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Religious privilege in Scottish schools increasing, says Glasgow University report

Denominational schools in Scotland are run according to a century-old Concordat between the British government and the Catholic Church. During that century, the influence of the other Churches within non-denominational schools has grown, even as their worshippers deserted them. The result is a mosaic of mutually contradictory objectives and provisions. Our children deserve better.

Religion-in-Scots-Law-header (1)Glasgow University has just published its long-awaited report, sponsored by Humanist Society Scotland, into the role of religion in Scots law. The full report runs to 355 pages, and the summary to 11. It is limited to discussion of the law, but my commentary here also includes in some places what is known about actual practice. I will concentrate on the three areas covered are greatest length; the legal status of the Church of Scotland, religion and marriage, and, above all, education. The report covers several other areas where the law gives special recognition to religion. There are, for example, some tax advantages for ministers in accommodation provided by their Church, but these are minor matters in comparison.

Church_of_Scotland_Offices,_Edinburgh

Church of Scotland offices, Edinburgh

Firstly, what about the Church of Scotland? Is it, for instance, an established church? And what beliefs does it subscribe to? There is no consensus on this. The 1921 Declaratory Act, which was supposed to resolve this issue, contains an attachment in which the Church describes itself as “a national Church representative of the Christian faith of the Scottish people”, but since almost all its privileges are shared with other denominations, it is not clear what, if anything, this means. Church of Scotland ministers are automatically entitled to solemnise marriages, but since celebrants may just as easily come from other denominations, and even from groups such as the Humanists, this distinction is purely ceremonial. The Sovereign is represented at the Church’s General Assembly, and while she worships as an Anglican at Windsor, she attends Church of Scotland services when at Balmoral. However, she does not choose the Moderator, whereas she does, notionally and on the advice of the Prime Minister, choose the Archbishop of Canterbury.

The Church of Scotland subscribes to the Westminster Confession (apart from its anti-Catholic clauses, which it removed in 1986). Thus it is nominally committed to the belief that I, and most of my readers, will be physically tormented in hell for eternity and serve us right. It has, however, declared itself free to interpret (i.e. ignore) its own doctrine. A saving grace, if I may so put it.

The area where the legal connections between church and state has the greatest practical importance is education, and this is the one area where is the entrenched power of religion has actually grown over time. The Scottish publicly funded school system arose in two steps, the 1872 nationalisation of schools that had hitherto been the responsibility of Presbyteries, and the 1918 nationalisation of the Catholic school system. The first of these led to the establishment of notionally non-denominational schools, in whose running the churches did not have a formal role, while the latter led to the establishment of denominational schools, within which the power of the denominational hierarchy was formidable. I was surprised at how well entrenched religious privilege has since become, in non-denominational as well as in denominational schools, how recent much of this privilege is, and how much it conflicts with the principles of a democratic state.

The 1929 Local Government (Scotland) Act, Para. 12:4, required Local Authority Education Committees to include two representatives of religion, chosen by discussion among local churches. The current requirement, for three such representatives – one Church of Scotland, one Catholic, and one other – was only formalised in 1973 (here, Sec. 124,  repeated here in 1994, Sec. 31. Notice the increase in the number of representatives, and the clearer formal role of the two favoured specific denominations. Notice also that all this is pre-devolution.

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St Andrew’s Cathedral, seat of the Catholic Archbishop of Glasgow

The Church of Scotland and the Catholic Church each have one nominee on the General Teaching Council, the professional body responsible for maintaining standards of training and conduct among schoolteachers (here, Schedule 2).

For denominational schools, Parent Councils are required by 2006 legislation (here) to include at least one nominee of (note the choice of words) “the church or denominational body in whose interest the school is conducted” [emphasis added]. This “in whose interest” language first appears in the 1918 legislation, but continues to be used in legislation and official guidance documents regarding denominational schools. As I have remarked elsewhere, this is very strange language indeed, suggesting that the church has an “interest” in the school, over and above its duties to pupils and the wider community.

Regarding religious instruction and observance, two opposed trends have been at work. Throughout the twentieth century, the role of religious observance, in non-denominational as well as denominational schools, has been strengthened. However, the idea of religious instruction (teaching, as true, the beliefs of one particular religion) has largely been replaced by that of religious education (learning about religion in our philosophical and cultural context). Recently, in response to public concerns, guidelines on the nature of religious observance have shifted in favour of reflection on shared values, rather than formal worship. All this, however, remains very much at the discretion of the headteacher in non-denominational schools. In denominational schools, religious observance and religious education remain firmly under the control of the religious body in whose interest the school is conducted.

Many non-denominational schools have chaplains, or even chaplaincy teams, but there is no obligation to do so. The Church of Scotland receives no special legal preference, and I almost wish that it did, since extreme evangelical groups make it their business to get involved in school chaplaincies, as in the notorious Kirktonholme fiasco, when all pupils were given “textbooks”, describing evolution as a wicked lie, by a chaplain from an extremist sect who had been advising about the school’s curriculum for eight years.

Collecting information about chaplaincy teams is difficult, except when the school chooses to display it in its Handbook. Freedom of Information requests to schools, like all such requests, are forwarded to the Council, but the Council may not have all the relevant information, and some Councils even regard this information as personal and confidential. In denominational schools, chaplains are effectively church nominees.

The 1872 Act allowed schools to continue “instruction in religion”, but did not require it. It also recognised the rights of parents “without forfeiting any of the other advantages of the schools, to elect that their children should not receive such instruction”, and more recent legislation applies this right to both Religious Observance and Religious Education. Current guidance goes further, in requiring the school to provide an educational activity of value to pupils during the time that they are withdrawn from religious activities, although it would be prudent for the parent to make this easy for the school, for example by supplying reading materials.

Note that the right to withdraw rests with the parents, although in practice many schools allow senior pupils, at least, to withdraw themselves.

The obligation to have religious observance in non-denominational schools only dates from the 1946 Act. Under this Act, a local authority can only remove this requirement when authorised to do so by a ballot of all constituents, not merely those directly involved with the school system. No authority has ever seriously considered such a ballot, despite a petition to that effect a few years ago from the Edinburgh Secular Society.

Details of religious observance and religious instruction are a matter of policy, not legislation. In 1991, the Scottish Government issued a circular saying that there should be religious observance in primary schools at least once a week, and in secondary schools at least once a month, and that this should have “a broadly Christian character”.

A major 2004 consultation, the Report of the Religious Observance Review Group (Edinburgh: The Scottish Executive, 2004), made major changes in official policy. Religious observance is now said to consist of ”community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community”. This could be an act of worship, if the school community corresponds to the faith community. The Report also make clear the distinction between Religious Observance and Religious Education. The form of RO is very much up to the individual school and “Head teachers are encouraged to engage in full discussion with chaplains and other faith group leaders in the planning and implementation of religious observance” (here, para. 13)

The Scottish Government is committed to ensuring that parents are made aware of their right to opt out. How much this commitment is worth, is another matter. At one time guidance clearly stated that the school Handbook should tell parents of their right to opt out, but many of them do not, and there is considerable anecdotal evidence of schools discouraging opting out, by requiring a formal letter or an interview with the head teacher, or even by telling parents that their children’s education will suffer.

The content of Religious and Moral Education (or, for Catholic schools, religious education)  is again a matter of policy, not legislation. Current policy (The 2011 “religious instruction” circular, Curriculum for Excellence – Provision of religious and moral education in non-denominational schools and religious education in Roman Catholic schools) lays out ambitious goals, including “well planned experiences and outcomes across Christianity, world religions and developing beliefs and values”. The details are left to the curriculum setting and examining bodies, and to the textbook writers. This could have unfortunate consequences; one topic properly discussed in RME is religiously motivated creationism, but this may be the only encounter that pupils (and RME teachers) have with evolution, and it would be going against the admirable spirit of RME to tell pupils which one they should prefer.

That European Convention on Human Rights specifies a universal right to education, and that “the State shall respect the right of parents to ensure such education and teaching is in conformity with their own religious and philosophical convictions.” However, the United Kingdom signed the treaty with the reservation that this clause only applies in so far as “it is compatible with the provision of efficient instruction and training, and the avoidance of unreasonable public expenditure”. This is as well, since otherwise it might be open to a parent to demand that their children not be taught about evolution. Even so, the ECHR would no doubt be quoted in support of the continued existence of denominational schools, should this ever be called into question.

Denominational schools are deeply rooted in history. In 1872, with legal restrictions on Catholics still a fresh memory, their schools stood aloof from the state system, but merged with it under financial pressure in 1918. The education (Scotland) Act, 1918, which accomplished this, contained guarantees still in force regarding ethos, the vetting of teachers, and religious observance and instruction in state-funded denominational schools. Denominational schools are usually but not necessarily Catholic; in addition to the 366 Catholic denominational schools, according to Government sources there are at present one Jewish primary, and three Episcopalian schools.   Admissions policies to denominational schools are a matter for the local authority, which can allow them to take account of religious adherence. This situation has recently arisen in Falkirk, where the Catholic school is oversubscribed. There is a specific exemption (here, Schedule 11 para 5) in the UK 2010 Equalities Act, to make this possible.

The Scottish Government’s 2011 circular on religious instruction states that “In Roman Catholic schools the experiences and outcomes should be delivered in line with the guidance provided by the Scottish Catholic 168 Education Service.” Parents still have a right to withdraw pupils, but “in choosing a denominational school for their child’s education, they choose to opt in to the school’s ethos and practice which is imbued with religious faith and it is therefore more difficult to extricate a pupil from all experiences which are influenced by the school’s faith character.” My own view, unfashionable in some circles that I move in, is that if you don’t want your child to have a Catholic education, you shouldn’t send them to a Catholic school. The situation here in Scotland is different from that which has recently been engineered in England, where nondenominational alternatives may simply be unavailable.

The 1918 Act specified that teachers in denominational schools must be “approved as regards their religious belief and character by representatives of the church or denominational body in whose interest the school has been conducted”. The 1980 Act inherited this requirement, although the reasons for objecting to an applicant must be stated in writing. According to the Scottish Catholic Education Service, a person’s faith and character could be vouched for by their priest, if they are Catholics, or by some other suitable person if they are not. I find this interesting, since it implies that being a Catholic is not a necessary condition of employment as a teacher in a Catholic school, yet (anecdotal evidence) this criterion seems to apply in practice. It also continues the right of the denomination to appoint a supervisor of religious instruction. This seemingly innocuous provision has serious effects, since in Catholic schools teaching about human sexual behaviour is included as part of the “Made for Love” module of Religious Instruction. Thus education on this topic is under the direction of the Council of Bishops, a committee of middle-aged middle management males pledged to lifelong celibacy.

I rest my case.

Reference: Callum G Brown, Thomas Green and Jane Mair, Religion in Scots Law: The Report of an Audit at the University of Glasgow: Sponsored by Humanist Society Scotland (Edinburgh, HSS, 2016), https://www.humanism.scot/wp-content/uploads/2016/02/Religion-in-Scots-Law-Final-Report-22-Feb-16.pdf

Summary: http://humanism.scot/wp-content/uploads/2016/02/Religion%20and%20Scots%20Law%20Summary%20-%20FINAL230216.pdf

Selected media reports:

STV: http://news.stv.tv/scotland/1344588-religious-influence-on-schools-strengthened-significantly/

BBC: http://www.bbc.co.uk/news/uk-scotland-35674059

Christianity Today: http://www.christiantoday.com/article/religious.influence.increasing.in.scottish.schools/80854.htm

Herald: http://www.heraldscotland.com/news/14308275.Landmark_report__Influence_of_religion_on_Scottish_schools_increasing/?ref=ebln

National Secular Society newsletter: http://www.secularism.org.uk/news/2016/03/religion-based-scottish-education-system-needs-to-adapt-to-social-change-say-academics

England bans creationist teaching. So should Scotland. Petition in preparation. More on Monday

Gove

Michael Gove, at Westminster, finally gets it

The latest guidance from England’s Department for Education requires the teaching of evolution as part of a balanced curriculum in all publicly funded schools, bars the teaching of creationism as a viable alternative in any classroom, and extends these regulations to all new and existing Free Schools and Academies. The Scottish Education Department should follow this example. We at the Scottish Secular Society are putting together a parliamentary petition asking for this. I am asking for your support, especially if you live in Scotland, and will be posting updates on our progress.

My friend Richy Thompson reports on developments in England here. The relevant official documents are here and here and here. A lot of language, much of it on other matters, but the most important clause[1] states

that the requirement on every academy and free school to provide a broad and balanced curriculum, in any case prevents the teaching of creationism as evidence based theory in any academy or free school.

So while earlier statements contained strange loopholes excluding some existing schools, these have now been plugged. What about Religious Education? Here there is clearly a place for discussion of creationism, just as there is a place for the discussion of Baal-worship, but the official language clearly distinguishes between discussion and advocacy:

The Secretary of State acknowledges that [the relevant funding agreement clauses] do not prevent discussion of beliefs about the origins of the Earth and living things, such as creationism, in Religious Education, as long as it is not presented as a valid alternative to established scientific theory [emphasis added].

This wording does not restrict discussion of the theological arguments that some continue to put forward for creationism, a discussion that in some Scottish schools would be very necessary, but makes it clear that it is “not [to be] presented as a valid alternative” on any grounds whatsoever. Admirable language.

MikeRussell

Mike Russell, Holyrood, doesn’t

The Scottish education system is completely different. There are no equivalents of the English Free Schools and Academies, and although there are recognized denominational schools, these are overwhelmingly Catholic and, as such, accepting of evolution. Education is under the control of the Scottish Parliament in Edinburgh. The Education Secretary for many years has been Mike Russell. He belongs to the Episcopalian Church, part of the Anglican Community which has long since made its peace with evolution, and even apologized to Darwin for past harsh treatment.

TruthBeTold (2)

This was handed out to all pupils in assembly at KirktonHolme Primary in September 2013

Despite all this, in response to letters and to questioning in the Scottish parliament, he has consistently taken the view that no explicit guidance on creationism is necessary, on the grounds that there is no problem in Scotland, and that the entire issue can be left to the good sense of the teachers in each school. I doubt if such a position was ever tenable, but it is certainly not so now. Within the past twelve months, we have had the scandal at Kirktonholme, where pupils were given out Young Earth creationist materials in assembly (complete with tame dinosaurs pulling carts),  an evangelical group that displays materials from Answers in Genesis offering Religious Education materials “within the framework of the curriculum for excellence“, and the discovery that many schools have creationist chaplains, and/or chaplaincy teams with representatives of churches committed to creationism, and Young Earth creationism at that. Moreover, every Local Authority Education Committee in Scotland must by law include as full voting members representatives of three religious groups, Catholic, Church of Scotland, and one other, and this other is in numerous documented cases a group committed to creationism.

In these circumstances, teachers may very well feel the need for official protection when teaching scientific reality. Indeed the Herald reported that the EIS teachers’ union, and Ann Ballinger, of the Scottish Secondary Teachers’ Association, asked for this when, nearly four years ago, Glasgow’s neo-creationist Centre for Intelligent Design opened its doors, but their requests were simply ignored.

Given this situation, the Scottish Secular Society (SSS) has decided to invite all those interested in protecting our schools from creationist infiltration, to join it in petitioning the Scottish Parliament to issue clear statutory guidance building on existing references to evolution and making it clear that creationism must not be presented anywhere within the publicly funded Scottish school system as a viable alternative. We plan to have a draft petition submitted to the parliament within days.

A note on the Scottish petition system, and on the role of SSS: SSS is a secularist, but not a humanist or atheist organization. Meaning, that it is opposed to religious privilege and presumption in the political sphere,  regarding belief  or unbelief as a matter of individual conscience, and therefore to be protected. It is neutral in matters of faith, and has members of many different faiths and none.

The Scottish petition system is vastly preferable to that at Westminster. The most a Westminster petition will get you from your political masters is a half hour debate, often (as in one famous recent case) shamefully ill attended, and with no formal motion discussed. A Scottish petition such as this will be officially posted for comment and discussion, and given the level of interest in the subject there is little doubt that it will be placed on the formal agenda of the Committee that exists for that purpose. At that stage further public comment will be requested, the Committee itself may directly approach interested parties (including the Government itself) for their views, which will also be posted for public comment, and the petitioners will be invited to give evidence in person. A petition such as the one we are now preparing will almost certainly end up being referred to the Education and Culture Committee, leading to a further round of discussion and, to judge from precedent, extensive newspaper and other debate, bringing the entire issue into the public domain and laying the ground for further discussion among opinion- and policy-makers even if no further official action is taken.

So we have the power to make things happen. Let’s start now.

Disclosure: I am on the Board of the Scottish Secular Society.

[1] In full, the new Church Academy clauses state that: 23E) The parties acknowledge that clauses 2.43 and 2.44 of the Funding Agreement [which preclude the teaching of pseudoscience and require the teaching of evolution] apply to all academies. They explicitly require that pupils are taught about the theory of evolution, and prevent academy trusts from teaching ‘creationism’ as scientific fact. 23F) ‘Creationism’, for the purposes of clauses 2.43 and 2.44 of the Funding Agreement and clause 23E above, is any doctrine or theory which holds that natural biological processes cannot account for the history, diversity, and complexity of life on earth and therefore rejects the scientific theory of evolution. The parties acknowledge that Creationism, in this sense, is rejected by most mainstream Churches and religious traditions, including the major providers of state funded schools such as the [Anglican] [Catholic] Churches, as well as the scientific community. It does not accord with the scientific consensus or the very large body of established scientific evidence; nor does it accurately and consistently employ the scientific method, and as such it should not be presented to pupils at the Academy as a scientific theory. 23G) The parties recognise that the teaching of creationism is not part of prevailing practice in the English education system, but acknowledge that it is however important that all schools are clear about what is expected in terms of the curriculum which they need to provide. The parties further recognise that the requirement on every academy and free school to provide a broad and balanced curriculum, in any case prevents the teaching of creationism as evidence based theory in any academy or free school. 23H) The Secretary of State acknowledges that clauses 2.43 and 2.44 of the Funding Agreement, and clauses 23E and 23G above do not prevent discussion of beliefs about the origins of the Earth and living things, such as creationism, in Religious Education, as long as it is not presented as a valid alternative to established scientific theory.

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