Origins of The Phrase "life Stance"
Life stance is a neologism apparently coined in the mid 1970s by humanists interested in educational matters, and developed originally in that context by Harry Stopes-Roe of the Rationalist Press Association and British Humanist Association. It was originally used in the context of debates over the controversial content of the City of Birmingham's Agreed Syllabus for Religious Education, 1975. That document referred to "non-religious stances for living". According to Barnes:
It was the first syllabus to abandon the aim of Christian nurture and to embrace a multi-faith, phenomenological model of religious education; and it was also the first syllabus to require a systematic study of non-religious ‘stances for living’, such as Humanism, and for such study to begin in the primary school.In the late 1980s, Harry Stopes-Roe initiated a successful campaign for the adoption of the term by the International Humanist and Ethical Union and other organisations (see also his comments quoted below on its provenance). It was not an uncontroversial proposal among humanists.
The term was introduced as part of an attempt to establish a clear identity for Humanism, in order to gain recognition and respect.
According to Stopes-Roe:
"Life stance" is an expression that has been current in Britain for more than ten years and is now gaining acceptance worldwide, to describe what is good in both Humanism and religion - without being encumbered by what is bad in religion.Read more about this topic: Life Stance
Famous quotes containing the words origins of, origins, phrase, life and/or stance:
“Grown onto every inch of plate, except
Where the hinges let it move, were living things,
Barnacles, mussels, water weeds—and one
Blue bit of polished glass, glued there by time:
The origins of art.”
—Howard Moss (b. 1922)
“Compare the history of the novel to that of rock ‘n’ roll. Both started out a minority taste, became a mass taste, and then splintered into several subgenres. Both have been the typical cultural expressions of classes and epochs. Both started out aggressively fighting for their share of attention, novels attacking the drama, the tract, and the poem, rock attacking jazz and pop and rolling over classical music.”
—W. T. Lhamon, U.S. educator, critic. “Material Differences,” Deliberate Speed: The Origins of a Cultural Style in the American 1950s, Smithsonian (1990)
“To summarize the contentions of this paper then. Firstly, the phrase ‘the meaning of a word’ is a spurious phrase. Secondly and consequently, a re-examination is needed of phrases like the two which I discuss, ‘being a part of the meaning of’ and ‘having the same meaning.’ On these matters, dogmatists require prodding: although history indeed suggests that it may sometimes be better to let sleeping dogmatists lie.”
—J.L. (John Langshaw)
“I have scarcely felt greater pain in my life than on learning yesterday from Bob’s letter, that you had failed to enter Harvard University. And yet there is very little in it, if you will allow no feeling of discouragement to seize, and prey upon you.”
—Abraham Lincoln (1809–1865)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)