This section of our site features reviews and recommendations regarding use in the primary school with reference to the Scottish Curriculum for Excellence outcomes.
The books are divided into two sections:
- Levels 3 & 4 (level 3: S1-S3; level 4 equates broadly to Scottish Credit Qualifications Framework Level 4)
- Senior S4-S6
There will be some overlap depending on the maturity and ability of pupils at any one level. Clearly teachers will make their own professional decisions with regard to this.
The star rating refers to the usefulness of the book as a resource to meet the new outcomes in the secondary classroom. Some of the books reviewed are excellent in their own right, but not necessarily suitable for the classroom.
***** Excellent resource
**** Good resource
*** A resource to supplement others
** Only some useful elements for the classroom
* Not suitable for the secondary class at all
This review has been carried out on behalf of the HSS by MaureenHutchison, former teacher and lecturer, ably assisted by her niece, Edie McGrath (aged 15 years) whose insightful assessments offered a youthful perspective. One copy of any one DVD and/or one class set of any one book will be supplied without charge to the first 100 schools making application – please contact us for more information.
Books in the review
Levels 3 & 4
- Eyewitness Evolution - Linda Gamlin ****
- How Do you Know it's True? Discovering the difference between science and superstition - Hy Ruchlis ***
- Bringing UFOs Down to Earth - Philip J Klass ***
- Wonderworkers - How They Perform the Impossible - Joe Nickell ****
- The Time of Your Life - Rituals and Beliefs - Ina Taylor **
- Killing God - Kevin Brooks **
- Dustbin Baby - Jacqueline Wilson ****
- A Young Person's Guide to Philosophy - Jeremy Weate **
- The Philosophy Files - Stephen Law *****
- Bizarre Beliefs - Simon Hoggarts & Mike Hutchinson ****
- Disbelief 101: A Young Person's Guide to Atheism - S C Hitchcock *****
Senior level
- Humanism - Barbara Smoker *****
- Humanism: A Beginner's Guide - Peter Cave **
- Stand Up For Your Rights: A book about human rights written by and for the young people of the world ***
- Obstacles to Young Love - David Nobbs ****
- The Philosophy Gym: 25 short adventures in thinking - Stephen Law ****
- Introducing Ethics: A Graphic Guide - Dave Robinson & Chris Garratt ***
- An Intelligent Person's Guide to Ethics - Mary Warnock ***
- Introducing The Enlightenment: A Graphic Guide - Lloyd Spencer & Andrzej Krauze ***
- The Ostrich Boys - Keith Gray *****
- Straight Talk About Death for Teenagers: How to cope with losing someone you love - Earl Grollman ***
- DVD: Why Atheism? Team Video *****
- DVD: Why Morality? Team Video ****
- DVD: Growing up in the Universe (2 DVD set) Richard Dawkins: Royal Institute Christmas Lectures 1991 *****
- DVD: Carl Sagan's Cosmos 2000 *****
Levels 3 & 4
Eyewitness Evolution - Dorling Kindersley
Linda Gamlin Revised edition 2009ISBN 13: 978-1-40533-777-9
Like most DK books this has great visual impact with a wealth of drawings, pictures and photographs (including clip art CD and wall chart) and explains the basics of natural selection and the evolution of life on earth.
Despite its many illustrations the content and some explanations are more demanding than might at first be thought, especially for less able pupils but it certainly combines many interesting facts about animals with a good dose of hard science and would be a worthwhile resource for a class / school library.
It gives useful websites for follow-up/extension work.
Suitable for S1-S3.
****
Links to Curriculum for Excellence Outcomes:
Sciences
'demonstrate secure knowledge and understanding of the big ideas and concepts of the sciences'
'recognise the role of creativity and inventiveness in the development of the sciences'
Social Studies
'broaden my understanding of the world by learning about human activities and achievements in the past and present'
How Do you Know it's True?
Discovering the difference between science and superstitionHy Ruchlis 1991
ISBN 978-0-87975-657-4
This is a book which encourages critical thinking in the key areas of astronomy, probability and statistics. Though written in 1991 and occasionally a little dated (e.g. no mention of internet communication), most of it is still extremely relevant.
Part 1 deals with superstition and 'fairy-tale thinking' in clear understandable prose.
Part 2 focuses on science as a way of thinking and uses lots of stories and anecdotes to illustrate the key ideas of the scientific process.
Chapter 6 deals with science and freedom of thought and reminds the reader of the importance of viewing new ideas with open minds.
The book concludes with a consideration of environmental problems and the way we need to work together to solve them by rational means.
Suitable for S1-S3.
***
Links to Curriculum for Excellence Outcomes:
Sciences
'develop the skills of scientific enquiry and investigation…'
'recognise the impact the sciences make on my life, the lives of others, the environment, on society'
Numeracy & Mathematics
understand the application of mathematics, its impact on our society past and present …'
appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts'
Technologies
'be capable of making reasoned choices relating to the environment, sustainable development and ethical, economic and cultural issues '
Social Studies
'…learning about human activities and achievements in the past…'
'….explore and evaluate different types of sources and evidence'
Bringing UFOs Down to Earth
Philip J Klass 1997ISBN 1-57392-148-3
Philip Klass has spent over 25 years investigating UFO reports and his book explores 'sightings' since 1947, mainly in the USA.
He concludes that the vast majority are either IFOs (identified flying objects) or hoaxes since there has been no credible evidence to the contrary. He also encourages pupils to consider the role of the media in promoting the exciting allure of possible visitors from outer space despite lack of scientific evidence. The book is illustrated with black and white photographs and humorous cartoons. The large font size is an additional attraction for younger readers.
Suitable for S1 & S2.
***
Links to Curriculum for Excellence Outcomes:
Sciences
'develop curiosity and understanding of …the physical world…'
Social Studies
'explore and evaluate different types of sources and evidence..'
Literacy and English
Critical literacy
'…identify when and how people are aiming to persuade and influence'
Wonderworkers: How they perform the impossible
Joe Nickell 1991 Author of the Magic Detectives
ISBN 0-87975-688-8
Former professional stage magician Joe Nickell challenges the 'special powers' of psychics, magicians, and mediums by encouraging children to view their feats critically and scientifically. He presents mini-biographies of apparent 'wonderworkers' some of whom were illusionists while others actually claimed to have psychic powers.
If there is a weakness or omission in an otherwise entertaining read it is that, had it been written more recently, it might have included some modern magicians/illusionists eg Derren Brown or the Amazing Norvil and Josephine with whom pupils might be familiar.
In 'Note to teachers' at the end of the book there is a list of suggestions for pupil activities to 'foster rational and scientific thinking about irrational thought and superstition', eg 'Discuss with your classmates the ethical difference between phony psychics and stage magicians.'
Suitable for S1-3.
****
Links to Curriculum for Excellence Outcomes:
Sciences
'express opinions on…moral and ethical issues based on sound understanding '
'develop the skills of scientific enquiry and investigation'
Literacy and English
Critical literacy
'…identify when and how people are aiming to persuade and influence ..'
The Time of Your Life: Rituals and Beliefs
Ina Taylor 2000ISBN 0-340-72546X
Ina Taylor is a former head of RE in an English comprehensive. Her attractively illustrated book looks at how key events in our lives –birth, coming-of-age, marriage are rated by six major world religions.
Though it claims to take account of secular perspectives these are given minimal almost passing attention compared to the other groups, with no chapter entitled 'Humanism' or 'Atheism'.
On the plus side each section has a 'What do you think?' and 'Things to do' which would be appealing to some teachers and would foster greater pupil understanding of different beliefs.
The HSS will supply sets of leaflets describing humanist ceremonies which celebrate ‘baby namings’, weddings and funerals.
Suitable for S1-S3.
**
Links to Curriculum for Excellence Outcomes:
RME
'develop respect for others and an understanding of beliefs and practices which are different from their own'
'develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation'
Literacy and English
'communicate, collaborate and build relationships'
Health and Wellbeing
'develop my self-awareness, self-worth and respect for others'
Killing God
Kevin BrooksISBN 978-0141031912-4
A study by Penguin books in 2009 revealed that nearly two-thirds of teenagers did not believe in God. Brooks says that part of the reason he wrote the book was because he wanted to explore the personal attitudes of young people today, especially those with troubled lives, towards organised religion.
His controversial novel is about a 15-year-old girl who questions God's existence. The title is somewhat misleading since its relationship to the plot is not fully apparent. While it is a fairly straightforward read it is not every teenager who will empathise with the main character.
Suitable for S2/3.
**
Links to Curriculum for Excellence Outcomes:
Literacy and English
'engage with a wide range of texts'
Social Studies
'develop my understanding of my own values, beliefs and cultures and those of others'
Health and Wellbeing
'develop my self-awareness, self-worth and respect for others'
Dustbin Baby
Jacqueline WilsonRegarded as one of Jacqueline Wilson's best novels and made into a film by the BBC it tells the story of April who has led an itinerant life – she was abandoned as a baby in the industrial bins behind a pizza parlour – and has spent her life in and out of various foster homes. Her latest placement is with Marion who fosters April when she is thirteen and with whom April is fairly happily settled.
However, on her fourteenth birthday, April runs away from Marion in search of her real mother and, in the course of one day, revisits the stage posts of her short life, taking in social workers, children's homes and residential schools. April never asks for sympathy or feels sorry for herself. She is simply a girl trying to make sense of who she really is and Wilson engages her readers without being overly sentimental or clichéd.
Suitable for S1/2.
****
Links to Curriculum for Excellence Outcomes:
Literacy and English
'…engage with a wide range of texts…'
Social Studies
'develop my understanding of my own values … and those of others .'
Health and Wellbeing
'develop my self-awareness … and respect for others'
RME
'explore and establish values such as wisdom, compassion …'
A Young Person's Guide to Philosophy - Dorling Kindersley
Jeremy Weate 1998ISBN 0-7513-5779-0
Though this is written for children, adults may find some of it worthwhile as an overview of philosophy. The book tries to explain key philosophical ideas as simply as possible. It begins with asking 'What is philosophy' and 'What is the use of philosophy?' giving examples of some of the great unanswerable questions like 'Why am I here?', 'Is there a God?' It then goes on to the story of western philosophy starting with the Ancient Greeks and ending with living philosophers. Regrettably, very scant reference is made to women philosophers – Hypatia and Simone de Beauvoir are mentioned briefly in the main text – while the others are lumped together in a short section at the end called 'feminist philosophers’. While the text is lavishly illustrated presentation with regard to print and layout could be better. It is also a fairly demanding read especially the section at the end on the different schools of philosophy.
Selective use of some parts of the book together with opportunities for teacher-led discussion could be one approach to its use.
Suitable for S1-S3.
**
Links to Curriculum for Excellence Outcomes:
RME
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions'
Sciences
'express opinions and make decisions on moral, ethical … issues'
Technologies
'contribute to building a better world by taking responsible, ethical actions to improve my life, the lives of others and the environment'
Social Studies
'develop my understanding of my own values, beliefs and cultures and those of others.'
The Philosophy Files
Stephen Law 2000ISBN -13-978-1-84255-053-3
Stephen Law takes complicated questions like 'Should I eat meat?' and 'Where do right and wrong come from?' and gets children to think about them as choices rather than abstract ideas. As with much good philosophy, Law often ends a section with 'I'm not sure. What do you think?'
The book concludes with a glossary of philosophical jargon. Law's style is light, conversational, entertaining and enlightening aided by his use of stories and amusing cartoons. The book might be a little out-of-date and some sections are more straightforward than others – e.g. 'Where am I?' is rather complicated and might test pupil motivation. Nevertheless the teacher could select as s/he saw fit, in any order and there are plenty of opportunities for worthwhile group/class philosophy discussions. It is a highly recommended resource.
Suitable for S3/4 (and perhaps even younger).
*****
Links to Curriculum for Excellence Outcomes:
RME
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions'
Social Studies
'explore and evaluate different types of sources and evidence.'
Sciences
'express opinions and make decisions on moral, ethical … issues'
Technologies
'be capable of making reasoned choices relating to … ethical issues'
Literacy and English
'reflect on and explain my … thinking skills'
Bizarre Beliefs
Simon Hoggarts & Mike Hutchinson 1995ISBN 1-86066-022-3
This is an enjoyable follow-on to 'Wonderworkers' and 'Bringing UFOs Down to Earth' and would be a good addition to the class/school library. It is part reference, part investigative and questions our ability to believe the outrageously unbelievable. With humour it exposes the gullibility of the human mind, explores fortune telling, psychic detectives, ghosts, the Loch Ness Monster and fire walking among others in a lively, amusing manner and the text is well supplemented with numerous photographs, cartoons and engravings on almost every page. To quote from the book: "We hope … to show that there is an alternative explanation for almost everything in the paranormal world. There are millions of unexplained mysteries which we cannot cover here. What we do is suggest a pattern and a rational alternative. It is up to you to decide which to choose."
Suitable for S1-3 and upwards, including adults.
****
Links to Curriculum for Excellence Outcomes:
Sciences
'express opinions on … moral and ethical issues based on sound understanding'
'develop the skills of scientific enquiry and investigation'
Literacy and English
Critical literacy
'…identify when and how people are aiming to persuade and influence …'
See also in senior level:
DVDs 'Why Morality?', 'Why Atheism?', 'Cosmos' and 'Growing up in the Universe' suitable for some pupils at S1-3
Novel – The Ostrich Boys – suitable for some S3
Straight Talk About Death for Teenagers – suitable for some S2 and S3
Disbelief 101: A Young Person's Guide to Atheism
SC Hitchcock, 2010ISBN 978-1-884365-47-8
This book tackles three popular arguments for the existence of a supreme, supernatural entity: the First Cause/ Prime Mover Argument, the Necessary Watchmaker (AKA design) Argument and ‘Why There is Something’ Argument.
He also demonstrates why science and religion are not compatible.
It is an outstanding first atheist book for a young person.
Suitable for S1-S3.
***
Links to Curriculum for Excellence Outcomes:
Sciences
'express opinions on … moral and ethical issues based on sound understanding’
'develop the skills of scientific enquiry and investigation'
Literacy and English
Critical literacy
'…identify when and how people are aiming to persuade and influence …'
RME
‘develop skills of reflection, discernment, critical thinking'
Senior level
Humanism
Barbara Smoker 5th edition 2008
ISBN 978-0-902368-25-5
This is an excellent, highly readable book for those wanting to know about Humanism. It is easy to agree with the Australian Humanist’s comment that 'she explains complex issues well and lucidly.’ She charts the development of secular, scientific humanism from the influence of the Greek philosophers to Darwin and Dawkins. Further chapters look at values – good and bad – and morality – right and wrong concluding with a chapter on living as a humanist.
Though one or two aspects of the book do not reflect the Scottish situation – for example humanist marriages are now legal in Scotland or when she states that 'the only humanist ceremony for which there is much demand in Britain is the funeral’, the book is such a good overview of the way many humanists view the world that this could be easily overlooked.
Suitable for S5 & S6, interested teachers and parents.
*****
Links to Curriculum for Excellence Outcomes:
RME
'learn about … viewpoints independent of religious belief'
'investigate and understand the responses which … non-religious views can offer to the questions about the nature and meaning of life'
'develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation.'
Sciences
'express opinions and make decisions on moral, ethical … issues '
Technologies
'be capable of making reasoned choices relating to … ethical issues'
Literacy and English
'engage with a wide range of texts'
Humanism: A Beginner's Guide
Peter Cave 2009ISBN 978-185168-589-9
Peter Cave chairs the Humanist Philosophers of the British Humanist Association and has produced several philosophy programmes for the BBC. In this book he offers several persuasive arguments against God's existence while providing an alternative conception of life without Him. After setting the scene he considers 'Without God', 'Without religion', 'With morality', 'With politics', 'Dying and living', and 'Humanism, the quest for meaning'. There is a useful appendix which includes some myths about Humanism which he dispels, and suggestions for further reading. While there is no doubting Cave's wide knowledge and sharp insight much of the scene setting in 'Without God' could be considered convoluted and difficult to follow, with philosophical arguments which would require the assistance of a teacher. Later chapters are perhaps more concise and easier to follow with examples and arguments which would prove more interesting to able senior pupils.
Suitable for the able individual student in S5/6 and interested adults.
**
Links to Curriculum for Excellence Outcomes:
RME
'learn about ….viewpoints independent of religious belief'
'investigate and understand the responses which …non-religious views can offer to the questions about the nature and meaning of life'
'develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation'
Sciences
'express opinions and make decisions on moral, ethical … issues'
Technologies
'be capable of making reasoned choices relating to … ethical issues'
Literacy and English
'engage with a wide range of texts'
Stand Up for Your Rights
A book about human rights written by and for the young people of the world 1998
ISBN 1-85434-573-7
This book looks at the Universal Declaration of Human Rights and has been written and edited by young people from all over the world. One of the book’s strengths is that each right is considered in turn and is simplified in clear language. The format is a mixture of stories, poems and personal recollections of how we treat each other and emphasises how vital it is to try to make the world a better place. The role of organisations which work to make these rights real for everyone – eg Amnesty International, Christian Aid the UN etc is highlighted.
Though it does not include ideas for pupil discussion /activities, each section could provide opportunities for teacher-led class or group discussion. However, because it was published in 1998 it is dated with regard to current human rights' violations and controversies eg Guantanamo, child abuse and subsequent cover-up by others including clergy, people trafficking) or references to important figures like Aung San Suu Chi or the Chinese dissident Liu Xiobo.
Suitable for S4-6.
***
Links to Curriculum for Excellence Outcomes:
RME
'explore and establish values such as wisdom, compassion, justice and integrity and engage in the development of and reflection upon their own moral values'
'make a positive difference to the world by putting their beliefs and values into action'
Sciences
'express opinions and make decisions on moral, ethical … issues'
Technologies
'contribute to building a better world by taking responsible, ethical actions to improve my life, the lives of others and the environment'
Social Studies
'develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking'
'broaden my understanding of the world by learning about human activities and achievements in the past and the present'
Health and Wellbeing
'develop my self-awareness, self-worth and respect for others'
'acknowledge diversity and understand that it is everyone's responsibility to challenge discrimination'
Obstacles to Young Love
David Nobbs (Author of the Rise and Fall of Reginald Perrin)ISBN 978 0 00 7286 28 7
This is the gently humorous story of two 6th form pupils who run away to London for a few nights together. Timothy is a sensitive religious teenager and Naomi is a budding actress whose dislike of organised religion contributes to the distance which grows between them. This, together with family and circumstances drives them apart. The novel follows the two young lovers over the next 25 years as they meet up and try to re-connect.
Two of the themes which Nobbs handles sensitively and even-handedly are faith and organised religion, how they play a part in the young lovers' lives and how it may be possible to live a good life without them. This is a most enjoyable read but given what some parents might consider its explicit nature (though very unlikely to shock any modern teenager!) it would require a measured approach on the part of the teacher.
Suitable for mature S5-6.
****
Links to Curriculum for Excellence Outcomes:
RME
'learn about … viewpoints independent of religious belief'
'investigate and understand the responses which … non-religious views can offer to the questions about the nature and meaning of life'
Health and Wellbeing
'acknowledge diversity and understand that it is everyone's responsibility to challenge discrimination'
Literacy and English
'engage with a wide range of texts'
The Philosophy Gym: 25 Short Adventures in Thinking
Stephen Law (author of The Philosophy Files) 2004
ISBN 978-0-7472-3271-1
This would be a useful addition/extension to 'The Philosophy Files' (reviewed in Levels 3 & 4).
The book has 25 chapters which are free-standing and can be used in any order. Each introduces such philosophical paradoxes as 'Is time travel possible?', 'Can a machine think ?', 'Does God exist ?', Where did the universe come from?' ‘Do you ever deserve to be punished?'.
The level of difficulty is indicated at the start of each chapter – viz. warm-up, moderate, more challenging. There is a 'What to read next' at the end of each chapter which directs students to other chapters in the book and also further reading suggestions.
As Law himself says 'This is a book to be dipped into,' and it would be very worthwhile for a teacher-led (or pupil-led) philosophy club where an 'exercise' is selected by the teacher or by pupil consensus. (On a minor note – the font is very small – about point 8. Photocopying and enlarging sections as required might be useful.)
Suitable for S4-6 or for S5/6 independent reading.
****
Links to Curriculum for Excellence Outcomes:
RME
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions '
Social Studies
'explore and evaluate different types of sources and evidence …'
Sciences
'express opinions and make decisions on moral, ethical … issues'
Technologies
'be capable of making reasoned choices relating to … ethical issues'
Literacy and English
'reflect on and explain my … thinking skills'
Introducing Ethics – A Graphic Guide
Dave Robinson & Chris Garratt First published 1996, this edition 2008
ISBN 978-1-84831-008-7
This is part of the Graphic Guide series and as such is a mixture of small sections of text, cartoons and drawings many of which are humorous and which may help to ease understanding of some fairly challenging concepts.
However it is the opinion of a teenage assistant reviewer that the book disappoints in several ways: it seeks to inform rather than to interest, the images are dull and boring and it compares unfavourably with Stephen Law's Philosophy Files. Nevertheless it is a good introduction to ethics as a philosophical discipline and it also has relevance to everyday life.
The stage is set by posing ten central questions and these could be used as starting points for an introduction to ethics eg “Are there ways of teaching children to behave morally?”, “What do you think is the best answer to the question: 'Why should I be a good person?'.
Equally, some of the statements in the cartoon-type speech bubbles could be used as topics for discussions, eg 'The chief duty of government is to make the majority of its population happy.', ' Human nature is basically nasty.', 'Morality is based on mutual fear.'.
There is also a section entitled 'Time for a New Feminist Ethic’ which could initiate valid and lively group discussion.
Suitable for S4-6.
***
Links to Curriculum for Excellence Outcomes:
RME
'investigate and understand the responses which religious and nonreligious views can offer to the questions about the nature and meaning of life.’
'explore and establish values such as wisdom, compassion, justice and integrity and engage in the development of and reflection upon their own moral values'
'develop their beliefs, attitudes, values and practices through Reflection, discovery and critical evaluation'
Sciences
'express opinions and make decisions on moral, ethical economic and environmental issues based upon sound understanding'
'develop an understanding of the earth's resources and the need for responsible use of them'
Technologies
'be capable of making reasoned choices relating to … ethical ..issues'
Literacy and English
'reflect on and explain my literary and thinking skills'
Social Studies
'develop my understanding of my own values, beliefs … and those of others'
'develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking'
An Intelligent Person's Guide to Ethics
Mary Warnock 1998ISBN 071563089X
Mary Warnock uses real-life and fictional situations to make her point in debating controversial issues such as abortion, euthanasia, genetic engineering, 'what is morality and where does it come from ?' There is an interesting section on rights (including animal rights) compare The Declaration of Human Rights/The Rights of the Child which could provide an excellent extension to the 'Stand up for your Rights' book. For example “ 'Every child has the inherent right to life.' Does this mean that absolutely every baby born, however slim its chances of survival, however poor its quality of life, has the right to all attempts to keep it alive?”
She explores rights, duties and obligations in terms of public and private morality and teachers may find her last chapter of particular interest especially with regard to her views on citizenship. She has doubts about the utility of teaching citizenship which she equates to teaching public morality and sees much more value in what she thinks is more desirable ie how to teach children to discover private morality.
Suitable for able S5/6, independent study or group discussion, teacher/any interested adult.
***
Links to Curriculum for Excellence Outcomes:
RME
'explore and establish values such as wisdom, compassion, justice and integrity and engage in the development of and reflection upon their own moral values'
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions'
Sciences
'express opinions and make decisions on moral, ethical, economic and environmental issues based upon sound understanding'
Technologies
'be capable of making reasoned choices relating to … ethical issues'
Social Studies
'develop my understanding of my own values, beliefs … and those of others.'
Literacy and English
'reflect on and explain my literary and thinking skills'
'engage with a wide range of texts '
Introducing the Enlightenment: A Graphic Guide
Lloyd Spencer & Andrzej Krauze 2010ISBN 978-184831-179-4
As with the others in this series the text is supplemented with numerous Illustrations, drawings and cartoons in an interesting way of explaining the Enlightenment movement. (See also the LTS website for an excellent additional resource.)
Each section focuses on a different character of the Enlightenment including Adam Smith and David Hume and their new passion for argument, criticism and debate including the beginning of the efforts of these intellectuals to free themselves from the authority of the church. With April 2011 being the tercentenary of Hume's birth and the related March to Enlightenment to be held in Edinburgh this is especially relevant. Though interesting, the book does not perhaps offer quite the same opportunities for lively discussion as the Guide to Ethics since it does not appear to be rooted in the problems of modern everyday life. Some of its concepts are also quite challenging without the guidance and direction of the teacher. However some worthwhile possibilities do exist for a study group to be directed to specific sections eg The Social Necessity of Religion, The Defence of Slavery, Enlightened Women, The Music of the Enlightenment.
***Links to Curriculum for Excellence Outcomes:
RME
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions'
Sciences
'express opinions and make decisions on moral, ethical, economic and environmental issues based upon sound understanding'
Social Studies
'develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking '
'develop my understanding of the history of … Scotland and my appreciation of my … national heritage within the world'
'broaden my understanding of the world by learning about human activities and achievements of the past'
Expressive Arts
'develop an appreciation of aesthetic and cultural values …'
'provides opportunities for me to deepen my understanding of culture in Scotland and the wider world '
The Ostrich Boys
Keith Gray 2008ISBN 978-0099456575
Short-listed for the Teenage Book of the Year 2009, the Carnegie Award 2009 and the Independent Booksellers' Book prize in 2010 this novel by acclaimed author Keith Gray explores the themes of bereavement, death and friendship.
When their best friend Ross is killed Kenny, Sim and Blake decide to steal the urn containing his ashes and travel to the hamlet of Ross in Dumfries and Galloway. They want to give their fifteen year-old friend the memorial they feel he deserves instead of what they regard as the utterly second-rate, depressing and dispiriting funeral he got. On the journey north which is, at time, comic, the friends discover more about Ross, their friendship and the nature of grief and bereavement than they ever expected.
This is a lovely rite-of-passage novel (and not just for boys) about the end of childhood and the beginning of adulthood which is well-deserving of its many accolades . To quote just one – the author Jill Murphy - “Right from the title, Ostrich Boys inhabits the teenage emotional landscape with unerring precision and great sensitivity.”
Suitable for S3-S6.
*****
Links to Curriculum for Excellence Outcomes:
RME
'investigate and understand the responses which religious and nonreligious views can offer to the questions about the nature and meaning of life .'
'explore and establish values such as wisdom, compassion, justice and integrity and engage in the development of and reflection upon their own moral values'
Literacy and English
'reflect on and explain my literary and thinking skills'
'engage with a wide range of texts'
Social Studies
'develop my understanding of my own values, beliefs … and those of others’
Straight Talk About Death for Teenagers
How to cope with losing someone you love 1993Earl Grollman
ISBN 9780807025017
There are two things to be borne in mind with this book: first of all it reflects American culture not British; secondly it makes reference in a few places to the role of religion in bereavement and no reference to secular beliefs or support.
Despite these concerns there is much in the book which teenagers faced with the death of a family member or friend would find helpful. All aspects of bereavement are discussed in a brief, straightforward style explaining the powerful and often confusing emotions associated with the death of someone close. The most important message it gets across is that these feelings are normal and that there are ways of coping with them.
To quote Grollman, “Grief is not a disorder, a disease or a sign of Weakness; it is an emotional, physical and spiritual necessity, the price you pay for love.” With some careful 'editing' together with discussion about how atheists and humanists approach death/funerals (also see DVD 'Why Atheism') this book would be a useful resource.
Suitable for S4-S6 (and adults).
***
Links to Curriculum for Excellence Outcomes:
RME
'investigate and understand the responses which religious and nonreligious views can offer to the questions about the nature and meaning of life'
'develop their beliefs, attitudes, values and practices through reflection'
Health and Wellbeing
'meet challenges, manage change'
'understand and develop my … mental and spiritual wellbeing'
Literacy and English
'communicate, collaborate and build relationships’
DVD: Why Atheism?
This excellent resource has been produced to introduce pupils to the key secular philosophies of Atheism and Humanism and comprises six short films (approximately 2 hours in total) about people who do not believe in God and 65 differentiated pupil worksheets linked to the films.The six films are:
- Atheist and agnostic students speak out
- Raised in Belfast – living with religious conflict
- Ceremonies without God – birth, marriage and death
- Extended interview – Michael Rosen talks to Philip Pullman
- Roman Catholic students defend their faith with Michael Rosen
- Abandoning your religion – a Muslim, Hindu and Christians explain why
Suitable for S4-6 (or even S3).
*****
Links to Curriculum for Excellence Outcomes:
RME
'develop respect for others and an understanding of beliefs and practices which are different from their own'
'learn about and from the beliefs, values and practices of … other traditions and viewpoints independent of religious belief'
Health and Wellbeing
'develop my self-awareness, self-worth and respect for others'
'acknowledge diversity and understand that it is everyone's responsibility to challenge discrimination'
Social Studies
'develop my understanding of my own values, beliefs, and cultures and those of others'
Literacy and English
'communicate, collaborate and build relationships'
Also links to SQ Curriculum Support: Religious, Moral and Philosophical Studies: Morality in the Modern World:Humanism, Intermediate 2/Higher.
DVD: Why Morality?
This pack comes with nine interactive documentary sequences lasting 70 minutes in total and 40 pupil worksheets for helping to understand the issues and provide opportunities for independent work and group and class discussions. These include 10 pages of briefings on different religions and on Atheism and Humanism.
The sequences are as follows:
- Do you need religion to know the difference between right and wrong?
- Is sex before marriage wrong?
- Abortion – a right or a wrong/
- Is there a Judgement Day?
- Thou shalt not steal?
- Are you doing the right thing?
- Morality and the press
- Bring back the cane
- Does religion in schools improve morals?
Though perhaps not as sophisticated as 'Why Atheism?' and in places only just 'putting a toe in the water' it is still a good introduction to moral issues with the worksheets extending discussion/thinking as far as the teacher considers worthwhile or appropriate.
Suitable for S4-S6 (and even some S3).
****
Links to Curriculum for Excellence Outcomes:
RME
'learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions, and viewpoints independent of religious belief'
'develop respect for others and an understanding of beliefs and practices which are different from their own'
'develop skills of reflection, discernment, critical thinking … and deciding how to act when making moral decisions'
Health and Wellbeing
'develop my self-awareness, self-worth and respect for others'
'acknowledge diversity and understand that it is everyone's responsibility to challenge discrimination'
Literacy and English
'communicate, collaborate and build relationships'
'extend and enrich my vocabulary through listening, talking, watching …'
Social Studies
'develop my understanding of my own values, beliefs, and cultures and those of others'
Would also be useful precursor to SQ Curriculum Support: Religious, Moral and Philosophical Studies: Morality in the Modern World: Humanism (Intermediate 2 / Higher)
DVD: Growing Up in the Universe (2 DVD set)
Richard Dawkins: Royal Institute Christmas Lectures 1991
This is an excellent timeless classic even though it dates from 1991.
It explains the theory of evolution and makes it wondrous for children.
It is now provided free on-line by the Richard Dawkins Foundation for Reason and Science. The lectures can be viewed on Google video - Richard Dawkins growing up in the universe. www.humanistgrid.net/guu illustrates how some of the lectures can be used. They can be viewed in their entirety here or edited extracts can be used to support lessons or as starter activities for different curricular areas.
Suitable for S1-S6.
* * * * *
Links to Curriculum for Excellence Outcomes:
Sciences
'demonstrate secure knowledge and understanding of the big ideas and concepts of the sciences'
'recognise the impact the sciences make on my life, the lives of others, the environment, on society'
'develop curiosity and understanding of … the physical world'
'recognise the role of creativity and inventiveness in the development of the sciences'
Numeracy & Mathematics
'understand the application of mathematics, its impact on our society past and present'
'appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts'
Technologies
'develop an understanding of the role and impact of technologies in changing and influencing societies'
Social Studies
'explore and evaluate different types of sources and evidence'
DVD: Carl Sagan's Cosmos 2000
Digitally restored and remastered 2009Freemantle Media Enterprises
This is 13 hours of footage on five discs and a wonderful resource for any school. It tells the story of how nearly 15 billion years of cosmic evolution transformed matter and life into consciousness, of how science and civilisation grew up together and of the individuals who helped to shape modern science and major areas of philosophical thinking.
Carl Sagan is the narrator and leads the viewer through topics such as the origins of life, the 'greenhouse effect', the lives of stars. Though first produced in 2000 this newly restored version benefits from a 'science updates' special feature.
The set could be used as school/teacher considers appropriate, perhaps over more than one school year – given that the discs span 13 hours, and would be an excellent focus for follow-up activities and discussions linking to more than one area of the curriculum.
Suitable for S1-S6.
*****
Links to Curriculum for Excellence Outcomes:
Sciences
'demonstrate secure knowledge and understanding of the big ideas and concepts of the sciences'
'recognise the impact the sciences make on my life, the lives of others, the environment, on society'
'develop curiosity and understanding of … the physical world'
'recognise the role of creativity and inventiveness in the development of the sciences'
Numeracy & Mathematics
'understand the application of mathematics, its impact on our society past and present …'
'appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts'
Technologies
'develop an understanding of the role and impact of technologies in changing and influencing societies'
Social Studies
'explore and evaluate different types of sources and evidence'
'broaden my understanding of the world by learning about human activities and achievements in the past and present'
