Including humanist views at GCSE

Deep and meaningful?, Ofsted’s 2024 religious education subject report, revealed some of the issues surrounding teaching about non-religious worldviews in schools. Around half of secondary school RE curriculums did not include them at all, others neglected to cover any defined non-religious traditions such as humanism, and where non-religious worldviews were included there were serious problems.

‘There was a profound misconception among some leaders and teachers that “teaching from a neutral stance” equates to teaching a non-religious worldview. This is simply not the case.’

There are obvious serious consequences here for preparing young people for life in a diverse society (with around half the population of the UK today describing themselves as non-religious). However, another issue, that should be of particular concern to teachers, is that students are missing out on marks in their GCSE qualifications – a problem highlighted by the exam boards themselves:

‘Candidates should avoid mis-representing the non-religious beliefs of Atheists and Humanists; some seemed to think that not believing in God meant they had no principles or ethical views on anything.’

Eduqas Summer Examination Summary Report

All of the Religious Studies GCSE examination specifications contain the potential for students to encounter questions or topics for discussion that require them to demonstrate their understanding of a humanist or non-religious perspective. Sometimes a humanist or non-religious view is specifically requested. Other times, inclusion of a humanist or non-religious worldview is optional but can count towards a student’s total mark.

So how can teachers best support students to get those marks they’ve been missing out on? We’ve put together some new guidance in consultation with all the major exam boards to help answer that question.

Consider the type of common exam question that presents an ethical claim and asks for an evaluation that includes reference to religious and non-religious arguments. How might a humanist perspective be included? Humanists have no holy book or source text that can be referenced. One option is to reference the campaigning work of a humanist organisation such as Humanists UK or Humanists International. One could turn to the Amsterdam Declaration (2022), a statement on the principles of modern humanism. Alternatively, a case study could be highlighted of a particular individual humanist (either contemporary or historic).

However, these all just provide examples. A more comprehensive answer demonstrates an understanding of how a humanist would likely consider the question based on their beliefs and values. When it comes to answering ethical questions, humanists do not believe that the answers come from religion, but are found through considering what actions best support our shared needs and the wellbeing and flourishing of human beings and other sentient life in the here and now. (Of course, sometimes, humanists’ and religious people’s conclusions on what is the right thing to do will be the same.) For humanists, the best approach is to apply empathy and reason to moral problems. Believing this is the one life we have, and recognising that it is up to us to make our own lives meaningful, they strongly value personal freedoms and the right to agency over our own lives. A scientific approach to answering questions about the world leads them to try to make evidence-informed decisions.

In supporting students with how to answer questions that include humanist perspectives, teachers should therefore model how a humanist might…

1. Apply empathy and compassion for humans and other animals
2. Act in a way that supports happiness and wellbeing in the here and now
3. Act in a way that respects personal autonomy and human rights
4. Look at the evidence and try to act rationally (considering the consequences)

The word ‘might’ is important here. Humanists may prioritise these values in different ways and reach different conclusions on some ethical questions (for example on the acceptability of eating  meat). It is also important to note that humanists are only human and, like all people, they often fail to live up to their ideals and aspirations. However, in answering exam questions, the recommended approach is to explain the way a humanist might try to act, or describe the values they believe ought to inform their thinking and decision making.

How might this work in practice? Let’s look at the particular case of a humanist perspective on assisted dying. Humanist beliefs and values typically lead humanists to support a change in the law to allow people an assisted death:

1. Empathy and compassion for somebody suffering would normally motivate humanists to find ways to relieve them of their suffering. If somebody’s suffering is incurable, and palliative care is likely to be unsuccessful, then, for humanists, an assisted death can be an acceptable choice.
2. Being non-religious, humanists don’t believe that life is sacred – what is important for them is quality of life. Life, for them, has value, but it is not merely being alive that has value, rather it is having a life. That includes experiencing joy, having positive personal experiences, and being able to make plans and look forward to the future. If a life has these features, then to take it would be wrong. But if these things are missing, or if they are outweighed by pain and suffering, then humanists are likely to believe there is no obligation on us to go on living.
3. If a person has made a free, informed, and deeply considered choice that they wish to end their life peacefully without further suffering then humanists believe we should respect their choice. This is to respect their agency and human rights. The current system that only allows people the expensive option of an assisted death abroad creates an unfair inequality in the options available to different people.
4. Humanists believe we should look at the evidence that shows… 
   • A large majority of the public support a change in the law on assisted dying;
   • Good palliative care does not work for everyone;
   • Other countries that have legalised assisted dying have been able to protect against many people’s concerns of a ‘slippery slope’ towards involuntary euthanasia. Safeguards can work in practice.

To add weight to an answer, one might also reference the recent campaigning work by Humanists UK, a case study such as that of Paul Lamb, or the historic activity of Henry Stephens Salt or Barbara Wootton (who, in the 1970s, introduced the Incurable Patients Bill). (See our humanist perspective on euthanasia for more detail.) Obviously, the level of detail needed in any answer depends on the number of available marks and the number of different worldviews that must be referenced.

This is a model that can be applied to other areas of ethical debate encountered in the GCSE specifications (abortion, relationships, war, etc). For a more detailed model of how a student might respond to a question on assisted dying, as well as these other contested questions, take a look at our new guidance. You’ll also find resources and links to further information on the beliefs and action of contemporary and historic humanists,

Our new resources also include examples of real humanists responding to the statements for discussion in past GCSE papers, and these helpfully often reflect the four features of a humanist approach highlighted above:

‘I believe in compassion and empathy and would not want someone to suffer needlessly. People should have autonomy over when and how they die, rather than being forced to suffer and die in an undignified manner. Euthanasia can allow an individual to say farewells in a peaceful and personal manner, which can be beneficial to them as well as their family members. Family members can also be spared the pain of watching a loved one suffer, which is best for their happiness and well-being. We should have choice and control over our death, just as we have in life.’

Yvonne Letson

‘I strongly believe that both out of compassion and out of respect for the autonomy of others at the end of their lives, that once life has become nothing but suffering and all meaning and purpose and pleasure has gone, a dying person should have the right to end their life at a time they choose. They should not be forced to hang on to the bitter end. Of course, there are dangers and so there need to be strict safety measures. However, evidence from other countries shows that assisted dying can be made to work, and the vulnerable protected whilst helping the terminally ill avoid a painful and degrading death.’

Tim Purches

In conclusion, then, in order to avoid missing out on marks, improve their overall grades, and (more importantly) develop a better understanding of the society in which they are growing up, students should be supported to become confident in answering the following questions:

1. Can I explain how a humanist might apply the following to the topic under debate: empathy, support for human and animal wellbeing, respect for personal autonomy, and a rational assessment of the evidence?
2. Can I provide an example of humanist campaigning and/or a case study to support my answer?

 

Resources

Our resources include…

• Guidance and models on including non-religious views in GCSE exam answers
• Humanist perspectives on the contemporary ethical debates covered in the RS GCSE specifications.
• Video interviews with humanists
• Humanists responding to statements in past GCSE exam questions
• Examples of relevant historic humanists
• Links to the campaigning work of contemporary humanist organisations

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