Camp Quest UK - it's beyond belief!

Came across this site via Atheist Nexus member Samantha Stein.

Camp Quest UK is a residential summer camp for the children (age 8-17) of Atheists, Agnostics, Freethinkers, Humanists, Brights, or whatever other terms might be applied to those who hold to a naturalistic, not supernatural world view.

Camp Quest's purpose is to build a strong, healthy community among the young participants aged 8-17. In addition to fun camp activities such as swimming, canoeing, fishing, archery, campfires, stargazing, and outdoor sports, Camp Quest's knowledgeable counsellors and guest volunteers will lead the youth in learning activities that teach them about freethought and humanist principals. Activities cover critical thinking, science, history, civics, and ethics. Campers develop and improve their rational thinking skills in fun, hands-on learning activities and programs.

About Us

Camp Quest UK is in early stages and we intend to hold our first camp in summer 2009. We are the sister organisation of Camp Quest Inc., an American non-profit organisation with 6 successful camps across North America.

Camp Quest was first held in 1996 and until 2002 was operated by the Free Inquiry Group, Inc. (FIG) of Cincinnati and Northern Kentucky. The idea for the project originated with Edwin Kagin and he and his wife Helen served as Camp Directors for the first ten years of the original Camp Quest, retiring at the end of the 2005 camp session.

Camp Quest is important because critical thinking and skepticism are vitally important in our world and not always taught or taught well in schools, where there is often simply an imperative to get kids to “do as they are told” and “follow authority”. It’s up to us to help our children understand that it’s ok to disagree and teach productive ways to challenge ideas.

Listen to a feature on Camp Quest from the Humanist Network News (HNN) Audio Podcast

Board of Directors

Samantha Stein - Camp Director
Samantha volunteered at Camp Quest Michigan in 2007 where the idea for bringing Camp Quest to the UK was first discussed. She has since then spearheaded the efforts to make this happen. She currently studies Psychology at York University.

Tye Hadlington - Chair
A long time member of the BHA and NSS, Tye brings his past experience running student and research committees to the table to co-ordinate the project management for CQUK. His day job working as a software engineer in the Defence sector, ensures a high standard of reliability and integrity in this role.

Richard Craig - Treasurer
Blurb coming soon!

John Sargeant - Secretary
Blurb coming soon!

HUMANISM in the school curiculum

June 1, 2008

In 2005 Berkshire Humanists were invited by the Reading SACRE to submit an appendix covering Humanism to be included with the relaunch of the Agreed Syllabus covering all Berkshire schools.

The download shows the syllabus that was the last to be submitted before it was rejected for unknown reasons.

Submission by Berkshire Humanists of a syllabus to be an appendix to the Agreed Syllabus for all Berkshire schools.

BHA Humanism for Schools - Toolkit 6 - What's it all for? (Ages 11-14)

Introduction
The aim of this toolkit is to explore

what gives humanists a sense of meaning and purpose in life and why

. It focuses on three main points.

The first is that

humanists base their ideas about the world on reason and evidence.

The second is that

on the basis of reason and evidence, humanists conclude that this is the only life we know we have. Humanists say that there is no evidence of a life after death.

The third is that

humanists therefore conclude that as humans we create our own meaning and purposes in life. They say that there is no evidence of a purpose or destiny beyond our own human lives. Humanists say that we create our own meaning and purposes in life using our human attributes, including creativity, intelligence, imagination, wonder, love, and empathy for others. They say that we should make the most of these abilities to live full and happy lives and help others to do the same. This also means that we must look to our own human attributes to deal with the problems in the world.

Summary of Activities
The students play a short game exploring what their priorities in life might be. They watch some short video clips of humanists giving their views on life after death and where they find meaning and purpose in life. They summarise humanist ideas using a writing frame. A choice of creative activities then gives students an opportunity to compare humanist ideas with those from other perspectives and reflect on their own views.

Curriculum Links
Religious Education, in particular the themes of ‘Beliefs and Concepts’, ‘Authority‘, ‘Religion and Science’, ‘Expressions of Spirituality’, and ‘Ethics and Relationships’.
Science, particularly 1.1 ‘Scientific Thinking’.
Citizenship, particularly 1.2 ‘Rights and Responsibilities’.
Personal, Social, Health, and Economic Education, particularly 1.1 ‘Personal Identities’, 1.4 ‘Relationships’ and 1.5 ‘Diversity’.
English, opportunities for Speaking and Listening, Reading, and Writing.

Lesson Guide

Class Preparation (see bottom page)

Worksheets

BHA Humanism for Schools - Toolkit 5 - How do you tell right from wrong? (Ages 11-14)

Introduction
In this toolkit students explore the concepts which humanists use to make moral choices. They look at the ways in which these concepts can be applied to practical ethical decisions. They compare the humanist approach to ethics with their own ideas and with those of people from religious traditions they have studied.

For humanists the right thing to do is to try to live a full and happy life and help others to do the same. This is what humanists see the key value in life. Humanists argue that the only guide we have to show us how to do this is our own human nature. We have the ability to reason, i.e. work out for ourselves how to deal with difficult choices. We have the ability to empathise with others, i.e. to imagine how other people might feel.

The concept of ‘using reason’ involves three basic ideas which humanists apply in any given situation:

1. Ask yourself what will be the effects of your action.
2. Weigh up all the available evidence.
3. Try to work out what will result in the most happiness and the least pain and suffering (Utilitarianism).

The concept of ‘using empathy’ also involves three basic ideas:

1. Treat other people as you would like to be treated yourself (this is called the Golden Rule).
2. Treat other people as valuable in their own right and don’t use them as a means to an end.
3. Do what you would be happy to see everyone do.

The last two points are part of Kant’s Categorical Imperative.

Learning Objectives
Students are able to

1. Express and justify their own views about what is right and wrong and why, with reference to humanist and other viewpoints.
2. Use the concepts of reason and empathy to explain how humanists decide what is right and wrong
3. Compare and contrast humanist views with a religious viewpoint.

Summary of Activities
The students explore a moral dilemma, thinking through what they would choose to do and why and investigating what humanists might choose and why. They then compare humanist views with those of a religion they have studied, using one of two options: one research and drama, exploring some practical ethical decisions; the other research and debate, exploring issues of belief and authority. (Either of these will enable students to compare and contrast humanist views with a religious viewpoint.) The students then review their initial responses to the moral dilemma in the light of their learning.

Curriculum Links
Religious Education, in particular the themes of beliefs and concepts, authority, ethics and relationships, rights and responsibilities, and global issues.
Citizenship, particularly 1.1 democracy and justice, 1.2 rights and responsibilities, 1.3 identities and diversity, 2.1 critical thinking and enquiry, 2.2 advocacy and representation, 3d freedom of speech, 3e actions of individuals, groups, and organizations, and 3f strategies for handling disagreements.
English, opportunities for speaking and listening, reading, and writing.
PSHEE, particularly 1.4 relationships, and 1.5 diversity.
Cross-curriculum dimensions of identity and cultural diversity and creativity and critical thinking.

Lesson Guide

Class Presentation (at page bottom)

Worksheets

BHA Humanism for Schools - Toolkit 4 - How do you know its true? Age: 11-14

Introduction
This toolkit explores the ways in which humanists approach the question of what is true. Humanists use reason and evidence to work out what is or may be true. They look for evidence, weigh up the strength of evidence, look for ways to test the evidence, and look for the simplest explanations of it. Humanists do not think that things can be ‘true for you but not for me’ or that there are special ‘religious’ kinds of truth. They prefer to use the word ‘faith’ for beliefs which are not backed up by evidence, and ‘opinion’ for matters of personal judgment.

The toolkit shows students how to use reason and evidence. Using the example of the existence of god(s), it explores some of the ways in which reason and evidence are used by humanists to make decisions about what is true and how else humanists might approach the question of whether god(s) exist. It introduces the concepts of belief, agnosticism, and atheism as responses to this.

The issue of truth is huge and complex. This toolkit does not deal directly with questions of how far we can know if there is a world out there, or how language and sensory input mediates our experience of the world, or with metaphorical truth; however, students may raise these ideas in discussion.

Learning Objectives
Students are able to

1. Explain how humanists use reason and evidence to decide what is true and give examples
2. Express their own views on how they decide what is true, giving reasons and examples and compare their ideas with those of humanists
3. Use religious and philosophical vocabulary.

Summary of Activities
The students have a list of statements which may or may not be true. They discuss which they think is true and why. The students then watch some video clips of humanists talking about using reason and evidence to decide what is true. In groups the students research and present the ideas of one humanist thinker about whether God is true. They then give their own views on this question, referring to the ideas they have explored. The students revisit one or more of the initial statements and give their views on whether they think it is true or not, using the religious and philosophical vocabulary they have encountered in this piece of work and explaining how far they agree or disagree with humanist viewpoints.

Curriculum Links
Religious Education, particularly the themes of ‘Beliefs and Concepts’, ‘Authority’, ‘Religion and Science’, and ‘Interfaith Dialogue’.
Science, particularly 1.1 ‘Scientific Thinking’. 1.3 ‘Cultural Understanding’, and 2.2 ‘Critical Understanding of Evidence’.
English, opportunities for Speaking and Listening, Reading and Writing.
History, particularly 2.2 ‘Using Evidence’, and Range and Content (g) ‘The way in which the lives, beliefs, ideas, and attitudes of people in Britain have changed over time’.
Citizenship, particularly 2.1 ‘Critical Enquiry’ and 2.2 Advocacy and Representation.
The cross-curricular dimensions of ‘Identity and Cultural Diversity’ and ‘Creativity and Critical Thinking’.

Lesson Guide

Class Presentation (see bottom of page for link)

Worksheets

BHA Humanism for Schools - Toolkit 3 - How should we treat other people and why? the Golden Rule and the use of reason. Age: 7-11

Introduction
The aim of this toolkit is to

explore the ways in which humanists make moral decisions.

It focuses on

two key ideas: the Golden Rule and the use of reason.

Humanists say that our ability to reflect on issues of right and wrong comes from our own human nature. We have the ability to empathise with others. We can imagine ourselves in another person’s place and think about how we would feel. We can see that everyone would want to be treated well by others and therefore we should treat others as we ourselves would like to be treated (the ‘Golden Rule‘). As humans we also have the ability to reason. We can work out from the available evidence the likely consequences of an action, the harm or good which is likely to result from it. Humanists say that on this basis we can judge how far an action is right or wrong.

Humanists say that our moral values have developed along with our evolution as social animals. Our values are based on our common human need to live together harmoniously in groups. We need the kind of rules and behaviour that enable social groups to work well.

Humanists argue that our shared human nature and needs explain the considerable agreement among religions and societies about what is ethical. They believe that the Golden Rule is so widespread across the world and in most religions and philosophies because it is based on our common humanity - we all want to be treated well and we all need to live together harmoniously.

The first two activities in this toolkit give a scenario with an ethical dilemma and summarise humanist ethics in relation to it. The third explores the Golden Rule and compares humanist ethics with some religions and other philosophies. The fourth gives examples of how humanists apply their ethical views in practice.

Learning Objectives
Pupils are able to

• Understand two key concepts that humanists use to make moral decisions
• Compare some religious views and humanist views about ethics
• Explain their own views on how we should treat others and compare their own ideas with those of humanists.

Summary of Activities
The pupils reflect on an ethical dilemma. They think about their options and debate what they would do in this situation using a ‘traffic light’ discussion. Pupils then investigate, using video clips, what humanists might do in this situation and why, and imagine the next scene with a humanist in their place. The pupils explore, using information on screen and their own research, how far some religions and philosophies share humanist views of ethics and why. They record their research on a writing frame. The pupils then revisit the initial ethical dilemma, thinking about what they would now choose to do in that situation and comparing their ideas with those of humanists. The pupils evaluate the ideas they have studied, using challenging questions and exploring them through drama, discussion, or extended writing.

Curriculum Links
Religious Education, particularly the themes of 'Beliefs and Questions', Teachings and Authority', 'Religion and the Individual', and 'Beliefs in Action in the World'. Citizenship/PSHE, particularly 1a, section 2, 3f, section 4, and 5b, 5e, and 5g English, opportunities for speaking and listening, group discussion and interaction, drama, reading, and writing History, the European History Study

Lesson Guide

Worksheets

Class Presentation (at bottom of page)

BHA Humanism for Schools - Toolkit 2 - What do we celebrate and why? (ages 7-11)

The new BHA Humanism for Schools website has teachers resources for 5-14 year olds.

Humanism is a non-religious approach to life, which the Government and QCA recommend be studied in schools as an example of a secular philosophy. In practice, this most often happens in RE lessons where pupils are also learning about some religious approaches to life.

Six Toolkits are provided for Key Stage 1, 2 and 3 . Each toolkit has a teaching guide (introduction), lesson notes, worksheets and class presentation.

Toolkit 2: What do we celebrate and why? (ages 7-11)

Introduction
The aim of this toolkit is to explore the humanist idea that our relationships with others are important. Humanists say that it is our human relationships, and the love, commitment, and responsibility in those relationships, which give us the love and support we need in life. Humanists do not believe there is any god who looks after us.

Humanist new baby ceremonies and weddings/civil partnerships reflect this idea. New baby ceremonies focus on the love, commitment, and responsibility of the parents and wider family and friends towards the child. Weddings and civil partnerships celebrate the love, commitment, and responsibility of the couple towards each other and the support which friends and family can give.

Curriculum Links
Religious Education, particularly the themes of 'Beliefs and Questions', 'The Journey of Life and Death', 'Religion and the Individual' and 'Religion, Family, and Community'.
Citizenship/ PSHE 1a, 2a, 2e, 2i, 4a, 4b, 4c, 4f
English, opportunities for speaking and listening, group discussion and interaction, drama, reading, and writing
Opportunities for Art and Music

Lesson Guide

Class Presentation (see bottom of this page)

Worksheets

Humanism for Schools - Toolkit 1 - What makes us Special? (ages 5-7)

The new BHA Humanism for Schools website has teachers resources for 5-14 year olds.

Humanism is a non-religious approach to life, which the Government and QCA recommend be studied in schools as an example of a secular philosophy. In practice, this most often happens in RE lessons where pupils are also learning about some religious approaches to life.

Six Toolkits are provided for Key Stage 1, 2 and 3 . Each toolkit has a teaching guide (introduction), lesson notes, worksheets and class presentation.

Toolkit 1: What makes us Special? (ages 5-7)

Introduction

For humanists, one of the most important attributes of humans is the ability which we have to ask questions about the world around us and investigate those questions.

Humanists do not look to any god or sacred texts for guidance in life, but look rather to our own human ability to ask questions, explore the world, reflect on our own experience, and find answers.

Humanists say that our curiosity, and the intelligence, imagination, creativity, and empathy with which we seek answers to our questions, demands responsibility: we can change the world we live in and we are responsible for our own actions.

Learning Objectives
Pupils are able to give their own answers to the following questions:

• What makes us special?
• How have our questions changed the world?
• Is it always a good idea to think about lots of questions?

Pupils are able to compare their answers with those of humanists and other people.
Pupils are able to explain why humanists say that thinking about questions is special.

Summary of Activities

Pupils explore the humanist 'happy human' logo and watch video clips of humanists talking about their ideas, in order to find out about the humanist idea that being able to think about questions makes people special because it means we can change our world and think for ourselves.

Curriculum Links
Religious Education, in particular the themes of 'believing', 'symbols' and 'myself'
Art and Design, sections 1a, 2 and 3
Citizenship, sections 1a, 1b, 1d, 1e, 2a, 2b, 2c, 2e, 2g, 4a, 4b, 5b, 5c, 5f, 5g
English, opportunities for speaking, listening, group discussion and interaction, and drama
ICT, 2a, 2b, 2d, 3a, 3b
Science, 2a, 2b, 2f, 2g

Lesson Guide

Class Presentation (see bottom of this page)

Worksheets

Humanism to be taught at GCSE

Thousands of teenagers will be taught about humanism for the first time as part of a religious education GCSE. Have Your Say: Should humanism be taught at GCSE? Read the Comments Pupils will be encouraged to debate controversial issues from the standpoint of all the major faiths - as well as those that reject the existence of God.n an attempt to bring the subject up to date, students will use the different views to examine topics such as euthanasia and abortion. The OCR exam board said the "philosophy and ethics" course would also include units on the nature of good and evil, medical ethics and death and the afterlife. Examiners said humanism - the rejection of religion in favour of reason and a belief in human potential - had been included to reflect its growing popularity in the UK The problem is still with the religious schools. Can you see them teaching anything that promotes humanism in a positive light? Posted by Martin Henderson on April 18, 2008 8:28 PM A teachers' representative in Hull at a SACRE meeting recently told the meeting that 99% of the children in her school were atheist (75%) or agnostic (24%). So learning about the various gods of the different religions in RE classes just helps to confirm the indifference of these children to religion. In Birmingham this has been recognised, and their RE syllabus has been radically changed to replace most of the religious education with moral education. Posted by Paul Smith on April 18, 2008 6:07 PM High time Humanism was given at least equal importance in RE lessons. Religion is increasingly irrelevant to growing numbers of people, especially teenagers. We should be teaching them to think for themselves, and obscure ancient texts just don’t apply to modern life. Posted by Amanda Waite on April 18, 2008 6:04 PM I find it astonishing that, in 2008, such a question should be asked. In return, I'd ask, why not? We introduced a new syllabus that includes Humanism and secular world views in Suffolk last year. It's long overdue. Posted by Margaret Nelson (Humanist SACRE member) on April 18, 2008 4:46 PM I really can't understand why humanism isn't already being taught. Young people need to be introduced to a wide range of philisophical world views without fear or prejudice as early as possible. Why wait until GCSE, this should be taught at primary school. Posted by J Jones on April 18, 2008 4:38 PM Including the non-religious needs to start from day 1 at school. The most damage is done at Primary school, especially in the 30% that are faith schools. The RE curriculum is still drawn up by vested interests and serves to promote religion, as does the daily act of worship. Throughout the average RE syllabus there are referrals to truth, critical thinking, etc., in an attempt to make RE appear like a proper subject of study. How confusing it must be for pupils, mixing up fact and fiction. Of course, RE varies greatly from teacher to teacher. But it is up to the local SACRE to take the lead and include the non-religious. If they do not, they are breaching the government's own guidance on social cohesion. Change needs to come from government. RE needs to be scrapped and replaced by something like Philosophy and Culture, where religion can be placed in its proper context; and where the true facts of religion can be openly discussed. Posted by Andrew Edmondson on April 18, 2008 4:27 PM Excellent news! This will allow the 2 out of 3 teenagers who have no religion to be introduced to the lifestance that is most likely to appeal to them. (The 2 out of 3 figure emerged from two very big surveys a decade apart - one for the old DfES, one by two clergymen.) But even children who have a religion need - and deserve - to know about Humanism, just as unbelieving children need and deserve to know something about religion. Now Humanism must take its place in the RE syllabus all through school. Posted by David Pollock on April 18, 2008 3:59 PM I don't know what the philosophy and ethics course referred to is or will be but the present position is as follows. RE is supposed to be taught to local agreed syllabuses produced for each LEA by SACREs as previously mentioned. There are national guidelines in the form of The QCA Non-Statutory National Framework which encourage the teaching of non-religious philosophies such as humanism. some SACREs include it fully, some suggest it as an optional topic and some will not have it included at all. It would be good to see Humanism taught more widely and on equal terms with religions Richard Scutt SACRE member (co-opted!!!) Posted by Richard Scutt on April 18, 2008 3:54 PM Fantastic! It's time children were exposed to the idea that not everyone subscribes to organised religion. Next let's have a change on SACRE representation. I find it amazing that in my London Borough, the Rastafarians - representing a part of the 0.3% of 'other religions' are allowed a vote, whereas the Humanist representative is not. Those of no faith in the borough, forming 18% of the local population and therefore the 2nd largest 'faith group' by a substantial margin have no voice. Talk about discrimination! Posted by Cllr Helen Jardine-Brown on April 18, 2008 3:10 PM Report this comment An excellent move forward. The next step is to replace the disgraceful Circular 1/94 Guidance on RE written by Jesuit-trained John Patten under the Thatcher government. Circular 1/94 explicity discriminates against humanists on SACREs and doing away with it would allow those of ALL beliefs to be fairly and equally represented. Given that over 65% of all 12-19 years olds claim to be agnostics or atheists, isn't it also time we got rid of the silliness of a daily act of religious worship in schools? Posted by Mike Lake on April 18, 2008 2:37 PM

Humanism for Schools

Humanism for Schools is a new BHA website. It includes 6 Teachers Toolkits comprising:-

1. Teaching notes
2. Lesson guide
3. Worksheets
4. Class Presentation

plus Humanist Perspectives and loads more for 5-16 years age kids and their teachers