The provision of Special Religious Education (SRE) or ‘scripture’ classes in NSW primary schools is based on a 19th Century agreement between church and state. Attendance at SRE is voluntary. However, in conformance with the wishes of SRE providers, a policy of the NSW Department of Education (DET) prohibits children who are not attending scripture from receiving any formal instruction during this period, and specifically not in the area of ‘ethics, values, civics and general religious education’. While it is understandable that classes in, say, maths or English not be offered during SRE (as this would unfairly disadvantage those attending scripture), it makes no sense to prohibit opportunities for children, not attending SRE, to learn more about ethics as this is acknowledged to be an element of what is taught in SRE.
Late last year, the NSW government approved a joint request by the NSW Federation of P&C Associations and St James Ethics Centre (SJEC) to run a pilot ethics program in 10 schools. The schools nominated to participate in the trial are: Darlinghurst, Bungendore, Haberfield, Rozelle, Hurstville, Ferncourt (Marrickville), Baulkham Hills North, Leichhardt, Randwick and Crown Street Public Schools.
SJEC acknowledges that ethics is already an important part of learning in NSW primary schools, with attention to its instruction in a number of areas in the curriculum. However, those children attending SRE are able to have this work extended. From a social justice perspective, it is unfair that some children are denied this opportunity for extension simply as a consequence of their parents' choice not to have them attend scripture classes.
Although the number of students who choose not to attend SRE is not centrally collated, anecdotal evidence suggests that around 25 per cent of NSW primary children are sitting idle for that period every week. Much higher incidences – well over 50 per cent - are reported in some schools where parent populations are more secular or where SRE providers are unable to meet the particular needs of the student population.
Associate Professor Phillip Cam, from UNSW, an international expert in philosophical inquiry for children, has written the pilot curriculum. The pilot is designed to engage students in ethical inquiry rather than to offer them ethical instruction. This means that the subject matter is being treated in such a way as to stimulate students to explore ethical issues through dialogue and discussion. By discussing issues and ideas in small groups, as well as by contributing to class discussion, students will be involved in building a collaborative and inquiring community. (See www.specialethicseducation.com.au)
Volunteers were recruited and trained in a two-day session to deliver the 10-week pilot program. Most of the 33 volunteers are parents, although some are interested members of the community and five are teachers. (It should be noted that one of the principles agreed with the NSW Teachers Federation is that no teacher be required to take on extra work as a consequence of this program – and that no teacher be denied the opportunity to be involved if it is their wish to do so).
The NSW DET has employed the services of an independent assessor to evaluate the course itself, as well as the operational arrangements supporting it. SJEC is paying all costs of running the pilot from donated funds.
To paint this as a contest between people of religion and the secular world is misleading. I have personally attended meetings of the NSW Federation of P&C Associations in which parents of all faiths (and of no particular faith) have joined together to press for this initiative to proceed. There is absolutely no desire or intention, on the part of SJEC, to eliminate religion from schools or any other part of Australian life. Indeed, should an ongoing program be approved then all curriculum materials will be made available to faith groups for their use.
I think it unjust (and fundamentally wrong) that any religious institution should prefer its interests to those of children whose parents choose, for whatever reason, not to attend classes in SRE. I wonder at the fear that seems to be driving opposition to this pilot. Surely, people of faith would hope to prevail – not by throttling all alternatives but through the quality of what is offered in SRE classes.
That anyone should wish to deny any child further opportunity to spend a period of meaningful reflection about aspects of what makes for a good life and a good society is a serious ethical issue in itself.
Dr Simon Longstaff is Executive Director of St James Ethics Centre.
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