A few days ago, I asked this question on Twitter: when you take humanism from Christian teachings, is there anything left worth conveying to kids in school? This was in response to Joe Humphreys’ article in the Irish Times this week, where he wrote that elements of Christian teaching had a value in addressing the religious schooling problem in Ireland.

Joe has written some interesting thoughts on the issue over the past few months. This article wasn’t one of them, unfortunately. His was a ‘baby with the bathwater’ argument that did not address the problem of privilege within the Catholic Church. It sought to bolster the Church’s special place in education without giving solid arguments about why this should be. Appealing to tradition and creating straw men doesn’t cut it.

Many people in Ireland have a love-hate relationship with the Catholic Church. It has been an opponent of almost every progressive reform in the last half century, not to mention having presided over the greatest cover-up (and worst abuses) we have seen in our lifetimes. Many would argue, with ample justification, that the Church’s primary concern is its own survival. Still, we all know nice church people. We know clerics who have said the right things at the death bed of a loved one and taken principled stances on difficult issues when nobody else was addressing it. Even the Pope has his moments. 

Excellent though this is, the Church has no monopoly on such good works. Much of the same can be found within Protestant, Islamic, Buddhist, Hindu and non religious communities, or in any situation where people are compelled to help others. When Christians behave admirably, they are acting from a strong sense of human compassion. Religious principles may inform good actions, but it is not something only seen among Christians. Every day in China, India, Nigeria, Iran and all around the world; you will find good, kind, thoughtful, principled people doing good, kind, thoughtful, principled things, mainly because that’s the kind of people they are.

There is great humanism in Christianity. But back to my question: if you take this basic humanism from Christianity, what’s left?

Honestly – and quite possibly I’m missing some things- but it doesn’t seem terribly impressive to me. There is a strong appeal to prayer, which quite overlooks the fact that praying has a particularly poor record in solving most of the basic problems of the world. There is the belief in a deity who consistently eludes detection in any reasonable sense. There are all the rituals that seek to make this deity happy or at least smooth the way to an afterlife, the outcome of which this deity already knows. Is this even remotely on the same level as maths, history and geography?

It’s the area of sexual morality where the differences with humanism are greatest. Instead of looking at the complexity and variety of sexual practices and sexual preferences, Christian thinking often seems to reduce it down to disgust, shame and a desire to control other people’s basic freedoms. Sex is rarely seen as healthy, positive or worthy of proper discussion. Some Christian views, such as the stance on contraception and homosexuality are positively anti-human in their effects. A side effect of their absolutist views on abortion are to silence the voices of millions of women and to reduce them to a second class within society. It’s difficult to see how such simplistic thinking is at all helpful for children who will soon experience the massive complexities of adulthood for themselves.

I don’t have a problem with dedicated, devoted Christians being part of a new educational dispensation, but I do not think that this should be some sort of compromise between equals. It’s not. Humanism has developed from Christian thinking, but it’s also been able to benefit from the views of many other great thinkers, using science to validate these views. If people insist on educating their kids within their faith, then that is still their right, but I doubt if such an education will be greatly superior. It may even be detrimental if there is a strong emphasis on the non-humanistic parts of the curriculum.