Colin Hannaford

A lot of people would have a problem with these ideas as I think implementing the changes that are so badly needed would be a huge task. There are so many things to say about the subject you have chosen to address and talk so passionately about. I am glad someone is fighting for an ever failing educational system. You were my favourite teacher because you listened and encouraged us to use our own voices and talk about what we truly felt. Our moral lessons were the only classes I looked forward to. I remember thinking once it was the only time the whole class actually got involved everybody listened everybody got to say their piece! Sometimes we argued but surely a good discussion cannot pass without a hitch! You were always alive and passionate about what you discussed with us. Thank you Mr Hannaford you taught me more that you know :) x

Only this experience … Thirty years ago a young British soldier found himself in a conflict in which Christians were killing Christians. When he protested that involving the Army would provoke more violence from both sides, his government ordered him into a military psychiatric hospital, to be treated - on arrival - for schizophrenia. Instead, the hospital staff found him perfectly sane. Meanwhile, under their observation, he had a spectacular spiritual experience. He had previously decided that God is just a delusion. Here now was a perfect setting for a modern revelation: not only that God is an authentic human experience, but that it is very likely the human experience. Modern atheists are surely right to claim that God has little to do with biology - and physicists, that God little to do with physics. Yet without an understanding of what this intense and complex experience is actually like - and what cultural changes it can inspire - human history is virtually incomprehensible. When he was later training to become a maths teacher at Cambridge University in England, both philosophers and theologians urged him to find a way to express his inspiration through his teaching. He was soon a head of mathematics at one of England’s most prestigious international schools. There he realised that orthodox mathematics instruction does a great deal of moral and social harm - as well as being obviously ineffective. Mathematics should teach youngsters to think honestly, critically and constructively - even to accept other’s criticisms gladly. This is what democracy requires. But youngsters in schools are usually rewarded more for their dishonesty. They learn to resent others’ ability, to reject any criticism. These are major reasons why modern democracies fail. In the last century the same habits of teaching arguably handed power to Stalin and Hitler. Both called their politics ‘scientific’. Both savagely destroyed criticism and dissent. Both enjoyed popular support. These tendencies are active today. In 473959 he describes how his revelation became the foundation of his life - then of his teaching. He explains how teaching mathematics properly and effectively will preserve children’s natural honesty, encourage and support their natural desire to think, to understand and to treat others honestly. In this way, he believes, there is even a possibility of ending the ancient conflicts between Jews, Christians and Muslims: by combining the fundamental moral principles of their most famous exponents. … makes understanding human history possible!