text: In the past few years, he has also been rejected by the emperor and repeatedly degraded.Call The torches held in their hands burned, and the light illuminates the front and back.
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  Alexander Williams on plans to raise awareness of a group seeking to 'promote a more tolerant world in which rational thinking and kindness prevail'
  Last November, for the first time ever, humanists were officially represented alongside religious officials at the Remembrance Day ceremony at the Cenotaph. It marked a huge step forward in visibility for humanists on the national stage and was the culmination of years of campaigning from Defence Humanists, the armed forces section of Humanists UK. For many humanists, myself included, it was a special moment. A moment in which we felt recognised and acknowledged by an establishment that all too frequently fails to pay attention to the country’s non-religious majority.
  As a teacher, the decision to be open about being a humanist at school is not always an easy one. Visible inclusion in moments of national importance really helps. Such moments allow you to feel like you belong to a living, thriving community that’s making a positive impact on the world. It bolsters your sense of identity, your pride in that identity, and your enthusiasm to get involved. And perhaps most importantly it raises public awareness. When my family members saw the chief executive of Humanists UK, Andrew Copson, join the faith leaders in laying a poppy wreath, it prompted them to ask me more about humanism. As a result, we all have a deeper understanding of one another’s beliefs.
  Schools already have a responsibility to include humanism in religious studies lessons, and Humanists UK has an excellent school speaker program in place
  There's often a pressure on teachers and those who work in schools to keep details that might be considered personal or controversial carefully hidden. That’s especially true in relation to matters of faith and belief. Such revelations can be an invitation to a quiver of challenging questions from students, which may not have comfortable answers, or may not have answers at all. Add to that the fear that you might inadvertently offend somebody with an opposing view and you would be forgiven for asking yourself: Is it really worth the risk?
  I'm fortunate to be working in a school with open-minded, inquisitive students, supportive parents, and an enthusiastic staff, for whom I’ve become the school’s ‘humanist rep’. I regularly join the religious studies department for events, including a workshop day for Year 7s, a Question Time-style discussion panel for the sixth form and an annual World Humanism Day lecture. As an English teacher it’s a real pleasure to work in such cross-curricular fashion. It’s great to see the students realise that staff can have passions outside their immediate subject areas!
  Being vocally and visibly humanist at school has really made me conscious of the responsibility we have as adults, and specifically as teachers, to open up the conversation about belief, faith, and rational thinking with students and colleagues.