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Tuesday, May 12, 2009

The Reason Project Has Launched! by Sam Harris

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The Reason Project Has Launched! Please visit our website and become a part of The Reason Project: www.reasonproject.org The Reason Project is a 501(c)(3) charitable foundation devoted to spreading scientific knowledge and secular values in society. Drawing on the talents of some of the most prominent and creative thinkers across a wide range of disciplines, The Reason Project seeks to encourage critical thinking and wise public policy through a variety of interrelated projects - all with the purpose of eroding the influence of dogmatism, superstition, and bigotry in our world. If you would like to contribute to the launch of the foundation, your support would be greatly appreciated.

Many thanks,

Sam Harris Co-Founder and CEO

Annaka Harris Co-Founder

The Reason Project Advisory Board: Clifford S. Asness, Peter Atkins, Jerry Coyne, Richard Dawkins, Daniel C. Dennett, Brent Forrester, Rebecca Goldstein, Ayaan Hirsi Ali, Christopher Hitchens, Lawrence Krauss, Harold Kroto, Bill Maher, Ian McEwan, Steven Pinker, Salman Rushdie, Ryan Scott, Lee M. Silver, J. Craig Venter, Ibn Warraq, and Steven Weinberg.

Monday, May 11, 2009

Coverage of atheist initiatives in press depressingly familiar - AHS

source: http://blogs.secularportal.com/2009/04/26/coverage-of-atheist-initiatives-in-press-depressingly-familiar/
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Coverage of atheist initiatives in press depressingly familiar
Sunday, April 26th, 2009 | AHS

The National Federation of Atheist, Humanist and Secular Student Societies

http://www.ahsstudents.org.uk/ - main website.

The AHS will be seeking corrections from the Sunday Telegraph (see below) after the paper misrepresented the AHS’ new schools initiative, which encompasses fostering interfaith events, scientific and religious educational activities and charity work, as a cause for anxiety among parents and militant.

The AHS is disappointed that the paper chose to twist information as far as possible to create a negative, sensationalist message out of a positive development for educational provision in schools.

The article, which is topped by a photograph of Richard Dawkins, appearing to smile darkly to himself, has the subheading ‘Atheists are targeting schools in a campaign designed to challenge Christian societies, collective worship and religious education.’

The AHS does not and would never seek to challenge religious education in the manner that article goes on to suggest. The AHS strongly believes in the importance of a balanced, impartial and full religious education and would support the introduction of a national RE curriculum to ensure standards are met. This is not made clear.

The AHS feels that the tone maintained throughout the article was intended to induce a knee-jerk, reactionary response from its readers, presenting schools as a battlefield with both Christianity and atheism victims of simple polarisation as ‘fundamentalist doctrine’ versus atheists as “increasingly militant in their desperate attempts to stamp out faith.” - a quote chosen from the Christian Institute which as an organisation believes that homosexuality can be cured and as such is unlikely to represent most Christians.

Both the AHS and Camp Quest – the UK’s first summer camp for children who don’t believe in a god – have been selectively misrepresented with references to our educational (and interfaith – AHS) goals removed. In brief, here is a summary of the purpose of helping students found their own atheist, humanist and secularist groups:

* To teach students how to debate and create dialogue between school faith groups.
* Provide the school with fun and educational events and activities, including two student-led courses: ‘Perspectives’ in which a speaker from a faith group gives a talk followed by Q&A, and our ‘One Life’ course, which considers moral and ethical issues without god. Many events will also support the scientific curriculum.
* Encourage charity volunteering.
* Give students the experience of running a group and managing events.
* Show students that it’s ok not to believe in god and encourage critical thinking.
* Bring out issues concerning religious privilege in schools such as collective worship and incomplete or biased religious education.

An AHS spokesperson said ‘this article is quite typical of the coverage that atheism gets in the press - regardless of what we do, no matter how public spirited, charitable or helpful. The AHS hopes that by drawing attention to this we can set aside caricatures of both sides and encourage more meaningful debate to take place in the public sphere.’

The AHS has already been approached by a number of schools who would like to take part in their first schools conference in June at Warwick University. If you would like to get involved, please contact secretary@ahsstudents.org.uk

Find out more:

www.ahsstudents.org.uk

www.camp-quest.org.uk


The Telegraph article reproduced in full:-

Atheists target UK schools

Atheists are targeting schools in a campaign designed to challenge Christian societies, collective worship and religious education.

Johann Hari: Dear God, stop brainwashing children

source: http://www.independent.co.uk/opinion/commentators/johann-hari/johann-hari-dear-god-stop-brainwashing-children-1681008.html via http://richarddawkins.net/article,3825,n,n
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Worship is forced on 99 per cent of children without even asking what they think

Friday, 8 May 2009

Let us now put our hands together and pray. O God, we gather here today to ask you to free our schoolchildren from being forced to go through this charade every day. As you know, O Lord, because You see all, British law requires every schoolchild to participate in "an act of collective worship" every 24 hours. Irrespective of what the child thinks or believes, they are shepherded into a hall, silenced, and forced to pray – or pretend to.

If they refuse to bow their heads to You, they are punished. This happened to me, because I protested that there is no evidence whatsoever that You exist, and plenty of proof that shows the texts describing You are filled with falsehoods. When I pointed this out, I was told to stop being "blasphemous" and threatened with detention. "Shut up and pray," a teacher told me on one occasion. Are you proud, O Lord?

Forcing children to take part in religious worship every day is a law worthy of a theocracy, not a liberal democracy where 70 per cent of adults never attend a religious ceremony. That's why the Association of Teachers and Lecturers – one of the teachers' unions – has recently moved to ask the Government to stop forcing its members to take part in this practice.

Why does this anachronism persist in this blessedly irreligious country? For all their whining that they are "persecuted", the religious minority in Britain are in fact accorded remarkable privileges. They are given a bench-full of unelected positions in the legislature, protection from criticism in the law, and vast amounts of public money to indoctrinate children into their belief systems in every school in the land.

I can understand why the unelected, faltering religious institutions cling to this law so tightly. When it comes to "faith", if you don't get people young, you probably won't ever get them. Very few people are, as adults, persuaded of the idea that (say) a Messiah was born to a virgin and managed to bend the laws of physics, or that we should revere a man who at the age of 53 had sex with a nine-year-old girl.

You can usually only persuade people of this when they are very young – a time when their critical and rational faculties have not yet been developed – and hope it becomes a rock in their psychological make-up they dare not pull out.

But why do the rest of us allow this fervent 5 per cent of the population to force the rest of our kids to follow their superstitions? Parents can withdraw their children if they choose – but that often means separating the child in an embarrassing way from her friends and exposing them to criticisms from the school, so only 1 per cent do it. Most don't even know it is an option.

More importantly still, why is worship forced on 99 per cent of children without their own consent or even asking what they think? As the author Richard Dawkins has pointed out many times, there are no "Christian children" or "Muslim children". I was classed as "Christian" because my mother is vaguely culturally Christian, although at every opportunity I protested that I didn't believe any of it. Children are not born with these beliefs, as they are born with a particular pigmentation or height or eye colour. Indeed, if you watch children being taught about religion, you will see most of them instinctively laugh and ask perfectly sensible sceptical questions that are swatted away – or punished – by religious instructors.

I am genuinely surprised that no moderate religious people have, to my knowledge, joined the campaign to stop this compelled prayer. What pleasure or pride can you possibly feel in knowing that children are compelled to worship your God? Why are you silent?

The prayer-enforcers offer a few arguments in their defence. At first, they claim it instils "moral values" in children. The scientist Gregory S Paul produced a detailed study in 2005 to find out if rates of murder and rape went up as levels of religion went down. He found the exact opposite. On detailed international comparisons, the more religious a country is, the more likely you are to be stabbed or raped there. There isn't necessarily a causal relationship – but it blasts a bloody hole in this claim.

Of course, if you actually followed the morality explicitly commanded by the Bible, Torah and Koran, you would kill adulterers, gay people, apostates, and disobedient children and be sent to prison. Thankfully, the vast majority of religious believers long since decided to disregard much of "God's word", because it is manifestly appalling, and read it metaphorically. But you have to strip away an awful lot of the texts as metaphor before you get to a few bland lessons about being nice to each other. Can't we get the lessons about niceness from somewhere else, without the bogus metaphysics and endless injunctions to kill our friends?

Once the morality defence dissolves, the religious switch tack, and claim that children indoctrinated into religion perform better academically. As "proof", they point to the fact that faith schools perform somewhat better on league tables. It's true – but look a little deeper.

There have been two detailed studies of this, by the conservative think tank Civitas, and the Welsh Assembly. They found faith schools get better results for one simple reason: they use selection to cream off highly motivated children of the wealthy and weed out difficult, poor or unmotivated students who would require more work. Once you take into account their "better" intakes, faith schools actually underperform academically by 5 per cent (and that's before you factor in all the other problems they cause).

I am absolutely not saying that schools should teach children to be atheists. No. Schools should take no position on religion. They should be neutral, and equip children with the thinking skills – asking for evidence, and knowing how to analyse it rationally – that will enable them to make up their own minds, when they wish, beyond the school gates. How can a religious person object to that, without admitting that open-minded, evidence-seeking adults would see through their claims in a second?

And so, O Lord, I ask you – and the British Government – to set our children free, at last, from being forced to worship You. Amen – and hallelujah.

Comment here at The Independent.

j.hari@independent.co.uk


Hay Philosophy Sessions - howthelightgetsin.org, Saturday 30 May




source: http://www.howthelightgetsin.org/assets/Uploads/09-04-27.FestivalprogrammeV2.as2.pdf

Sunday, May 10, 2009

Hay Philosophy Sessions - howthelightgetsin.org, Saturday 23 May

Source: http://www.howthelightgetsin.org/assets/Uploads/09-04-27.FestivalprogrammeV2.as2.pdf

We hope several HASSNERS will attend - see Meetup.

Thursday, May 07, 2009

The Age of Wonder: How the Romantic Generation Discovered the Beauty and Terror of Science By Richard Holmes - Review

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Richard Holmes talks in Bristol on 8 May 2009. Others reviews in The Telegraph by Mike Gray, in The Guardian by Robin Mckie and in The Spectator by Ben Wilson.

Patricia Fara
WATCHERS OF THE SKIES
The Age of Wonder: How the Romantic Generation Discovered the Beauty and Terror of Science
By Richard Holmes (HarperPress 554pp £25)

Exclusive from the Literary Review print edition. Subscribe now!

Whatever C P Snow may have decreed about an unbridgeable divide between the Two Cultures, Romantic writers were fully aware of recent scientific discoveries. As a twenty-year-old medical student, John Keats spent a drink-fuelled night enthusing over a newly purchased verse translation of Homer's Iliad. Early the next morning, he took less than four hours to set down his own famous poem, in which he compared his feelings with those of 'some watcher of the skies/When a new planet swims into his ken'. Keats was referring to William Herschel, the astronomer who had effectively enlarged the solar system at the end of the eighteenth century by detecting a sixth planet, now known as Uranus, but initially named after George III. At school, Keats and his class mates had learnt about gravity through role play out in the yard: while one pupil remained stationary to act as the sun, the other child-planets circled round at different speeds and distances to form a living orrery, the human equivalent of the moving mechanical model so dramatically painted by the Enlightenment's great artist of science and industry, Joseph Wright of Derby.

Wright's famous picture of this astronomical instrument adorns the cover of Richard Holmes's stellar collective biography, The Age of Wonder.

Justly renowned as Britain's greatest literary historian of the Romantic period, Holmes, in his latest book, gives a gripping account of the scientific research that inspired a sense of wonder in poets and experimenters alike. He calls for, and also delivers, a new approach to science's history, one that focuses on scientists as individuals rather than as impersonal agents of discovery, and that rejects rigid distinctions between science and the arts, or between science and religion.

Holmes is a literary traveller who sets out to share his subjects' experiences. In earlier books, he literally followed in his writers' footsteps, while in The Age of Wonder he emulates Romantic bids to glorify science by producing stirring biographies of its practitioners. For Holmes as well as for his poets, scientific research is itself a voyage of discovery, and he emphasises William Wordsworth's portrayal of Isaac Newton as a lonely explorer: 'Voyaging through strange seas of Thought, alone'. For his own tour through the past, Holmes marks out two long journeys as boundaries: James Cook's first trip around the world, from 1768 to 1771, and Charles Darwin's five years on the Beagle, from 1831 to 1836.

This choice of voyages enables Holmes to concentrate on an exceptionally significant span of sixty years when professionalised science came into existence. One of his key figures, Humphry Davy, started his career in Cornwall as an apothecary's apprentice, switched to carrying out controversial experiments with mind-enhancing drugs, and was eventually elected President of the Royal Society; along the way he wrote poetry and helped a blacksmith's son, Michael Faraday, to become Britain's most famous physicist of the Victorian era.

When Darwin embarked for South America, the word 'scientist' had not even been invented, and it was not widely accepted until the early twentieth century. Originally devised during a fiery debate involving Samuel Taylor Coleridge,

'scientist' was a reviled term which roused the fury of Victorian pedants, but somehow survived while etymologically preferable competitors such as sciencer, scientiate and scientman faded away.

Neither Darwin nor Faraday ever described themselves as scientists.

Holmes ties together the disparate characters in his book with Joseph Banks, the self-funding botanist on Cook's Endeavour who spent over forty years of his life as President of the Royal Society. After ensconcing himself with his wife and eccentric sister in his Soho house - from whence, writes Holmes, 'his gaze swept steadily round the globe like some vast, enquiring lighthouse beam' - the increasingly portly and gout-ridden Banks never again sailed the globe but promoted the careers of younger scientific adventurers. Holmes's Romantic visionaries intersect with those in another splendid collective biography, Jenny Uglow's The Lunar Men, but he has devised a different yet equally effective structure for marshalling simultaneous events into sequential pages. Rather than organising his material by scientific theme, Holmes reinforces his plea for restoring individuality to science's history by focusing on Banks and two of his protƩgƩs, Herschel and Davy, telling their lives as serial yet interwoven narratives. In between describing these 'international stars, the three scientific knights', Holmes allows himself some fascinating digressions into contemporary affairs, including Mungo Park's exploits in Africa, the symbolism of Frankenstein, and the first balloon flights (unimaginatively downplayed by Banks as 'a counterpoise to Absolute Gravity' that would make carts easier to move).

For Holmes, the 'Age of Wonder' was a time of revolution, a historical moment of transition when sober Enlightenment rationality was transformed by Romantic excitement and political upheaval. But science can also be told as a tale of continuity rather than of abrupt change. As Holmes himself points out in a footnote, the sense of wonder was not restricted to the Romantic age: in 1665, when Robert Hooke published his engravings of fleas, ants and cheese mould, Samuel Pepys was so enthralled that he stayed up all night to marvel at the glories of the newly revealed microscopic world. Close observation and reverence for nature are deemed to be hallmarks of Romanticism - itself a disputed category - but they also inspired Andreas Vesalius's anatomical drawings of the sixteenth century.

Holmes has cherry-picked the most colourful stories, but he does tell them extremely well. Newcomers to Davy's experiments with nitrous oxide (laughing gas) have an especially hilarious treat in store. Unlike those biographers who feel that every fact must go in - and dispatching several days of research into the recycling bin does hurt! - Holmes excels at condensing pages of detail in order to recreate the lived experiences of his travellers. You might almost believe that he had tried out for himself the unfamiliar and uncomfortable perspectives of his aerial observers:

Banks spent hours at the topgallant masthead, his large form crouched awkwardly in the crow's nest ... As [the balloonist] took off, there was the white sea of upturned faces in the city squares, swiftly reduced to tiny unrecognisable points.

This beautifully crafted book deserves all the praise it will undoubtedly attract. Well-researched and vividly written, The Age of Wonder will fascinate scientists and poets alike by revealing so evocatively the Romantic past they hold in common.



Patricia Fara's next book, 'Science: A Four-Thousand Year History', will be published in February by OUP. She is Senior Tutor of Clare College, Combridge.