable to exercise any control:

“But Mr Seymour and association treasurer Rob Walker expressed concern about whether parents had enough information to give informed consent to their children attending scripture in NSW public schools, and whether all principals knew scripture material was not approved or vetted by the Department of Education”.

Foster leaves out any discussion the merits of dissecting small animals to simulate animal sacrifice. We also left in the dark about his view of “a lesson requiring children aged 7-9 to list ways to “get rid of” a person, after a Bible story about people “getting rid of” Daniel, and a concluding prayer where children “pray that we may not be like the Israelites””,

Also omitted is Father Rod Bower’s comment that Scripture in NSW public schools is “an echo from a bygone era and now needs to be reconsidered”.

What about the $300,000 ARTD Consultants report in to Scripture and Ethics which remains unreleased more than a year later? Anyone actually interested in the facts would surely be keen to see this report.

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The Child is Father of the Man

As published in the Rationalist Society of Australia Journal, September, 2016

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What should we tell a child about the world? How do we distinguish between knowledge and beliefs? Answering this question requires us to reach deep down into ourselves and grasp for the forgotten struts that hold one’s view of the world together. Proceed with caution however, as once the supports are prized away the whole thing is apt to collapse.

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My atypical view comes as a result of my six-year-old son’s placement in a fundamentalist and evangelical religious instruction (RI) program. Despite us immediately pulling him out of it, and even after I’d written opinion pieces opposing RI in the Australian media, our boy was put back in the class without our knowledge.

The experience brought me unwillingly face to face with the question of what to tell my son about religion. I’d prefer him to find these answers on his own. The conversation went like this: I tried to explain the limits of our knowledge, and cast some doubt on his new found certainty of the existence of a Creator God; while my son grilled me as to what I believed – presumably so he could instantly adopt my position. The resentment at being placed in this position cements and reinforces my opposition to proselytising in schools.

The school curriculum is a perennial source of controversy. Was Australia settled or invaded? Is Safe Schools an anti-bullying program or misguided social engineering? What should we teach children about culture, and religion? Opponents of both religious instruction and the Safe Schools program argue against teaching children contested beliefs or ideologies.

One of the architects of Australia’s National Curriculum, Professor Ken Wiltshire, recently demanded a stop to the “outsourcing’’ of religious instruction and sex education to “ideological interest groups’’.

“We don’t want material creeping into the curriculum without it being quality assured. You should never outsource the development of a curriculum to any group with a particular agenda, or blindly accept any curriculum material they have provided to be used in schools”.

The issue is fraught by evolving attitudes toward the rights of children – no longer merely the “don’t speak until spoken to” property of parents.

We should distinguish between rights as they apply to learning in three ways: the rights of parents, the best interests of society, and the rights of the child. In western cultures, parents still enjoy inordinately high levels of control over their child’s education.

According to the United Nations Declaration of Human Rights (UNDHR), parents have the right to bring up their children in their chosen religious or non-religious belief system.

Consider the tension between the rights of parents, and the rights of the child. The child cannot assess what is best for them and can only rely on the assumed best intentions and good judgement of their parents. But what if the parents insist on inculcating their child into an extreme or harmful belief system?

We also need to balance the entitlements of parents with the utilitarian notion of what is best for society, and reflect on the significance of a child’s potential.

As poet William Wordsworth noted “The child is father of the man”.

 

My heart leaps up when I behold

A rainbow in the sky:

So was it when my life began;

So is it now I am a man;

So be it when I shall grow old,

Or let me die!

The Child is father of the Man;

I could wish my days to be

Bound each to each by natural piety

 

Our days “bound each to each” the child begets the adult, connected by a continuous line of experience. The outcomes of what we teach children extend well beyond the lives of the parents, influencing the temper and texture of our future society.

But how can we measure the rights of parents? Beyond chattel ownership, parent’s rights can be measured in maximising the child’s ongoing welfare and opportunity to flourish.

So, to the extent that the parent’s rights rely on satisfying the best interests of the child, then the child’s rights take precedence. The rights of the parent turn on the best interest of the child. Given the prevailing balancing of parent’s rights over children’s rights, this should give us cause for alarm.

Children’s rights aren’t adequately protected when it’s legal to indoctrinate them into closed orders, send them to extremist schools, or proselytise fundamentalist dogma in state schools. Serving the best interest of society involves providing the child with knowledge and arming them with the critical skills to deploy it.

Those arguing against teaching contesting beliefs strike upon the crucial distinction: beliefs are secondary to knowledge. By definition, beliefs lack the verifiability and or universality which would otherwise render them as knowledge.

So, how about this rule of thumb? If adults cannot agree on a particular proposition, don’t teach it to children.

Challenging the generally accepted meme of parental entitlement, involves allowing the child greater autonomy and freedom of thought to develop their own framework of ideas and beliefs. Wordworth’s phrase evokes the unbroken link between a child’s world and the adult world, but it should also motivate us to reflect upon the gradations between belief and knowledge.

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The Open Secret of Religious Instruction in State schools

The Open Secret of Religious Instruction in State schools – ONLINE opinion 19 October 2016 #RE #SRE #Baird

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It’s long been an open secret that educators and politicians turn a blind eye to proselytising in faith classes.

In spite of numerous media reports highlighting proselytising in the Connect series of special religious instruction (SRE) lessons, Premier Mike Baird has pledged to continue with SRE, based purely on his own personal faith. Listen to him tell Werrawee Anglican Church:

“I’m not going to distance what I believe from who I am, and, in that context, I think, SRE should remain as part of our schools and will remain as part of schools while I’m there.”

And his Education Minister Adrian Piccoli stubbornly refuses to release the $300,000 report by ARTD consultants, investigating various concerns about SRE and ethics (SEE), despite holding on to it for nine months.

Advising on “the nature and extent of SRE and SEE” in NSW schools, a source from ARTD consultants said the report was an objective analysis, which no-one would be happy with. That could be why the state government has filed it under the rug.

Responding to inquiries about Connect lessons proselytising, the NSW Education Department Director, Jason Miezis (on behalf of Minister Adrian Piccoli), advised on 20 July 2016:

“Given that parents/caregivers have indicated their preferred religious persuasion for the child on enrolment, proselytising should not occur in school authorised activities”.

In other words, parental consent equates to a child being considered a Christian.

So, proselytising – soliciting a child for a decision to change their religious affiliation – should not occur.

The problem is, we’re talking about 6 and 7 year olds.

And, if the fallacy isn’t plain enough, the authors of Connect themselves remind instructors that most of their audience is not yet Christian. That’s why they’re proselytising! The NSW Education department earns the “Computer-Says-No” award for deliberately missing the point.
Additionally, the letter from Miezis states the department is perfectly happy for SRE volunteers to inform students of local church run activities.

“How about asking your parents if you could come along to kids club or kids church. (This would be a good time to hand out flyers.) (Connect Upper Primary, B2, Lesson 17, p. 181)”.

“Hand out the flyers for local church services if you have them (Connect Upper Primary, C1, Lesson 10, p. 100).”

But, in contrast, the recent Queensland education department review found the above were examples of possible proselytising.
Disturbingly however, it found no legal obstacle to proselytising.

“…legal advice provided by faith groups has indicated the view there is no legislative basis for prohibition of proselytising in the EDPA or EDPR [the relevant Education Acts]. The Department’s Legal and Administrative Law Branch supports this view”. (Page 6)

And nothing further has been done about it. While Education Minister Kate Jones has taken commendable steps forward in addressing age inappropriate and outdated materials in faith classes, the failure to address proselytising is curious.

Even more curious is the way the advocates of bible classes claim proselytising doesn’t occur, before rushing off to obtain favourable legal opinions to safeguard it.

Educator’s find themselves entangled in a Gordian knot. Scripture classes are by their nature evangelical. Making disciples is the unambiguous mission of evangelical Christians. For example, Connect’s own youthworks website says making disciples is why they exist.

When challenged, they will point out SRE is “preaching the gospel”. And so, reviewer’s must either tell evangelists not to evangelise, or allow faith classes to proceed on the basis of soliciting children to Christianity. In a nutshell, evangelising is allowed. Thus, parents should be aware that, as in NSW, consent to SRE is viewed by government as a license to convert their child to Christianity.

The Queensland review muddles the issue further by attempting to distinguish evangelising from proselytising. The Oxford online dictionary defines evangelise as: “convert of seek to convert someone to Christianity”, or “Preach the gospel”. To proselytise is to “convert of attempt to convert someone from one religion, belief or opinion to another”.

The following examples from the lesson materials illustrate how this is a distinction without a difference. Following allegations of proselytising, the authors of Connect preface the concluding prayer as follows:

“This is how Christians talk to God. If you would like to pray with me please join me. If you don’t then please lower your head so we don’t get distracted while praying this short prayer”.

And the prayer follows:

“Dear God, thank you that Jesus dies on the cross so I could be part of your family. I am sorry for wanting to live my own way, but now I want to live your way. Please forgive me and help me to learn more about you. Amen.

If you prayed that prayer in your head, welcome to God’s family! You’re a Kingdom Kid”.

Another example:

“The Bible tells us there are two kinds of people; the people who have faith and will live forever with God, and those who say no to Jesus.
“We need to decide which type of person we want to be. Will we follow Jesus?”

It hardly matters whether you regard these as proselytising or evangelising. Such muscular, coercive entreaties to join the faith, are plainly inappropriate for primary age children. Why are such brazen and explicit attempts to induct children into “God’s family” even necessary if they are already observant Christians?

Parents who think they’ve signed their child up to a harmless introduction to the bible, should think again.

Breaking the Gordian knot involves removing evangelical SRE classes from state schools altogether. Replace them with comparative classes run by state school teachers, or remove them entirely.

The NSW Education department earns the “Computer-Says-No” award for deliberately missing the point.

No need or reason demands them given the multitude of churches and faith based schools in our country. But for now, it’s up to parents and principals to navigate contradictory and deceptive policies surrounding special religious instruction.

We’re left to wonder when State governments will honestly deal with the uncomfortable truth about proselytising, and whether Minister Piccoli will ever release the $300,000 taxpayer funded report.

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Review Signals the Beginning of the End for Bible Classes

 

Review Signals the Beginning of the End for Bible Classes – AIM Network 28 September 2016

 

The recent Queensland government review of the “Connect” Religious Instruction (RI) materials bring to light several reasons why, ultimately, faith-based classes will cease in school hours in the Sunshine state.

Also, given Connect’s lessons are widely used, the New South Wales government would be wise to take note. However, driven by his own Christian faith, Premier Mike Baird has committed to maintaining special religious instruction (SRE) while he’s in office. He’s supported by Education Minister Adrian Piccoli, who stubbornly refuses to release the $300k report by ARTD consultants, investigating various concerns about SRE, despite holding on to it for nine months. A source from ARTD consultants said the report was an objective analysis, which no-one would be happy with.

In contrast, Queensland Education Minister Kate Jones deserves credit for instigating the review and following up its recommendations. Stung into action after Windsor State School principal Matthew Keong scrapped the Connect RI program because he found 39 examples of “soliciting” students to Christianity, the review lists numerous examples of “outdated and inappropriate content”.

Disturbing material includes the “grooming” of seven-year-olds to form “special friendships” and keep secrets with instructors. Also, lessons discussing whether disabled people are being punished by God, using dead animals as sacrifices to God, and using tomato juice to simulate the drinking of blood.

Beset by controversy, recent media reports highlight Youthworks Connect lessons featuring vampires and beheadings. Concerns have been raised by the sin and salvation messaging, which denigrates children as sinners akin to dirty towels, and menaces them that they’ll die if they’re selfish.

A statement from Ms Jones admitted there had previously been “no consistent oversight of materials being used for religious instruction in Queensland state schools”. Consequently, the education department will forthwith exercise greater control over lesson content.

Enrolling in RI will become explicit and opt-in, mitigating a common cause for complaint that many students are placed in RI by default, without parental consent.

Enrolments plummeted by nearly half when it became Opt-in in Victoria, and three years later RI was removed from school hours due to lack of interest and “to focus teachers and students … on the core curriculum”. (It’s still available at school out of hours).

There’s no reason to think this pattern will not repeat itself in Queensland. And the momentum towards change becomes irresistible when we consider some of the other concerns.

Australia’s slipping performance in literacy and numeracy – as noted in our PISA (Programme for International Student Assessment) and NAPLAN results – reinforce the consistent findings of educational reviews – that the curriculum is overcrowded.

One of the architects of our school curriculum, Professor Ken Wiltshire recently demanded a stop to the “outsourcing’’ of religious instruction and sex education to “ideological interest groups’’.

Furthermore, studies undertaken by Stanford University professor, David Labaree, show that add-on programmes targeting social issues such as alcohol abuse, drug use, and racial equality, have little, or no effect.

Our priorities in education are reflected in how we measure it. If we’re going to measure our education system on literacy and numeracy, then we need to sharpen our focus on those key areas.

But, as our society becomes less religious and more diverse, the push to revive our Christian tradition becomes ever more aggressive and desperate. State school RI programs have become more fundamentalist and proselytising.

The “right” for faith groups to teach religion like “any other subject”, has been championed by Australian Catholic University fellow, and Australian curriculum author, Kevin Donnelly.

But alas, RI is not taught like any other subject.

Instructors are not required to have formal teaching qualifications. According to Queensland Teacher’s Union President, Kevin Bates, classes often become unruly requiring the supervising teacher to step in and retain control.

RI Classes bear scant resemblance to knowledge based classes, such as politics or economics, which provide a comparative reading of competing ideologies. In contrast, these entreat children, (identified as mostly non-Christians by Connect’s lesson materials), to recite prayers and accept the message of Jesus.

Youthworks own website says making disciples of children is “why we exist”. Disturbingly, the publisher of Connect even obtained legal advice to suggest that proselytising is allowable unless aimed at converting a child from one RI approved faith to another. The review agreed with this advice, but disappointingly, failed to make any specific recommendations forbidding proselytising.

And so, in the short term, schools will continue to divide up classrooms for evangelical bible lessons. The project reeks of social engineering and discriminates against nonreligious families and those who do not belong to the faiths on offer. There’s simply no necessity to teach religion in public schools.

Australian parents retain the freedom to bring up their children in whatever faith (or lack thereof) they choose. Under-patronised churches, built for that very purpose, stand within a slingshot of most state schools. We even have independent faith-based schools as an option.

RI allows approved faith groups to co-opt state school classrooms for up to one hour a week. Children who don’t participate must be offered other unspecified non-curricular activities. Wasting time, in other words.

The “Every Day Matters” policy of QLD’s Education department seems startlingly at odds with a curriculum where bible classes take up nearly a full term of a child’s primary school tenure. Rather than continuing with the same policy and praying for a different result, schools will eventually discard contested and non-core courses, and focus on reading, writing and numeracy.

For good reasons, pressure continues to mount on State governments to move faith classes outside of school hours.

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The Census Asks About Religion Not Culture

My Neighbour Can Say There Are 20 Gods Or None, Just Not On Census Night The Huffington Post Australia 9 August 2016

Until recently, I was ambivalent about the welcoming smiles of faith. I’ve always admired the famous quote from U.S. Founding Father Thomas Jefferson: “It does me no injury for my neighbour to say there are 20 gods, or no god.”

 But when my son came home from state school singing songs about Jesus and waxing about the amazing Creator-God who made the world, I was jolted out of my metaphysical slumber. Apparently, not everyone is ambivalent. Ingratiating smiles suddenly hardened with purpose.
 Many Australians inherit a cultural affinity with Christianity. Many of us have attended Christian schools, baptised our kids, been married in church-run ceremonies, or attended church for life’s big moments. But cultural heritage is unaccompanied by belief in the tenets of the religion, or by regular participation and membership.
Thus, question 19 of the 2016 Census provides an opportunity to reflect upon our beliefs and to reassess our religious affiliation. The Census collects data used for planning and funding.

The beneficiaries of religious funding are organised faith groups. The state provides hundreds of millions for chaplaincy and Sunday school style faith classes, it pours $11 billion into religious schools, and forgoes about $20 billion in tax. Many tax-free faith groups run profitable businesses as well. Taxpayer funded faith-based groups enjoy blanket exemptions from anti-discrimination laws.

More taxpayer money per student is provided to independent schools run by the secretive Plymouth (ex-Exclusive) Brethren, and those linked to Scientology, than to State schools. While new developments in genetics and evolutionary biology make headlines, we spend a billion dollars on schools teaching Creationism.

There’s scant benefit for the nonbeliever in the state financing of religious enterprises. The taxpayer sponsors groups who may discriminate against them, espouse disagreeable views, and provide no public benefit. Since the primary goal of most faith groups is to promulgate their own beliefs, citizens marking the Census should carefully consider whether they still subscribe to those beliefs.

Do they believe in the profession of the faith? The Nicene Creed? The Apostle’s Creed? Was Jesus virgin-born? Do they believe in God? The Trinity? Do they still believe in Heaven and Hell? Did Jesus rise from the grave and ascend to heaven? Are humans aggregated to either eternal bliss or damnation on the basis of faith?

Many Australians have turned away from church because of the child sex abuse scandal, and the spectre of jihadism. Despite Muslims only accounting for 2.2 percent of the population, a preposterous scare campaign encourages lapsed Christians to tick a Christian denomination on the Census to avoid Australia becoming an Islamic country.

Even if this fear were remotely justified, a more appropriate response would be reasserting our secular nature by marking “No religion”: the only response likely to lessen the influence and funding of faith-based groups.

Other Australians have turned away from faith due to skepticism of its non-evidenced and unverifiable claims. In an information exploded world, where facts are clicked in an instant and where medicine and technology proceed at warp speed, the dizzying claims of faith face an unprecedented challenge.

Most Australians strongly support secularism: 78 percent of those polled by Ipsos in January thought it important to separate religious beliefs from the business of government.

We inherit a rich cultural tradition, arising out of enlightenment thinking, Christianity, Westminster, free-market economics, and secularism, and we are now a culturally diverse, multi-faith society.

We applaud the freedom “for my neighbour to say there are 20 gods, or none”, but as Jefferson went on, “It neither picks my pocket nor breaks my leg”.

Alas, in our democracy, religion does pick the pocket of taxpayers. Governments are hardly ambivalent towards faith, subsidising it to the tune of billions of dollars, despite fewer and fewer tax payers subscribing to it. So when filling out the Census on Tuesday night, I hope Australians look beyond a historical cultural affiliation, and critically reflect upon their religious or irreligious beliefs.

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Suspend Religious Instruction in QLD and NSW State Schools

Religious Instruction should be suspended in all QLD and NSW state schools pending an investigation into inappropriate and proselytising teaching materials.

The Youthworks produced Connect program has been the subject of ongoing controversy with lessons involving beheadings, vampires, threats of damnation, threats of death, denigrating children as dirty sinners, and the blatant soliciting of conversions to Christianity.

The following is a small sample of media reports relating to Connect:

The Queensland government is reviewing the Connect material after it was suspended by the principal of Windsor State School, because it was found to be proselytising.

But given how shockingly unsuitable the material is on a number of levels, it should be withdrawn from schools without delay. Anything less is tacit approval for religious fundamentalism, proselytising and age inappropriate teaching.

Religious Candles and Cross --- Image by © Royalty-Free/Corbis

What Parents aren’t told about Connect Religious Lessons: The Vampires of Religious Instruction and the Contest for the Souls of Children

What parents aren’t told about the  #Connect #religiousinstruction lessons – Hunting Little Souls: The Vampires of Religious Instruction – @NewMatilda 21 June 2016

Parents who thought religious instruction was benign have been misled by both a lack of oversight, and the ratcheting up of evangelising in the materials. Most school websites inadvertently mislead parents by reassuring them the RI program mustn’t proselytise.

Parents see only a sanitised version of lesson aims, and since they have no idea of the confronting and proselytising nature of the content, the program fails to satisfy the basic requirements of informed consent.

Lax enrolment procedures ensure a far greater percentage of children attend these classes than are approved. The program is Opt-out rather than Opt-in, and in QLD there’s no Ethics or secular alternative. Secular Public Education advocate Ron Williams says,

On a weekly basis we receive an ongoing stream of complaints from parents who have had their children placed into religious instruction contrary to their clearly stated wishes within the Education Queensland enrolment form.

These appalling circumstances must not be allowed to continue. It is most urgent that religious instruction in Queensland public schools be suspended immediately.

“These books are about vampires”, begins the Connect religious instruction lesson for seven to nine year old children, introducing the well-known “Twilight” series of vampire novels, well known for their blend of eroticism and horror.

Recommended for ages 13 and over, the series follows the trials of Bella Swan, who falls in love with the pale but good-looking vampire, Edward Cullen. It tells of his struggle to resist the strong sexual desire aroused by the scent of Bella’s blood, and his choice to protect her from a coven of evil vampires.

“Some of your older brothers and sisters, or even your parents, may have read these books,” the lesson continues.

The Connect religious instruction (RI) program is produced by the Sydney Anglican group Youthworks, and is widely used in NSW and QLD.

“Who can tell me what they think a vampire is?” the class are asked.

“In these made-up stories about vampires how do you think someone becomes a scary vampire?”

“Accept responses. A vampire bites them and drinks their blood, the person dies and then the person comes to life again but this time they are not a person, they are a vampire”.

The Christian fascination with the vampire myth relates to the inversion of the communion sacrament. The human immortality resulting from drinking the blood of Christ is contrasted with the immortality of drinking human blood and belonging to a fallen, demonic world.

Twilight’s author, Stephenie Meyer uses her Mormon faith to infuse the series with themes of sexual abstinence, evil, and immortality.

 

 (The Connect Lesson on Vampires)

“There aren’t any vampires in the Bible because the Bible is not a made-up book – it is a book containing facts”, the Connect lesson continues.

“But there are some true stories in the Bible about people dying and then coming back to life again and we’re going to look at one now”.

Evidently, the point of the lesson is to emphasize the authority of the Bible. A fundamentalist adherence to the literal truth of scripture is a key element of Connect: “To understand that the Bible is God’s word: that it is historically reliable and still relevant today.”

The program emphasizes the literal truth of familiar Bible stories such as Adam and Eve, and Noah’s Ark. Connect refers to the story of Jesus turning water into wine as: “a true story…Jesus really did this; it wasn’t a magic trick.”

The authors apparently have no scruples with using violent and age inappropriate material to generate interest in the Bible.

Recent media reports have highlighted lessons threatening children they “will die” if they’re selfish, and asking them to roleplay the beheading in the David and Goliath story. Young children are denigrated as “sinners” deserving of punishment, and compared to dirty towels in need of cleansing.

The grisly material stands at odds with the protests of conservative religious groups about violent and pornographic material in video games and movies.

But the gravest concern is the contest for children’s souls – the explicit focus of the Youthworks Connect RI program.

 

(screenshot from Youthworks website)

Youthworks’ own website says that “the discipleship of children, youth and families is at the heart of everything we do.”

Making disciples “is why we exist”, they say.

Queensland RI policy prohibits proselytising, defined as “soliciting a student for a decision to change their religious affiliation”.

Vampires seeking to claim the souls of innocents is a ghastly, nightmarish thought: one that should frighten parents and children alike.

Read more..

 

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Parents should worry about religious education materials

Parents should worry about religious education materials – 07 June 2016 The Sydney Morning Herald

Materials provided by faith groups for use in religious instruction in state schools are not approved by Education ...

(Image courtesy The Sydney Morning Herald)

Windsor State School has banned the Connect Religious Instruction (RI) classes following a review by the principal.

The move may have significant ramifications, since the Connect curriculum is widely used for RI in Queensland and New South Wales.

In a letter to parents, principal Matthew Keong explains how the lessons contravene RI policy by attempting to convert children to Christianity.

“Connect’s materials go beyond imparting knowledge of Biblical references, and extend to soliciting children to develop a personal faith in God and Jesus and become a Christian or ‘Kingdom Kid’.”

The review has found the Connect program in breach of the policy that prohibits proselytising, defined as “soliciting a student for a decision to change their religious affiliation”.

“In the teacher’s manuals, the Connect authors remind instructors that most of their audience is not yet Christian, and the whole program appears to be based on that premise of trying to solicit them for a decision to become the kind of Christian prescribed in the materials.”

The Facebook page of Queensland Parents for Secular State Schools (QPSSS) has published various other Connect lessons, highlighting the apparent aim of converting non-Christian schoolchildren.

Kids are invited to become a “Kingdom Kid”, in Connects C2 lower primary lesson:

“Maybe you’re not a Kingdom Kid yet. If you would like to live God’s way and follow Jesus, we can pray a prayer right now. I am going to say the words of the prayer first so you can hear what the prayer is about. If you agree with this prayer, when I pray it the second time in parts, think the words in your head after me. If you don’t want to pray this prayer with me, just sit quietly with your eyes closed so that you are not disrupting those who would like to say it. This is the prayer I will be praying.

Dear God, thank you that Jesus dies on the cross so I could be part of your family. I am sorry for wanting to live my own way, but now I want to live your way. Please forgive me and help me to learn more about you. Amen.

If you prayed that prayer in your head, welcome to God’s family! You’re a Kingdom Kid.”

Connects C2 upper primary lesson emphasizes the choice children need to make:

“The Bible tells us there are two kinds of people; the people who have faith and will live forever with God, and those who say no to Jesus.

We need to decide which type of person we want to be. Will we follow Jesus?”

The program is full of entreaties to join the faith. Connects C1, lesson 1:

“I want you to think about Jesus who is the King and think about whether you would like to be in his Kingdom forever.”

Connects C1, lesson 2:

“In other words, it is only through Jesus that we can be clean before God and be friends with him forever.

I want you to consider what you think about Jesus’ miracle. Do you want to put your faith in Jesus?”

Instructors are encouraged to link children to “church-run children’s and youth activities”.

The offer to “experience the Christian community and learn more about the Christian faith” outside of school, could also breach RI’s policy prohibiting proselytising.

According to the Education Act, State schools must make up to one hour of curriculum time a week available for religious instruction.

The program is optional, requiring written parental approval.

The Connect material is available for purchase online, but is not normally offered to parents prior to enrolment.

According to Alison Courtice of QPSSS, schools are failing to provide parents with sufficient information to satisfy the principle of informed consent.

Mr Keong also expresses concern over a lack of scrutiny over faith based programs.

“It has recently come to my attention, contrary to my previous understanding, none of the programs used in Religious Instruction (RI) provided by any faith groups are approved or endorsed by the Department of Education and Training (DET).”

The Connect material has also been the subject of outrage following its David and Goliath lesson, where students were asked to roleplay a beheading.

DET has previously advised parents with concerns over RI to contact their school principal.

The complete failure to apply even the most rudimentary controls should give parents good reason to worry.

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It’s time for an inquiry into the contents of religious instruction in Qld schools

It’s time for an inquiry into the contents of # religious instruction in # Qld schools

The horrifying religious instruction classes planned for Qld schools – Sydney Morning Herald, The Age, The Brisbane Times 20 April 2016.

Following publication of this article, Youthworks has withdrawn the class on David and Goliath, as per Buzzfeed: This Christian School Program Was Teaching “Beheading Lessons”

The immediate withdrawal of the program highlights how obviously inappropriate it is. It also raises a red flag – how many other lessons are similarly barbaric, age inappropriate or overtly evangelical?

The Qld Department of Education and Training has advised “Principals can suspend program delivery until any issues are resolved”.

According to the Daily Mail Australia, A Department of Education and Training spokesman said:

‘If parents of participating students have concerns with the content or delivery of religious instructions (RI), they are encouraged to raise this with their school principal.

‘RI programs are provided by a religious denomination or society (known as a faith group), not the Department of Education and Training,’ the spokesperson said.

‘RI is only to be provided to students from Year 1 in state primary, secondary and special schools whose parents have nominated the faith group on enrolment, or to students whose parents have given written permission for their child to attend.

‘Parents can change their preference for their child to participate in RI or other instruction at any time by notifying the school in writing. Principals can suspend program delivery until any issues are resolved.’

This creates a new and impractical onus on each school principal to review religious instruction content. If this content is available for one hour per week, in all Queensland schools, then DET should be monitoring it. It’s part of our school education system.

Visit the Queensland Parents for Secular State Schools facebook page for more information.

The moral of the lesson is to teach students to 'recognise that it was God who defeated the Philistines through David' and 'appreciate that God saves his people in unexpected ways' (stock image)

(image courtesy Daily Mail Australia)