Education

This is not education

/ MurrayCampbell / 5 Comments

In explaining the Victorian Education Department’s own position on secular education, they state,

“The legislation clearly states that the government school system is secular, and open to the adherents of any philosophy, religion, or faith.”

This is clearly no longer the case. As a supporter of secular education I am concerned to see these principles eroded by programs designed to reconfigure how children think and behave; Safe Schools is one such program.

When Corey Bernadi first suggested a connection between Safe Schools and Marxism, I laughed and thought his comment unhelpful. However, he appears closer to the mark than many first believed.

The Australian newspaper today published a piece where Roz Ward  links Safe Schools with a political and social agenda, namely that of Marxism and same-sex marriage  (Roz Ward oversees the Safe Schools program in Victoria, and she co-authored its content).

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courtesy of The Australian

In two speeches (one in May 2013 and another in 2015), Roz Ward has explained (quoting from The Australian),

“It is a total contradiction to say we want (the) Safe Schools ­Coalition but you can’t get married to the person that you love,” Ms Ward told a rally in Melbourne. “(Teachers) have to work in this context where we have this state-sponsored homophobia in this discriminatory law and still fight against homophobia.

“The question of equal marriage is important in every single school that I go to, because I talk to teachers and they say to me: ‘How can we continue to fight against homophobia when the students will say to us that same-sex couples or transgender people cannot get married to the people they love? The law says it’s not equal and then we need to turn around as teachers and say: well it should be but it’s not’.”

Railing against a “push to fit people into gender constructs that promote heterosexuality’’ at a Marxist conference in Melbourne last year, she alluded that Safe Schools was part of a broader strategy to change society.

“Programs like the Safe Schools Coalition are making some difference but we’re still a long way from liberation,’’ she said. “Marxism offers the hope and the strategy needed to create a world where human sexuality, gender and how we relate to our bodies can blossom in extraordin­arily new and amazing ways that we can only try to imagine today.”

According to the chief author and organiser of Safe Schools in Victoria, this program has a political and social agenda. It does not exist simply to combat bullying in schools, but is designed to instruct and influence children according to a socialist ideology, which includes strengthening the case for same-sex marriage.

In his time, Karl Marx identified a societal problem with capitalism, but his solution was flawed, and those who have followed in his footsteps have too often faulted. Marxism may advertise equality, but achieving it requires others to be silenced and marginalised. Indeed, history reveals how open-minded and constructive Marxist led societies have been: amidst all the gulags, red-book education, blood-shed and oppression, all the love and acceptance simply radiates from Karl Marx’s legacy.

In the case of Safe Schools, singling out children who may not affirm the new ‘normal’ is not only a sure path to discrimination, but the material itself expressively calls these children by derogatory terms, including ‘sexist’. Labelling children who don’t subscribe to all the values of Safe Schools is somewhat ironic and hypocritical given how the course instructs children to avoid tags; even the use of ‘boy’ and ‘girl’ is discouraged.

In contrast to this latest epiphany of Uncle Karl, Michael Jensen this week suggested a view to humanity that is far deeper and attractive. He writes,

“The Christian faith has bequeathed to our culture a great gift: the teaching that we are all made in the image of God. That concept permeates even apparently secular documents like the US Declaration of Independence. It coaches us to see humanity in the face of the other. It was this conviction that held good against the social Darwinians of the late nineteenth century, who would rather have placed people of different races on the lesser rungs of the human ladder.

Add to that the experience of Jesus Christ: rejected by his own, abandoned by his friends, convicted by a corrupt and lazy government, tortured, tormented, and killed. At the heart of the Christian faith is the sign of the cross, which calls us to remember what we human beings are capable of as well as to recall what God offers us.”

In other words, as Christians we are troubled by the fact children are bullied, including homophobic behaviour in schools. All parents drop their children at school each day hoping and expecting they won’t be mistreated. We want our schools to be safe for all children.

Can we not have in our schools a program that encourages respect and kindness, without all the add-ons that are so controversial and unnecessary?

The Victorian Education Minister, James Merlino, has this week confirmed that the program will be compulsory in all Victorian Schools by the end of 2018. But why? This is not education. This is not anti-bullying. By her own admission, Roz Ward has explained how Safe Schools is part of a broader strategy to rail against heteronormacy and to slam-dunk same-sex marriage. Again, I understand that some people will have no issue with this, but many others are concerned and are asking for a more reasonable and less politically motivated alternative.

A Christian response to bullying

/ MurrayCampbell / 2 Comments

Michael Jensen (Rector of St Mark’s Darling Point, Sydney) has written this helpful piece about bullying and what a Christian response should include. I have published it with his permission:

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That people are bullied, victimised, and even assaulted because of their sexuality in contemporary Australia is completely unacceptable.

For me, this is a simple corollary of the teaching of Jesus Christ. And as a Christian, and particularly as a Christian minister, I am compelled to stand against those who would advocate or participate in such treatment of GLBTIQ people, or anyone else for that matter.

It has to begin at school. The school playground can be a tough and even brutal place.

I had a great experience at the private boys’ school I went to. I was tall for my age, played sport, I was white, I didn’t have anything foreign on my sandwiches, and I wasn’t gay.

But even then, I do remember episodes when my mettle was tested by the crowd. I was teased for being a minister’s son, or for having ideas beyond my station, or for having pimples – ‘Pizza Face!’ being the taunt.

This was nothing. I brushed it off, because I had all the advantages.

The bullying was noisiest for the Asians, who of course couldn’t pretend they weren’t who they were. Their difference was obvious, and they were teased because they inspired envy – many of them took the top spots on the merit list each year.

But there was one boy, smaller than the others, who was always at sea. From the beginning of Year 7, he was singled out as the ‘poofter’. It was determined that he was gay, and that too great an interest in him or too deep a friendship with him, would render one’s own sexuality suspect.

I don’t recall the victimizing of him ever becoming physical (though of course he might tell a different story). But I can only imagine that school was as isolating and lonely for him as it was exciting and encouraging for me – and I shudder at the imbalance of it.
Recently I met his father at a reunion. Without betraying confidences, all I can say is that my classmate’s life has not turned out well.

Later when I became a teacher, I often heard students call each ‘gay’ as a term of abuse. To be gay was, in teen-speak, to be despised. I knew that there were students who would identify as gay, or who were at least questioning their orientation. The menace to them of this language was obvious. And it seemed obvious that this language, and the attitude that generated it, needed to be challenged. It was simply unchristian.

The Christian faith has bequeathed to our culture a great gift: the teaching that we are all made in the image of God. That concept permeates even apparently secular documents like the US Declaration of Independence. It coaches us to see humanity in the face of the other. It was this conviction that held good against the social Darwinians of the late nineteenth century, who would rather have placed people of different races on the lesser rungs of the human ladder.

Add to that the experience of Jesus Christ: rejected by his own, abandoned by his friends, convicted by a corrupt and lazy government, tortured, tormented, and killed. At the heart of the Christian faith is the sign of the cross, which calls us to remember what we human beings are capable of as well as to recall what God offers us.

How could a person who worships a victim of bullying turn away from those who are being victimized and bullied?

Observations and Questions about ‘Safe Schools’

/ MurrayCampbell / 14 Comments

I have read some of the stories being recounted in the media of teenagers being bullied and abused because of their sexuality. I would not wish such experiences upon anyone. It is because bullying is so detrimental to children (and adults too) that it is vital for schools to have in place effective and fair programs. In my view, Safe Schools is neither.

Despite what Bill Shorten and some others are claiming, it is possible to be concerned for these children and believe that Safe Schools is not the answer. It is possible to want these children supported and to see them flourishing, and have reason for believing that Safe Schools may cause more harm than good.

1. Bullying is real. Children are bullied in schools for all kinds of reasons, including race, religion, weight, social status, mental ability, and sexuality. Safe Schools doesn’t address any of these other forms of bullying and focuses solely on sexuality. This is not to ignore bullying on the basis of gender, but would it not be sensible to provide an overarching program that teaches children to respect and care for other people in all these areas? Indeed, many of our schools already run such programs, and to great success.

2. Session 2 of the program for year 7 and 8 students asks the question, ‘Imagine you are attracted to someone of the same sex…’ and students are then encouraged to pursue this path of possibility. Is this suitable for 11-13 year old children?

3. Why is an anti-bullying program providing links to websites where students can buy ‘sex equipment’, attend masochist training, and watch pornography? I understand that some of these links have been taken down, but why were they ever there in the first place, and who is to guarantee that they won’t reappear at a future date? These things may not be part of the formal curriculum, but they have nonetheless been added for students who wish to investigate further.

4. What materials and support is offered to students who experience same-sex attraction and do not wish to encourage or live out these desires? I am yet to find anything in all their website that will help these children.

5. Safe Schools teaches the false dichotomous view about peoples attitudes to gender differences: either you support and encourage all sexual variants, or you are a bigot and homophobe. This is simply not true, and to insist of such simplistic and erroneous positioning is intellectually and morally dishonest.

6. Heteronormativity is dismissed and alternative sexual expressions are encouraged. A child who believes  heterosexuality is normal or desirable is labelled with heterosexism.

7. The material makes use of the Blooms Taxonomy, which is designed to make learning more than merely impartation of information and ideas, but to change behaviour and attitudes. In other words, Safe Schools is no mere anti-bullying program, it is carefully constructed to re-engineer how children think about gender and sex.

8. Why does the Safe Schools Coalition website cite statistics that lack scientific credibility?

Safe Schools

These statistics are offered as assumed facts, however according to recent studies, the numbers are significantly lower than those suggested on the website.

I understand that gauging accurate numbers for sexuality and gender is near impossible given difficulties over definitions and categories, as well as social and cultural stigmas, and other reasons that may prevent some people from aligning with LGBTIQ. On top of that, other people find that with age and experience their self-understanding and lifestyle may change. Keeping all those variables in mind, the statistics presented by Safe Schools differs significantly to the major studies conducted around the world.

Safe Schools want us to believe that 10% of the population have same-sex attraction, whereas most scientific studies put the figure under 4% (and that includes bisexual people), and other research suggests even lower.

While the Safe Schools material states with confidence that 1.7% of people are intersex.

The American Psychological Association suggests the figure to be about 1 in 1,500, not the 1 in 60 which Safe Schools would have us accept as scientific fact.

And this research directly contests the 1.7% figure:

“Anne Fausto‐Sterling’s suggestion that the prevalence of intersex might be as high as 1.7% has attracted wide attention in both the scholarly press and the popular media…If the term intersex is to retain any meaning, the term should be restricted to those conditions in which chromosomal sex is inconsistent with phenotypic sex, or in which the phenotype is not classifiable as either male or female. Applying this more precise definition, the true prevalence of intersex is seen to be about 0.018%, almost 100 times lower than Fausto‐Sterling’s estimate of 1.7%.”

This kind of misrepresentation of facts and science straight away raises questions about the legitimacy of this program. It is analogous to a political party taking 10 polls, publishing the one that is favourable and deleting the 9 which are less supportive. Or it’s like coming home after a cricket match and telling everyone I scored 185 runs, when in fact it was 42.

Smaller numbers does not of course reduce the value of people who find themselves in these categories, nor does it excuse us from providing care and support for children struggling with identity questions.

9. Is it the role of the Government and schools to teach sexual ethics to children? It’s a question worth asking.

For a course designed to remove ‘stereotypes’, Safe Schools successfully stereotypes many people including some LBGTI people, by not giving legitimacy to people who for personal and sometimes religious reasons, do not believe in living out same-sex thoughts and feelings.

Surely there is a better way forward where we can encourage children to show respect and kindness, and to support children wrestling with identity issues, without pushing a course with questionable science, material, and that has already begun estranging children in our schools.

‘Safe Schools’ and the Danger of Polemical Rhetoric

/ MurrayCampbell / 3 Comments

Just days after writing a piece on how to speak and engage in public, today the Australian public has witnessed further examples of immature and dishonest debate.

Earlier today in the halls of Parliament there was a brief and unpleasant exchange between Bill Shorten and Cory Bernadi. Mr Bernadi called Mr Shorten a ‘fraud’, while Mr Shorten yelled out, ‘At least I’m not a homophobe, mate’.

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SBS News

In today’s The Age, Jill Stark has presented what is now an all to  common false-antithesis: either we are progressive, enlightened and support gender theory, or we are conservative, culturally regressive bigots.

She writes,

“We cannot let the march of equality be held to ransom by a powerful minority of religious zealots who dress up their bigotry as concern for children.”

“These are desperate acts from ideological crusaders who refuse to accept that the inequality they have built their privilege on is in its death throes.

But fear is a powerful emotion. If you can scare conservative voters into thinking the by-product of equality is a world in which their children will be forced into some sort of state-sanctioned gay induction camp, facts are no longer necessary.”

Is Stark right? Are our only options, be caring citizens who support Safe Schools or hate-filled degenerates who wish children harm? Of course not.

  • There are many Australians who don’t identify with conservative politics and who reject current gender theory.
  • There are many Australian Christians not aligning with the Australian Christian Lobby (ACL), and who affirm the historic Biblical understanding of gender and sexuality.
  • It is possible to be appalled and saddened by bullying in schools, and not support the Safe Schools program.
  • It is possible to actively care for and support families who have children identifying as LGBTQIA, without introducing Safe Schools.
  • It is possible for our schools to teach values such as respect and kindness amidst diversity without pushing specific and questionable gender theory. Many schools are doing an excellent job discouraging bullying without needing Safe Schools.
  • It is possible to have legitimate concerns over Safe Schools and not be homophobic and all the other insidious and untrue name calling that Jill Stark and others are resorting too. There is a sad note of irony in how  these anti-bullying advocates are among the most quick to disparage and heckle those who don’t support their social engineering project.
  • It is possible parents don’t want their 11 and 12 year old children  children being encouraged to explore sexuality in school.
  • It is possible many parents would be concerned if our schools permitted male students to use female toilets and change rooms.

I know many many people in the community who fit all the above statements, although most remain quiet and anonymous because they fear retribution from the kind of journalism Jill Stark is scripting.

Finally,  Jill Stark tries to reassure readers with this concluding remark,

“For the record, Safe Schools does not teach children how to be gay. It encourages young people to be themselves without fear of persecution or judgment, and fosters empathy for those who are different to them.

There is no “gay manual” because sexuality is not something that can be learned. Any suggestion to the contrary is a deliberate attempt to deny the very existence of LGBTI people.”

While I understand her logic, I can only assume Jill Stark hasn’t read all the material and that she has ignored the links on the Safe Schools website. Also, as a parent I am all to aware how what my children read and what they watch influences how they think and behave. It is simply benighted, or least naive, to conclude that Safe Schools will not impact the behaviour and thinking of children.

I am not interested in the politics of this debate, but I am speaking as a concerned parent, and as a person who is concerned by the continued untrue rhetoric certain journalists and politicians would have us believe about Australians who dare question current gender ideology.

Introduction of ‘General Religious Studies’ in Victorian Schools

/ MurrayCampbell / 24 Comments

When I first became a parent someone gave Susan and me this wise advice, ‘whenever you offer a criticism or correction to your children, make sure you also give them 10 encouragements.’  I’m pretty sure we haven’t made it to 10 every time, but we try.

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The logo presence does not represent a Govt endorsement of this article

When it comes to the education of children in Victoria, I could easily mention 100 things that are fantastic about our schools and teachers. As a parent with 3 children in school, I am very thankful for the education they are receiving, and for the care and expertise of their teachers.

Having said that, I do not support everything that is being implemented by the Education Department, especially  issues relating to directives from the Education Minister, Mr James Merlino.  In 2015 the current Victorian Government made several drastic and unnecessary changes to our education system in regard to SRI (and other related issues); these have been discussed at length on other occasions. In 2016 the changes will continue, and it is important for parents to be made aware.

Our State Government is introducing material on General Religious Studies (prep-year 10). This is one of two curriculums* that is replacing SRI (which can now only take place outside of normal class hours, along with an extensive list of new measures). The other program is Building Respectful Relationships.

In this post I wish to raise 4 concerns regarding the General Religious Studies.

First, the freedom to choose religious education has been taken away from students and parents. Whereas families once had choice and could opt-in for religious classes (whether it be Christian, Jewish, Muslim or Buddhist classes), they are no longer given the option.

The material has been made available for this year, but due to certain issues (relating to training, I believe) the course will become compulsory in both State and Catholic schools from January 2017.

Second, can the Education Department guarantee that the General Religious Studies material will be accurate and taught impartially?

Learning about other religions is important and useful, and at home we ensure our children can learn about what different people believe. 

About teaching religion in schools, there is a significant ideological issue at stake, is it the role of Government to teach religion? Apart from that, my concern is, will educators ensure that each religion is explained and taught with fairness and veracity?

Neutral education is a fairy tale, and this is clearly demonstrated by the Department’s own summaries of the 5 major religions. I am not an expert in Hinduism, Islam or Judaism, although I can (in my view) find fault in these representations, but as a Christian with an honours degree in theology I am in some way, able to speak to the published presentation of Christianity

According to the Education Department these are the ‘key premises’ of Christianity:

“There is one God, consisting of the Father, the Son (Jesus Christ) and the Holy Spirit. God is the creator and sustainer of the universe. God became human in the person of Jesus, the Son.

People have one life and its purpose is to live in a loving relationship with God, with others and with the world. The life and teachings of Jesus show how this is done and make possible the life-giving changes needed in individuals and society. Christians are empowered by the Holy Spirit and are called to demonstrate God’s love, compassion and justice in all their relationships and interactions. Most Christians believe in an afterlife; that after their physical death, they will live forever with God.

The Bible is the sacred text for Christians. The Bible has two parts, known as the Old and New Testaments. The Old Testament contains Jewish books and teachings, before the time of Jesus. The New Testament records the teachings of Jesus as well as the history and teaching of the early

Church which is based on the teaching and example of Jesus.”

There are certainly statements here that align with Christianity, but others are blatantly wrong, and some of the most central tenets are altogether missing.

Here is one example of a basic error, ‘Most Christians believe in an afterlife; that after their physical death, they will live forever with God”. No, all Christians believe in an afterlife, and this life beyond death will be physical.

Notice how there is no mention of sin, Jesus’ death on the cross and his resurrection, and of salvation on account of God’s grace. There is no mention of hell. Without these things there is no Christianity. It is not enough to make the excuse, we can’t say everything in a few paragraphs, the core of Christianity has been ripped out and in so doing it is presenting a Christianity that is inauthentic and inaccurate.

To quote the Bible, Christianity is about ‘Christ and him crucified’.

My point is this, if the Education Department is unable to fairly and accurately summarise the Christian faith, how can we trust what they want taught about any and all religion?

One of the stated aims is that it ‘should include…opportunities for critical thinking.’ That’s a fine intention, but if my children are to be taught any religious studies, I want them learning the facts, not an erroneous and sloppy version that looks more like a fake painted by a liberal secular humanist on a bad hair day.

Thirdly, one of the concerns aimed at SRI was that instructors were not only explaining what their religion believes but were encouraging students to practise and participate, in a variety of ways.

The Facts Sheet given to school Principals by the Victorian Education Department (November 2015) makes it clear that as part of General Religious Studies, teachers may organise for students to celebrate festivals belonging to the different religions. They cite examples including dressing up for Diwali (a Hindu festival celebrating their understanding of spiritual victory), making Christmas decorations, and sharing sweets for Eid (a Muslim festival).

In other words, not only is this new religious content compulsory and fails at a basic academic level, it is encouraging students (regardless of their own religious convictions) to participate in activities of other religions. I have no doubt that this will be deeply troubling for many thousands of Victorian parents, from different religions.

Fourthly, class room teachers will be required to teach the material, although under very strict guidelines a visitor may be invited to teach certain aspects.

I have a very high regard for the teachers at my children’s school, but I suspect that very few if any have qualifications in theology or philosophy. I imagine it is difficult enough for them to teach the many different subjects they are already putting together each year, let alone teaching theology, something which would normally require a four year university degree!

I understand that teachers will be presenting overviews, not deep theological treatises. However, even a simple grasp of the 5 major religions requires significant learning, and what of students when they ask teachers questions about these religions? Will they be equipped to answer? I certainly hope they won’t be relying on the current information that the Department are providing, given its flawed representations

I have been informed by the education department that the content must be taught (from 2017), but it will be up to each individual school as to how it will be taught.

What can parents do?

Speak to your school principal (and council) and graciously explain your concerns to them.

Write to your local member of Parliament, and kindly and succinctly express your concerns.

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* Technically, the General Religious Studies is not a curriculum, but content which can be fitted into various areas of learning at school, for example it may appear under ‘Civics and Citizenship’ or ‘Ethical Capability’

Return of the Christmas Grinch

/ MurrayCampbell / 3 Comments

The Grinch has jumped off the pages of Dr Seuss and has landed in town.  In Victoria, the current Government have informed state schools that Christmas celebrations can continue, but  references to Jesus Christ are discouraged and may even be outlawed.

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Like blowing out candles and eating a birthday without celebrating an actual birthday, it’s ok to celebrate Christmas, so long as we avoid talking about its actual significance.

The Bible is now banned from being mentioned during school time and no more prayers. Even hymns are prohibited, although carols are ok.  Can anyone tell me how a school is meant to differentiate between a hymn and a carol? Does that mean Jingle Bells still rocks, but Away in a Manger has been thrown out?  Are songs about an obese man obsessed with dressing in strange costumes in, but songs about the birth of Jesus  are out? We can mention the reindeer but not the donkey, the elves but not the shepherds?

Perhaps this has less to do with religion and more about discriminating against classical music in favour of crappy pop songs. After all, has there been a genuine classic Christmas song composed in the last 50 years? Any school performing Handel’s Messiah had better watch out.

To be fair, Education Minister, James Merlino, has said, “As with other curriculum decisions, schools will make the decision as to which Christmas carols feature as part of classroom activities.” So maybe, just maybe,  there is still so room in our schools to sing  ‘Joy to the world’.

I like the Grinch; when he’s mean he is funny, and in the end the Grinch realises the folly of his ways, but real life isn’t always so comical.  We can easily close our children’s books but we should not be so quick to overlook our history books.

There is a lesson from history that the Daniel Andrews’ Government are ignoring, and it is a lesson that was taught at the very first Christmas.  At the time when Jesus was about to be born, Joseph and Mary were knocked back by the BMA (Bethlehem Motel Association); no one wanted them, and so Jesus was born in a cave where animals sheltered at night. When news of Jesus’ birth reached the Government, they didn’t take it too well. In fact , the man in charge, Herod, sent his cronies across to Bethlehem to stamp out any mention of Jesus.

Well, we know how history ended up, Jesus won, and Herod and the citizens of Bethlehem with their closed door policy have been booed into incongruity ever since.

These new  Herodian-like policies in our schools ought to be respected; they are stupid but we must obey them, for the Scriptures tell us to do so (Romans 13). However, I think it is wise for us to revisit history, because by giving it the cold-shoulder we are bound to repeat the same errors that others before us have made.

While Herod hounded and Bethlehem was brusque, at the same time some of the smartest people and the lowest people of that time,  did go to Bethlehem seeking Jesus and in finding him  worshipped him as king and God. History remembers well the Magi and the Shepherds .

If you’re not a fan of Herod, and you do love Christmas, why not visit one of the many churches that will be celebrating the birth of Jesus and singing all the carols we love? And maybe do it soon, just in case someone has the cracker idea that talking about Jesus in Church is no longer a tolerable thing to do.

There is an invitation to Mentone Baptist’s Christmas services here. Indeed, I would like to extend an invitation to Mr Andrews and Mr Merlino to attend our Carols Service on December 20th, 6pm. You and your families are very welcome to join us.

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New evidence suggests that the closure of SRI was a mistake

/ MurrayCampbell / 4 Comments

It appears as though Daniel Andrews and the Victorian Government have unnecessarily pulled the plug on Religious Instruction in schools (SRI).

In August this year Education Minister, James Merlino, announced that religious instruction classes would be removed from Victorian schools from 2016. It should be mentioned that religious groups may be permitted outside class time, however the parameters for running these lunch-time groups remains unclear and uncertain.

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Why am I suggesting that the Government has made a mistake? In the last 24 hours the ABC has published two articles that warrant a re-examination of SRI’s closure.

First of all, it has been demonstrated that the policy shift derives from a faulty understanding of secularism (see Michael Bird’s piece on ABC Religion and Ethics). Dr Bird refers to the ‘New Atheists’ who have redefined secularism, “no longer as the freedom of the individual in religion, but as the scrubbing of religion from all public spheres.” It is this fallacious thinking that has been pushed by groups such as FIRIS, and would seem has also been adopted by the Andrews’ Government.

One of the adverse effects of this view of secularism is that we are creating a new wave of sectarianism, where thousands of families are now faced with the dilemma of either keeping their children in a State school environment where religious toleration is dissipating, or moving their children to independent schools. Far from creating more inclusive schools, we are in danger of returning to the ugly days of sectarian divides, except this time it is not Protestant/Catholic, but religious/non-religious.

As a parent who has three children attending a State school, I value the education they receive; the teachers are excellent and the pastoral care is first rate. It is worrying though, that faulty Government policy may unnecessarily drive a wedge in many school communities, where none has existed previously.

Secondly, Michael Jensen has written a piece overviewing findings from recent academic studies, that demonstrate the positive benefits of our children learning about God and engaging with ideas found in religion.

He says,

“Here’s the bottom line. There’s been a lot of alarmist stuff written recently about the potential detrimental effects of religious teaching on young people. What the hard data says is otherwise: an active religious faith is much to be desired in young people, and the benefits of such a faith persist into old age.”

Dr John Dickson has also helpfully summarised the findings  from one set of research that has been published in The Oxford Handbook of Religion and Health (Oxford University Press, 2012):

* ‘Well-being’: 78% of over 300 studies report a significant positive relationship between religion/spirituality and well-being.

* ‘Hope’: 73% of 40 studies find that religion/spirituality is related to greater hope.

* ‘Optimism’: 81% of 32 studies indicate that optimism is more common among those who are religious/spiritual.

* ‘Meaning and purpose’: 93% of 45 studies find that religion/spirituality is related to greater purpose and meaning.

* ‘Social support’: 82% of 74 studies report significant links between religion/spirituality and a person’s social support.

* ‘Self-esteem’: 61% of 69 studies report a positive link between religion/spirituality and self-esteem.

* ‘Depression’: 61% of 413 studies found lower rates of depression or faster recovery from depression in individuals who are more religious.

* ‘Suicide’: 75% of 141 studies found that greater religiosity/spirituality is associated with less suicidal ideation, fewer suicidal attempts, or fewer completed suicides.

* ‘Social capital’ (i.e., an individual’s community participation, volunteerism, social trust, involvement in civic life): 79% of 14 studies report significantly positive associations between religious involvement and social capital.

While I would add certain caveats and qualifications about these findings, they nonetheless communicate that there are significantly positive social and mental benefits that derive from belief in God.

It is interesting to note that the Victorian Department of Education understand that ‘Health and wellbeing are essential for quality of life and are fundamental preconditions for learning and development’. One of the identified aspects of wellbeing is what they refer to as ‘spiritual wellbeing’. And yet the Government is truncating this very principle by taking away from students the freedom and opportunity to engage with these very things.

Dr Bird and Dr Jensen are not saying anything new, but they offer timely refutations to the popular memes about religion, children and education. Given the weight of their arguments, I believe it is reasonable for Mr Merlino and Mr Andrews to reconsider their decision about SRI in 2016.