The Influence of Faith and Belief on the Formulation, Content and Operation of Health Law in the United Kingdom

'Religious Literacy in Public Professional Settings: getting to grips with the real religious landscape'

Professor Adam Dinham, Faiths & Civil Society Unit, Goldsmiths, University of London

www.gold.ac.uk/faithsunit www.religiousliteracy.org

“…by the 21st century, religious believers are likely to be found only in small sects, huddled together to resist a worldwide secular culture” (Berger 1968)

“a vanishing point beyond which rational discourse proves impossible’ “It is imperative that we begin speaking plainly about the absurdity of most of our religious beliefs: while religious people are not generally mad, their core beliefs absolutely are. The danger of religious faith is that it allows otherwise normal human beings to reap the fruits of madness and consider them holy” (Harris, 2006, pp 48-9)

“The real perfume in the smokescreen lies in the claim that the contemporary Churches, with their charities and their aid for the suffering in the Third World, are models of goodness in action. They accordingly present themselves as institutions devoted to peace, kindness, brotherly love and charitable works. But this soft face is turned to the world only when the Church is on the back foot: whenever religion is in the ascendant, with hands on the levers of secular power too, it shows a very different face – the face presented by the Inquisition, the Taliban, and the religious police in Saudi Arabia”

(Grayling, 2004, p 81)

Religion is irrational and essentially at odds with reason, science and evidence-based debate. It has no place in the universities. Religion is a source of division and conflict. Religion is oppressive, an obstacle to free speech, personal liberty and political democracy, and a threat to a neutral public secular space.

• Christianity, as the largest religion, has 33.2 million people (59.3 per ce nt of the population). This is dow n from 71.7 per cent in 2001.

• The second largest religious group is Muslims with 2.7

million people (4.8 per cent of t he population). This is the most increasing group (from 3.0 per cent to 4.8 pe r cent).

• 14.1 million people, around a quarter of the popul ation

in England and Wales, reported they have no religion. This is an increase (from 14.8 per ce nt to 2 5.1 per cent).

• 1950-1980 Church attendance halved • 1980-2005, it halved again to 6.3% • <1/3=Anglican, <1/3=Catholic,>1/3=Independent

(44%) • Belief in ‘a personal god’ <50% 1961-2000 • Belief in ‘a spirit or life force’ >100% 1961-2000 • 41% believe in angels • 53% believe in an afterlife

The Challenge

A ‘lamentable quality of conversation’ about religious faith

‘A lamentable quality of conversation about religion, just when we need it most’

• Billions of people around the world remain religious but we assume a public culture of secularism

• Mixed economy means faith groups are increasingly prominent in service provision and partnerships with secular bodies

• Migration and globalisation expose us all to encounter with religious difference

“…by the 21st century, religious believers are likely to be found only in small sects, huddled together to resist a worldwide secular culture” (Berger 1968)

“the world today is as furiously religious as it ever was” (Berger 1996)

A typology of university stances

‘Soft neutrality’: remains as far as possible independ-ent of religion and

belief

‘Hard neutrality’: asserts a duty to preserve public bodies as secular

‘Repositories and resources’: faith groups are seen as a resource on which society can draw

‘Formative/ collegial’: emphasises a holistic approach to education, including a religion or belief or spiritual dimension

1. Student experience

2. Equalities and diversity

3. Widening participation & internationalisation

4. Good campus relations

Admissions and registry Timetabling and exams Food, catering and accommodation Bars and events Student finance Counselling and student services Teaching and learning

“…having the knowledge and skills to recognise religious faith as a legitimate and important area for public attention…”

“…a degree of general knowledge about at least some religious traditions…”

“…and an awareness of and ability to find out about others”

“…to avoid stereotypes, respect and learn from others and build good relations across difference…”

“…a civic endeavour rather than a theological or religious one”

“…seeks to support a strong, cohesive, multifaith society, which is inclusive of people from all faith traditions and none in a context that is largely suspicious and anxious about religion and belief”

Religious Literacy Leadership Programme

www.religiousliteracy.org