It’s still a couple of months until my book will be published in the UK (July 17th), but Biteback have decided on this beautiful design for the cover of the UK edition and the lovely people at the British Humanist Association have organised an event to launch the book with A.C. Grayling, Samira Ahmed, Robin Ince and Adam Rutherford all kindly giving up their time to speak.
It’s Shakespeare’s Birthday today, a date which has been chosen by the organisers of World Book Night for “a celebration of reading and books which sees tens of thousands of passionate volunteers gift books in their communities to share their love of reading”. The project is not just about celebrating reading but about reaching out to those who “have never discovered the value or pleasure of reading”.
The video below is one of a series of “Lessons from the Young Atheist’s Handbook” I intended to release around the time of the UK publication of my book but I’m putting it out there today because it’s about why I love books and it feels like today is an appropriate day to share it:
It’s the Easter holidays and I’m hoping my A-level students are using at least some of the time to revise. I’ve been sending them regular emails reminding them to study and including useful web links when I find them. I’ve recently come across a whole series of A-level Physics Revision Videos on YouTube as well as a single 15 minute video that claims to cover all the electricity in the AS syllabus for the AQA course.
I’m impressed by the guys who made these videos - the videos are clear summaries of the content and must have taken a lot of time and effort to make. However, I’m not convinced that just watching such videos is terribly useful as a form of revision. My advice to my students has been to watch the videos in short chunks and make notes - to write down the information as well as simply watching and listening. I can’t help but feel a better form of revision would be for students to try and make their own such videos - something they could easily do alone or working in pairs, using the video functions that most of them will have on their mobile phones.
I’m keen to hear thoughts from other teachers on this and on any other ways of revising that might be effective.
UPDATE: Thank you to Carol Davenport who has provided this link in the comments to an activity sheet for students to complete while watching a video.
UPDATE 2: Peter Upton has provided a worksheet to complete while watching the above video. Download word document: elecvideosummary.docx.
A couple of weeks ago, I took part in a live recording of the Guardian’s Science Weekly podcast which was also filmed for the Royal Institution’s Ri Channel.
Guardian Science Weekly Live from The Royal Institution on Vimeo.
My friend and former teacher Dr Michael de Podesta has written a kind of review of the podcast which prompted me to put up this blog post in which I want to share some notes I made on doing science demonstrations as part of my work as a Nuffield Education Fellow last year:
Demonstrations, like whole class practicals, are an “activity which involves at some point the students in observing or manipulating real objects and materials”. Like whole class practicals, demonstrations can be made more effective by proper planning and having clear learning objectives in mind. In his essay The Art of Effective Demonstrations, David A. Katz says, “An effective demonstration should promote good observation skills, stimulate thought, arouse curiosity, present aspects of complex concepts on a concrete level, and, most important, be the basis for class discussion”
Demonstrations provide an opportunity to engage students in a different way to other types of lesson activity, in particular, they can provide an opportunity to insert some drama and entertainment into your lessons. Dr Paul McCrory, in his essay “Developing Interest in Science Through Emotional Engagement” writes: “There is a very wide range of positive emotions which teachers can foster through the way they teach science - for example, curiosity; anticipation; uncertainty; surprise; intellectual joy of understanding; wonder; sense of imagination; amusement; sense of beauty; and amazement… Developing positive emotional responses in the classroom also helps to cultivate effective relationships between the teacher and the pupils.”
In some situations, it may be more appropriate and indeed more effective to carry out a demonstration instead of carrying out a class practical - for example, students have traditionally observed Brownian Motion in lessons where they individually (or in pairs) use a smoke cell and microscope to observe the phenomenon. This video shows how the same practical can be done more effectively as a demonstration.
I was recently interviewed for 4thought.tv - "a series of highly personal short films, broadcast 365 days a year, reflecting on a broad range of religious and ethical issues, and aspects of our spiritual lives." According to Channel 4, "these 90 second films challenge some traditional views, providing a platform for both scepticism and devout religious beliefs."Hi Alom,
It was a pleasure to meet you yesterday at your book reading and to engage with you in the ensuing discussion. You asked me inside the cover of my copy of your book to forgive you for being a little harsh on "agnostics". I didn't, and don't, take offence.
I've read your book from cover to cover since then. It was compelling reading. I disagree with none of the points you make in the book, although there are some things I could add to, but then so could you, as you so clearly state.
Having thought a bit about why I disagree with you on what you said at the pub about agnostics, it probably stems from our differing life experiences, even though we have some startling parallels in our life stories. I could engage with you in an almost page by page discussion of the points you make in your book, agreeing with or embellishing what you say, but I doubt that you have the time or that that would necessarily be productive.
So I'll try and paraphrase or distill some of my thinking for you, if you're interested, as to why I differ with you on the one issue - the issue of how I label myself.
I think I'm old enough to be your dad, but I consider myself your equal, probably not in terms of intellect, but as a human being. I have a lot of friends of both genders, some of whom are much older or much younger than me, but I give all my friends equal space and appreciative attention. As you can imagine, I abhor ageism, sexism, racism, homophobia and prejudice of any kind against anyone (and indeed against any being, such as occurs with an anthropocentric view of the world). That's not to say that I don't recognise my own propensity for prejudice, because, as you yourself say in so many words, none of us is actually rational. In fact there have been carefully controlled scientific studies that have shown that we tend very much jump to conclusions and are incredibly adept at instantly finding convincing justifications for those conclusions.
A little background about myself. I'm Latvian of origin, born in Riga, Latvia, two years before the end of the Second World War. A year later my mother took me as a babe-in-arms to Germany, fleeing from a return of Russian troops to Latvia under fear of persecution and possible deportation to the Gulags of Siberia. My father turned up in Germany and found my mother in a refugee camp when the war ended, having spent most of the war years on the Eastern Front, fighting the Russians with the Germans. My sister was born three years after me in Germany. In my teens I discovered that my mother had miscarried a child before me. She was a very attractive woman and must have also suffered a lot of unwanted attention and who knows what else in Germany, under constant bombing attacks while travelling across it by train with me as a sickly baby.
My lovely friend (and award-winning teacher) Kylie Sturgess has kindly written some teaching notes for The Young Atheist's Handbook, which you can download at the end of this post.
It's been nearly six months since I finished my book and I haven't really been able to write since. I've sat down many a time at my desk and found the tap that had flowed so gushingly last summer, blocked and barely dripping.
I've spent the last couple of days surrounded by other writers and I have been inspired by them and their stories.
I have felt driven to write, yet I find I cannot.
I cannot write of Holly and Michael, kindred spirits I have encountered far from home, but with whom I felt immediately at home.
I cannot write of Frank Sheehan, a man of God, whose empathy and compassion are so great that he can be evangelical about a godless book.
I cannot write of the sensation in my stomach when a stranger approaches, holding a copy of my book (my book!), asking for me to sign it. It is not pride. It is a mixture of gratitude and pure, unadulterated joy.
I cannot write of the feeling of giddiness at everything, yes everything, going well in my life for what I know is a brief moment of perfection.
But neither can I write of the niggling feeling of guilt that is bothering me because I cannot simply take the happiness, break it apart, and divide it between the people I love.
I cannot write. But, god, I want to.
A friend of mine I spoke to on the phone last night pointed out that this time next week, I will be a published author. My book will be in shops and people I’ve never met before will be able to read what is ultimately an incredibly personal story. A book that started out as a straightforward factual “handbook” for people new to atheism has, for what I now think are very good reasons, ended up as a personal narrative of how and why I came to reject the religion I was born into. But, as the journalist and broadcaster Samira Ahmed has said after reading the book, “The Young Atheist’s Handbook is no anti-Muslim misery memoir. Rather its strength is the way [Alom] explores his life and faith scientifically, through a series of thought experiments.”
I’ve spent this week mostly stuck under a duvet, with good books (including Leslie Cannold’s Book of Rachael) and lots of tea, in the hope that a cold I’ve had for over a week will disappear before I head out to Australia. I’ve also started to give interviews about the book, some of which are already appearing online.
My favourite interview so far has been with my friend Kylie Sturgess, a fellow teacher and multi-talented blogger and podcaster. She’s done a fantastic job of making me sound coherent despite the fact that I was still struggling with my cold when I spoke to her. You can listen to the podcast here:
Alternatively, you can download the podcast from Kylie’s Token Skeptic site.
Kylie has also used her expertise as a teacher to write a set of teaching notes for The Young Atheist’s Handbook which I’ll be making available here soon.
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