Religious Education

Lord Stone of Blackheath Excerpts

Monday 17th December 2018 Grand Committee

[Lord Stone of Blackheath (Lab)]

My Lords, the experience and wisdom of the noble Lord, Lord Alderdice, in this matter is immense and inspiring, and I thank him.

I am pleased that this report recommends that children should experience and learn to link the spiritual and the secular and be helped to broaden their world view. My secular schooling, in Cardiff, was traumatic and upsetting. I was asked to leave school at the age of 16 thinking that I was stupid. My Jewish evening classes, which I attended after school, were so narrow and strict, concentrating on ritual and practice, that I was made to think that I could not be spiritual.

Later, with help, I found first that I was not stupid but dyslexic, and that the different brain structure can sometimes be an advantage, particularly in retailing and entrepreneurialism. Secondly, I was helped to know that I have within me “spirit”, as we all do. I will mention five experts who are rectifying this lack of compassion and mutual respect between the secular and the spiritual in education and who demonstrate it with evidence-based practices and methodologies.

The consultant paediatrician Sebastian Yuen has helped to create a system of teaching called Genius School. It has been tested in places as variable as Ecuador, Las Vegas, Indonesia, Thailand and New Zealand, and he is now bringing it to British schools. It helps children to develop insights and skills needed for their future on this planet. It begins with a personality-type assessment so that children learn their strengths as well as their weaknesses. Next, they are helped to find their passion and purpose, aligned with the UN sustainable development goals, and then they are introduced to skills to help them to start and complete projects. Finally, there is an introduction to experiences that help them develop resilience through mind/body activities such as music and movement, mindfulness, meditation and yoga.

Then there is Rabbi David Geffen, who saw that teachers were not trained to introduce into their schools concepts of compassion, empathy, equality, respect and love, and he has created a wonderful system of training teachers to teach these values. I have placed a copy of his practical illustrated book, Loving Classroom, in the Library. He says, as suggested in this report, that genuine universal religious education is the study of unity and oneness. Loving Classroom is now used in schools with Jewish, Muslim, Christian and secular curriculums in Israel, South Africa and the UK.

People might not know that in Judaism the written word for God, which cannot be spoken, consists of four letters, which, if pronounced, could sound like “jeho” and “vah”. I must not say it all together—it must not be pronounced. It is referred to in prayer only as “the Lord” or “the Name”. In fact, it is not a word; it is the root of the verb “to be”. The past, present and future tenses of “to be” are was, is and will be. This is the energy that unites, permeates and gives life to all beings for all time. Moses, as depicted in this room, said exactly that when he came down from the mountain. Without this oneness, we each have an evolutionary survival image of ourselves which creates the illusion that we are all completely separate and in competition with each other. “Spirit”, as found in all religions, is an energy that moves humanity to work together to experience the unity of existence and thereby resonate with universal oneness. In secular mindfulness practice, this is also the ultimate pleasure of higher consciousness—a journey built on cultivating truth in one’s head, peace in one’s heart and justice in one’s hands. If children of all faiths and none were helped to experience this, it would help them to progress in whatever activity they find themselves undertaking in life.

I am also delighted that Jeffrey Leader, director of Pikuach, the government-accredited inspection service for Jewish schools, is set on ensuring that all Jewish schools in this country, whatever their strand of Judaism, teach not just the confining rules and regulations, history and scriptures but, as Rabbi Geffen suggests, the values of unity, spirituality and oneness that it advocates.

David Lorimer, programme director of the Scientific and Medical Network, is a founder of a programme in schools in Scotland called Inspiring Purpose. Its aim and vision is to give young people the opportunity to think about their values, character and strengths, while also reflecting on who or what inspires them and their aspirations and goals for the future. Its mission is to help young people set goals, demonstrate future-mindedness and develop a sense of purpose. It aims to help these young minds of the future find opportunities and causes that they care about, and to get young people to become involved with and take action on issues that matter to them.

Finally, I mention Dadi Janki, the spiritual leader of the Brahma Kumaris, based on Mount Abu in Rajasthan, who, 20 years ago, when I was in my 50s and she was in her 80s—she is now 103—began showing me, through her love and compassion, that I, like everyone else, had spirit within me. When we act from that connection, it is good for each of us and for all of us. The vision that Dadi shares has inspired values-based educational programmes around the world in schools, with young leaders, and in the Brahma Kumaris institution.

I ask the Minister to engage with the experts I have mentioned—they all have evidence bases for their methodologies—to see how they might be involved with the plans for implementing the recommendations of this report to create a system to teach not only heads, but hearts and hands.