Few have expressed their thoughts on humanism as cogently as Joseph "Joss" Whedon, creator of several television programs. Early in 2009 Whedon received the Outstanding Lifetime Achievement in Cultural Humanism award from the Humanist Chaplaincy at Harvard University. Here, in part, is what he said while accepting the award:
I think that basically there really is only one answer (to "codify our moral structure" in non-theistic terms), and it is education, education, education.... the only way to break down systems truly without violence, and without chaos, and without all the things that people think of non-believers as espousing, is education. It is categorically the one thing that we must bring to our neighborhood, our people, our families, our world, other countries... (The) enemy of humanism is not faith... it's ignorance.
Education, education, education! In May 2008, the American Humanist Association announced the establishment of the Kochhar Humanist Education Center named for its benefactor, Pritpal Singh Kochhar. The intent is to make humanist education more accessible to all - from young children to adults. In a letter to the membership, Executive Director Roy Speckhardt asked "Who will teach our children about Humanism?" The answer, of course, is committed parents and those who serve as teachers in our chapters and affiliates. Two equally important questions that apply to all ages are "What shall we teach?" And "How shall we teach?"
In a recent paper, "A Vision of Humanist Education for Our Complex World," Dr. Carol Wintermute, co-dean of the Humanist Institute, indicated two directions we can take regarding humanist education: (1) developing educational programs for children and adults that are guided by a humanist approach or (2) educating humanists for the betterment of the movement. It is incumbent on us, she maintains, to be advocates of both. Moreover, she noted that we need to educate people to shape and deliver the message of humanism and "prepare students who are capable of thinking critically and of projecting ahead what has not been seen before." What a tremendous challenge Dr. Wintermute has posed for us!
In another paper written in 1997, Dr. Wintermute addressed both the what and how questions with keen insight. She wrote that ethical education should not focus on learning facts but rather on creating the desire to know the facts that will clarify one's experience. The paper, "The Humanist Educator: Strengthening the Profession", can (and should) be read in its entirety at-- www.humanismtoday.org/vol11/
Dr. Wintermute wrote that "We are guilty of not being politically astute enough to make the development of a universal Humanistic education program for young people and adults a top priority of cooperative action within our movement." She concluded that while we are able to define ethical education, articulate our goals and objectives, and have the methodologies to employ it, "Now all we have to do is join our Humanist educators in taking responsibility for organizing it amongst ourselves, demonstrating its effectiveness...." She added that the curriculum should focus on thinking critically and reflectively, be problem-oriented and meaningful to the lives of students of all ages, and strive to develop ethical and moral behavior and individuals who live and act their humanist values.
In "Curriculum Resources for the Life Span," we have outlined eight categories that American Humanist Association members might wish to consider in addressing the "what" shall we teach question. They are: Secular humanism, Critical thinking, Secular values and virtues, Science issues, Ethics in action, Peace and social justice, Human freedom for all, and Building and maintaining relationships. Here you will find resources on world religions, humanist heroes and heroines, developing an appreciation of oneself and others, being alert to the many forms of prejudice, caring for and improving the environment, and - as equally important - engaging in social and ethical action. Many quality programs for younger students include a variety of activities such as solstice festivals, graduation and recognition activities, field trips, games, potlucks, skating parties, and picnics.
It goes without saying (but we will say it anyway!) that those who teach children and adults about humanism must do so in a humanistic manner. This means establishing learning environments in which mutual respect is evident, sharing one's deepest thoughts and feelings, discussing issues in depth, and - most importantly -practicing the realization that EVERYONE deserves to be treated fairly and kindly, is free to choose what she/he believes, and must accept responsibility for her/his choices and actions. Humanist teachers should not be "sage on the stage" lecturers but rather facilitators who constantly provoke and promote thinking. Three important questions to ask students of any age are: How do you know...? Why do you believe....? What can we do to improve....?
Teachers of both children and adults obviously can not "fly blind" or "wing it" or whatever the expression is for coming to class unprepared. They need to follow a lesson plan. There is, of course, more than one way to develop them. One suggested format is to consider the following topics: title of the lesson, appropriate age level, duration, background, objectives, materials, readings and resources, and follow-up activities. Other components include: the setting or environment (indoors, outdoors or either); the main teaching intent (knowledge, skills, attitudes); readiness considerations (prerequisite knowledge); specifying the rationale for the activities (and how they relate to previous activities); setting the stage for further learning; gathering evidence that learning has occurred; and providing opportunities for students to practice and apply their learning.
Since classes in humanist chapters often include students of varied ages, several approaches have been successfully used, e. g., putting on a play, skit, or puppet show; writing books or drawing picture books; making posters; and conducting interviews or surveys. Other successful practices: establishing routines in which older students play a leadership role (e. g., reading stories); and planning independent or small group projects, and keeping whole group discussions brief. A multi-age classroom is a family of learners where there is an atmosphere of nurturing and cooperation rather than competition.
In an article titled "Connecting the Curriculum: What to Include for Young Children" in The Florida Humanist Journal (Winter 2008) Leslie Black offered several useful teaching guidelines for helping children develop morally and ethically: let them know they are decision makers; let them practice articulating their ideas; help them define the ethical principles of their choices; and let them plan, implement and evaluate their decisions.
While the curriculum obviously is the centerpiece of an educational program at all age levels, it is essential to build on a strong foundation of group commitment to humanist education. No curriculum can be imposed from the "top down." Other "C" words are essential. They are commitment, communication, culture-building and community of learners. These are the foundation for establishing quality educational programs across the life span. The starting place is not the course of study; the place to begin is with the identified needs of the learners - children, youth, and adults.
Families and family involvement must be at the core of any successful youth education effort. A support structure needs to be built with families at the base. For example, the Humanist Community of Silicon Valley believes that the quality of the family connection is most important. Theirs is a cooperative model which is reflected in the name of the program: The Humanist Community Family Cooperative Program. Parents and families pool resources and serve as role models for their children.
I sincerely hope the curriculum resources and lesson plans will be of value to you. I would greatly appreciate your letting us know how they "worked" in your situation. And please let us know about any new resources and plans you would like to add. Many thanks in advance!
Bob Bhaerman, Ed. D.
Coordinator
Kochhar Humanist Education Center
American Humanist Association
