CFII Web Catalog_1

8/6/2019 CFII Web Catalog_1

1/31

1

A W ELCOME FROM THE C ENTER FOR I NQUIRY C HAIRMAN :

Education is at the very heart of our work at the Center for Inquiry. To effectively uphold and sustain the principles of humanism and scientific inquiry, we must be looking forward and ensuring that we are passing onthe tools of learning and the skills of critical thinking toa new generation of humanist leaders. Through its

diverse course offerings, the Center for Inquiry Institutetrains its students to apply the best methods of critical thinking to explore humanistic alternatives to thereigning systems of belief, and guides them to developcommunities wherein others can meet, shareexperiences, and work together to promote common

goals.

-Paul Kurtz, Chairman and Founder Center for Inquiry


2/31

2

F ROM THE CFI I NSTITUTE D IRECTOR :

The term humanism runs the risk of being defined either so broadly or so narrowly that it leaves the inquirer perplexed: How should she define a movement that canmean, and has meant, everything from the rediscovery of classical form during the renaissance to the first stirrings

of anti-theism and rationalism during the eighteenthcentury?

What almost all significant definitions of humanism havein common is an emphasis on what human beings can accomplish without theassistance of higher powers. If this is the basic definition, then all of mansaccomplishmentsin science, mathematics, politics, architecture, literature,and arthave something to do with the humanist perspective. Many humanistsalso add to this list another important achievement: the creation of the secular

state and representative government. The monarchies of the ancient and medieval world were based on the belief that the sovereign ruled as Gods

regent and issued laws supported by divine authority. Just as architecture inthe eighteenth century moved away from the building of great cathedrals and basilicas to the creation of great public and government buildings, so too the

forms of government changed to embody the belief that people, not a deity, arethe source of the justiceand injustice--and value of laws. The challenges to

supernaturalism and certain dogmatic forms of religious belief became closelyidentified with the meaning of the term humanism.

In the modern era, humanism has become associated with championing themethods that the early practitioners of scientific method brought into being.The advances of the pure and applied sciences have immeasurably enlarged the

sphere of human knowledge. By the same token, however, those methods areoften badly misunderstood, poorly communicated to the public, and suspected by some of being harmful to the formulation of sound ethical principles. Thelife-stance called secular humanism refers especially to the mission and vision of the Center for Inquiry, which is to champion freedom of inquiry, theuse of reason-based ethics, and critical, scientific intelligence in all fields of human endeavor. This is not a narrow scientistic worldview, but a frank acknowledgement that human beings are responsible for the world, their role init, and the creation of the values that define human relationships. The humanist

perspective is positive and affirmative; it is a celebration, and a critique, of thechoices that human beings have made throughout history. But, like the ancient

philosophers, the humanist is involved in a quest for new understandings of her world.

The CFII is a unique place to begin this quest. We hope you will join us for thisexploration of the best that has been thought and said in the world.

-R. Joseph Hoffmann, Director Center for Inquiry Institute


3/31

3

T HE C ENTER FOR I NQUIRY I NSTITUTE

2007-09 C ATALOGUE


4/31

4

C ONTENTS

I NTRODUCTION : W HY THE CENTER FOR I NQUIRY I NSTITUTE ?...........................5

CFI I NSTITUTE FACULTY FOR 2007-09..............................................................8

PROGRAM OF STUDY ........................................................................................17

COURSE OFFERINGS .........................................................................................20

APPLICATIONS AND ADMISSIONS .....................................................................28

APPENDIXES .....................................................................................................31


5/31

5

W HY THE C ENTER FOR I NQUIRY I NSTITUTE ?

The CENTER FOR I NQUIRY I NSTITUTE (founded in 1987) is the oldestcontinuously operating academic program of its kind in North America.Originally a project of the Council for Secular Humanism 1 (CSH) and theCommittee for Skeptical Inquiry 2 (CSI, then CSICOP), the Institute has grownto become the educational nucleus of the Center for Inquiry 3 in Amherst, Newcommunities, and discussion groups throughout North America and Europe.

The Center for Inquiry shares its commitment to reason, science, and criticalthinking with the most prominent universities, colleges, and researchinstitutes. By description, however, universities are as wide in their

perspectives as think tanks are focused on single areas of interest or concern. The Institute concentrates especially on areas of study that derivefrom the founding organizations: (1) The study of humanism and humanvalues; (2) The application of scientific and critical methods of inquiry toreligion, the paranormal, and political and social issues.

The ideal of a liberal arts education, one of the most significant advances in thehistory of education since the Renaissance,requires and rewards specialization in avast array of subjects ranging frommathematics to biochemistry and Englishliterature. The entrepreneurial model of modern higher education offers students amarketplace of ideas and professionalareas from which to choose. What is

provided in choice, however, often comesat the price of competition for resourcesand direct engagement with issues at amore focused level.

As a supplementary and necessary addition to intellectual life, the think-tank has had a unique role to play, especially in North America and Europe:In 1884, the Fabian Society was founded in England to champion social

justice and change, and in the United States the Brookings Institution wasfounded in 1916 to analyze government policy. Universities and think tanks

have had both complementary and adversarial relations throughout thetwentieth century, with many universities creating their own internal researchorganizations or brain-trusts to deal with issues not adequately covered indegree curricula.

1 See Appendix 12 See Appendix 23 See Appendix 3


6/31

6

As the premier humanist organization of its kind, CFI is unique as a bridge

between the intellectual life of academe and the pro-active intellectualismassociated with the brain trust.

Like its predecessors, and in close proximity to one of the nations leadingresearch universities, the Center for Inquiry arose in response to worrisome

trends in American society. Chief among these were the rise of the religiousright, political constraints on educational institutions in promoting criticalinquiry and proven scientific methodsin the classroom, growing fascinationwith paranormal claims, new religions,and untested beliefs, and the need for amodern system of ethics to keep pacewith rapid advances in technology.Under the leadership of its founder,

philosopher Paul Kurtz, CFI and itsaffiliates responded vigorously to the

challenge at both a national andinternational level. The formation of the Council for Secular Humanism andthe Committee for the Scientific Examination of Religion 4 (CSER) were twosignificant responses to the erosive effects of the faith-based education and

politics of the 1980s. The establishment of CSICOP (renamed CSI,Committee for Skeptical Inquiry) in 1976 focused research on pseudoscienceand the paranormal, and defended science and reason.

In 1983, Kurtz took the first steps toward establishingan International Academy of Humanism 5 whoselaureates would embody the ideals of the humanist

world-view in their work and teaching. The Academydiffered from the European patronage societiesdedicated specifically to the sciences, arts and letters,and professions by bringing together women and menrepresenting the vast array of human knowledge. Thelaureates of the Academy (whose membership islimited to eighty) have been self-electing since the

beginning and have included Sir Hermann Bondi, Sir Raymond Firth, Karl Popper, Andrei Sakharov, E.O.Wilson, Betty Friedan, John Passmore, R. Nita Barrow, Isaiah Berlin, RichardRorty, Octavio Paz, Richard Dawkins, Sir Arthur C. Clarke, Sir KeithThomas, Salman Rushdie, and Barbara Stanosz. Today the Academy exists asan important intellectual resource, symbolizing a realization of thecontributions of freethought, secularism, and reason-based approaches toethics.

4 See Appendix 45 See Appendix 5

CFI is unique as a bridgebetween the intellectual life of academe and the

pro-active intellectualismassociated with the

brain trust.


7/31

7

The CFI Institute is dedicated to preserving and promoting the quality of work symbolized by the Academy. As a community of learning situated within acomplex organization, the Institute possesses a healthy endowment andattracts students from all parts of the globe. In recent years, it has welcomedstudents from Russia, China, Australia, India, the Middle East, Malaysia, andmost countries in Europe. It has a longstanding relationship and exchange

program with Moscow State University, which brings six Russian students to

Amherst and sends CFI faculty to Russia for cognate summer programs.

CFI is unique among humanist bodies in having a permanent cadre of residentsenior fellows and affiliated faculty (non-resident fellows) who are highlyregarded researchers in their fields. The fellows operate as a collegium, or academic committee, contributing to both course design and delivery, as wellas the quality assurance of the certificate program and enrichment (non-certificate) courses and lectures. Through its annual lecture series, it brings toAmherst, Los Angeles, and other venues some of the leading intellectuals inthe world: in 2006-2007 alone, Richard Dawkins, Sam Harris, Victor Stenger,Christopher Hitchens, Wendy Kaminer, Michelle Goldberg, and some twenty

others. A large portion of its annual operating budget is dedicated to bringingthe best minds to the public square for the purpose of enriching discourse,stimulating debate, and providing humanistic answers to questions of moralconcern.

The Institute's Science and the Public 6 courses have evolved as a cooperative program leading to the M.Ed. in the subject, accredited by the State Universityof New York at Buffalo. In 2007, the Institute has charted the course for accreditation of all programs currently offered for the Certificate of AdvancedStudy. It is hoped that in 2008, students admitted for the CAS will be able tostudy for a special MA in the Study of Secularism and Human Values (with

concentrations in Humanist Studies and Scientific Inquiry).

6 See Appendix 6


8/31

8

2007 I NSTITUTE F ACULTY

P AUL K URTZ (PhD, Columbia University) is Professor Emeritus of Philosophy at the State University of New York atBuffalo, founder and chairman of the Center for InquiryTransnational, and editor-in-chief of Free Inquirymagazine. Kurtz is also the chairman of the Committee

for Skeptical Inquiry, the Council for Secular Humanism, and Prometheus Books. He received hisPhD in philosophy from Columbia University andserves as a Fellow of the American Academy of Artsand Sciences. Among his recent books are Affirmations:

Joyful and Creative Exuberance (rev. edition, 2005) andSkepticism and Humanism: The New Paradigm (2001),The Courage to Become (1997), and The

Transcendental Temptation (1986). Kurtzs books have been translated and published in Russia, China, Great Britain, Canada, Mexico, Peru, Korea,Finland, India, Germany, Poland, Serbia, Slovakia, and Indonesia.

R. J OSEPH H OFFMANN (DPhil, Oxford University) isSenior Vice President of Academic Affairs andEducational Programs at the Center for InquiryTransnational. He is also Chair of the Committee for the Scientific Examination of Religion and a member of the CFI Collegium. Educated at Harvard, Oxford andHeidelberg, Hoffmann was Senior Scholar of St. CrossCollege of Oxford University from 1980 to 1983. Hehas also taught at the University of Michigan, OxfordUniversity, the American University of Beirut, and was most recently

Campbell Professor at Wells College. Hoffmann is best known for his studiesof early Christian thought, and for his reconstruction of the writings of the pagan opponents of Christianity: Celsus (1987), Porphyry (1994), and Julianthe Apostate (2004).

J AMES A LCOCK (PhD, McMaster University) is Professor of Psychology atYork University, as well as a former Director of the Graduate Program inPsychology. He serves on the Executive Council of the Committee for Skeptical Inquiry, and is on the editorial boards of Skeptical Inquirer and TheScientific Review of Alternative Medicine . He has written several books,including Parapsychology: Science or Magic? (1981), Science and

Supernature (1990), and was co-editor of Psi Wars (2003). Alcock obtained aBSc (Honors Physics) from McGill University, and a PhD in SocialPsychology from McMaster University. He serves on the Advisory Board of the American Council on Science and Health, the Council for ScientificMedicine, and the Council for Scientific Clinical Psychology and Psychiatry.Alcock is a Fellow of the Canadian Psychological Association and a member of the International Brotherhood of Magicians.


9/31

9

H ECTOR I GNACIO A VALOS (PhD, Harvard University) is Professor of Religious Studies at Iowa State University. He received his MA inTheological Studies and his PhD in Biblical History and Semitic Philologyfrom Harvard University. Avalos serves on the Executive Board of the Center for Inquirys Committee for the Scientific Examination of Religion, was aneditor of the Journal for the Critical Study of Religion , and presently is amember of the editorial boards of Razonamientos (Reasonings, Mexican

Review of Humanist Thinking) and Revista Peruana de Filosofa Aplicada (Peruvian Journal of Applied Philosophy). Avaloss works include Se puede saber si Dios existe? (Can They Know If God Exists?) (1999), Health Careand the Rise of Christianity (1999), and Illness and Health Care in the Ancient

Near East (1999).

J ULIAN B AGGINI (PhD, University College, London) is aBritish philosopher and writer. He is a Fellow of theCenter for Inquirys Committee for the ScientificExamination of Religion, a member of the HumanistPhilosophers Group, and a notable supporter of the

British Humanist Association. Baggini was awarded hisPhD in 1996 from University College, London for athesis on the philosophy of personal identity. He is theauthor of The Pig that Wants to be Eaten and 99 other

Thought Experiments (2005), The Philosophers Toolkit (2002), and is a co-founder and editor of The Philosophers Magazine .

O PHELIA B ENSON is co-author of The Dictionary of Fashionable Nonsense: AGuide for Edgy People and Why Truth Matters . She is also the editor of thewebsite 'Butterflies and Wheels' and Deputy Editor of 'The Philosopher'sMagazine'.

B ARRY L. B EYERSTEIN (PhD, University of California,Berkeley) is Professor of Psychology and a member of theBrain Behaviour Laboratory at Simon Fraser University inBritish Columbia. Beyerstein received his PhD inExperimental and Biological Psychology from theUniversity of California at Berkeley. He is chair of theSociety of B.C. Skeptics, a Fellow and member of theExecutive Council of the Committee for Skeptical Inquiry,a member of the editorial board of The Skeptical Inquirer , and a contributingeditor to The Scientific Review of Alternative Medicine. Beyerstein waselected to the Council for Scientific Medicine and was a founding member of Canadians for Rational Health policy.


10/31

10

T IM B INGA (MLS, SUNY Buffalo) is Director of Libraries for the Center for Inquiry Transnational. He is also the Director of Information Technologies and Purchasing Director for CFI. Binga received bachelor degrees in both History andGreek and Roman Mythology from the State UniversityCollege at Buffalo, and earned a Master of LibraryScience from the State University of New York at

Buffalo. Binga has written various articles and reviewssuch as Preserving Our Freethought Heritage Redux aswell as contributing thirteen articles to the New

Encyclopedia of Unbelief. He has also been a guest speaker and lecturer for such organizations as Beta Phi Mu and the Western New York LibraryResources Council.

S USAN J ANE B LACKMORE (PhD, University of Surrey) is a freelance writer,lecturer, and broadcaster on psychology and the

paranormal, and serves as a Fellow and member of the Center for Inquirys Committee for the

Scientific Examination of Religion. She is aVisiting Lecturer at the University of the West of England, Bristol. Blackmore has a BA Honors inPsychology and Physiology from the University of Oxford, a MSc in Environmental Psychology, and aPhD in Parapsychology from the University of Surrey. Her books include Beyond the Body (1982),

Dying to Live (1993), In Search of the Light (1996), Test Your Psychic Powers(with Adam Hart-Davis, 1997), and The Meme Machine (1999). She is aDistinguished Supporter of Humanism for the British Humanist Association,and a member of the editorial board for Science and Consciousness Review .

M ARIO A UGUSTO B UNGE (PhD, Universidad Nacional de La Plata) isProfessor of Philosophy at McGill University in Montral, Canada, where he

holds the Frothingham Chair of Logic andMetaphysics. He was awarded a PhD in physico-mathematical sciences from Universidad Nacional deLa Plata in Argentina. Bunge was elected to theCenter for Inquirys International Academy of Humanism, and serves on the advisory board of CFIs

Naturalism Research Project. Bunge has publishedmore than 80 books and 400 articles, including his

Treatise on Basic Philosophy . Bunge is a Fellow of the Conselho Nacional dePesquisas, the Fundacion Ernesto Santamarina, the American Association for the Advancement of Science, the Alexander-von-Humboldt-Stiftung, TheRoyal Society of Canada, Killam, and the Guggenheim Foundation. He is alsoa member of the Acadmie Internationale de Philosophie des Sciences and theInstitut International de Philosophie.


11/31

11

B ILL C OOKE (PhD, Victoria University) is Senior Lecturer at the School of Visual Arts, University of Auckland at Manukau. Cooke is a Research Fellow of the Center for Inquiry Transnational, a Fellow of theCommittee for the Scientific Examination of Religion, and has served as CFIs InternationalDirector. Cooke has a PhD in Religious Studies from

Victoria University of Wellington in New Zealand.He is the author of The Gathering of Infidels (2004) , Heathen in Godzone (1998), A Rebel to his Last Breath (2001) , and edited A Dictionary of Atheism, Skepticism and Humanism (2005). He has also servedon the advisory boards for the Encyclopedia of Anthropology and the New

Encyclopedia of Unbelief .

A USTIN D ACEY (PhD, Bowling Green State University) is the Center for Inquiry Transnational representative to the United

Nations in New York City, a member of the CFICollegium, and serves on the editorial staff of

Skeptical Inquirer , Free Inquiry, and Philo: A Journal of Philosophy. Dacey earned a doctorate inapplied ethics and social philosophy from BowlingGreen State University, concentrating on liberalism,conscience, and public discourse. Dacey has lecturedand published widely on issues at the intersection of science, religion, ethics, and society. He is co-author

(with Lewis Vaughn) of The Case for Humanism: An Introduction .

B ARRY K OSMIN (PhD, University of London) is asociologist and research professor in public policy and

law at Trinity College. He has been a sociology professor at CUNY Graduate School, and was a Visiting Professor at the University of Cape Town and University College inChichester, UK. He was the Principal Investigator of the2001 American Religious Identification Survey. He holdsdegrees from both the University of London andMcMaster University. Kosmin is the author of over 20

books and research monographs and more than 50 scholarly articles includingOne Nation Under God (co-authored) and Religion in a Free Market.

C HARLES E CHELBARGER (PhD, Ohio State University) is Professor of Philosophy at the State University of New York at Oswego. He is President of the Society of Humanist Philosophers, and the U.S. editor for Philosophy

Now. He received his PhD in philosophy from Ohio State University. He has published articles and essays on David Hume, epistemology, and logic.


12/31

12

T OM F LYNN (BS, Xavier University) is the Editor of Free Inquiry and the founding Co-Editor of Secular Humanist Bulletin . Tom is also the Director of Inquiry MediaProductions, the Corporate Secretary for Council for Secular Humanism, Inc., and the Operations Manager of Robert G. Ingersoll Birthplace Museum in Dresden, NewYork. Flynn received his BS in Communication Arts from

Xavier University. In addition to countless articles in Free Inquiry and Secular Humanist Bulletin , Tom has alsowritten Galactic Rapture (2000), The Trouble With Christmas (1993), andedited The New Encyclopedia of Unbelief (2007).

R ICHARD H ULL (PhD, Indiana University) is Professor Emeritus of Philosophy at the State University of New York at Buffalo.He has been the Development Officer for the Center for Inquiry, and presently is a member of the CFI Collegium.Hull received his PhD in philosophy from IndianaUniversity. Hull published Ethical Issues in the New

Reproductive Technologies (2nd edition, 2005), anddozens of scholarly articles and essays. He has receivedvarious awards and honors including the SUNYChancellors Award for Excellence in Teaching.

R AY H YMAN (PhD, Johns Hopkins University) is aProfessor Emeritus of Psychology at the University of Oregon, a former professor at Harvard University, and anoted critic of parapsychology. Hyman was a foundingmember of the Committee for the Scientific Investigationof Claims of the Paranormal. He received his PhD in

psychology from Johns Hopkins University. Once amagician and mentalist, he is now a consultant for the U.S.Department of Defense, investigating and scrutinizing claims of psychicability. In 2005, Hyman was one of recipients of the Robert P. Balles Prize inCritical Thinking by CSICOP.

D AVID K OEPSELL (PhD and JD, SUNY at Buffalo) isthe Executive Director of the Council for Secular Humanism, a member of the CFI Collegium, and anassociate editor of Free Inquiry . Koepsell has a PhDin philosophy as well as a law degree from SUNY atBuffalo. He authored The Ontology of Cyberspace :

Law, Philosophy, and the Future of Intellectual Property (2000) and co-edited Searle on the

Institutions of Social Reality (2002) and Science and Ethics: Can Science Help Us Make Wise and Moral Judgments? (2007).


13/31

13

VALERII K UVAKIN (PhD, Moscow StateUniversity) is a Professor and department chair of the History of Russian Philosophy at MoscowState University. Kuvakin is Executive Director of Center for InquiryMoscow, was elected to theCenter for Inquirys International Academy of Humanism, and serves on the advisory board of

CFIs Naturalism Research Project. He isPresident and Chairman of the Russian HumanistSociety; Founder of The Russian HumanistSociety; founder of Zdravyj Smysl Magazine for Skeptics, Optimists and Humanists ; and a member of the Committee againstAnti-Science and Falsification of Scientific Data for the Presidium of RussianAcademy of Sciences. Kuvakin is the author of In Search of Our Humanity:

Neither Paradise Nor Hell (2003).

G ERD L DEMANN (PhD, Georg-August-University) is Professor of Historyand Literature of Early Christianity at Georg-August-University Gttingen in

Germany, where he earned his PhD in Theology. He is Director of theInstitute of Early Christian Studies and the director of the ArchiveReligionsgeschichtliche Schule for Georg-August-University GttingensTheological Faculty. Ldemann is a member of the Executive Board of theCommittee for the Scientific Examination of Religion. He is also a member of Studiorum Novi Testamenti Societas, The Jesus Seminar, Society of BiblicalLiterature, Ernst-Troeltsch-Gesellschaft, and Verband der Judaisten in der Bundesrepublik Deutschland.

J OE N ICKELL (PhD, University of Kentucky) is a Senior Research Fellow at the Center for Inquiry Transnational, a

Fellow of the Committee for Skeptical Inquiry, aninvestigative columnist for Skeptical Inquirer magazine,and a member of the CFI Collegium. He received his PhDat the University of Kentucky, where he taught for severalyears. A former stage magician and now a prominentskeptical investigator of the paranormal, Nickell has

become renowned for his investigations of legends,mysteries, frauds, fakes, and shams, and he has published many booksrecounting his investigations around the world. In 2005, Nickell was arecipient of the Robert P. Balles Prize in Critical Thinking by CSICOP.

R OBERT M. P RICE (PhD, Drew University) is a Fellow of the Center for Inquiry Institute, an Executive Board member for TheJesus Project, and a Fellow of the Committee for theScientific Examination of Religion. He has a Masters inTheological Studies from Gordon-Conwell TheologicalSeminary and a PhD in Systematic Theology from DrewUniversity. Price is the Founder and Editor of The Journal of Higher Criticism and a Fellow of The Jesus Seminar.


14/31

14

Prices books include Beyond Born Again , The Widow Traditions in Luke- Acts: A Feminist-Critical Scrutiny , Deconstructing Jesus , and The IncredibleShrinking Son of Man.

L AURA P URDY (PhD, Stanford University) is Professor of Philosophy and Ruth and Albert Koch Professor of Humanities at Wells College in New York, where she

coordinates the minor in Science, Health & Values. Shereceived her PhD in Philosophy from Stanford University.Purdy is a Fellow of the Center for Inquirys Committeefor the Scientific Examination of Religion. She is widely

published in the fields of ethics, applied ethics, bioethics,feminism, education, and family issues. Her books include

In Their Best Interest? The Case Against Equal Rights for Children ; Feminist Perspectives in Medical Ethics ; Reproducing Persons ; and Bioethics, Justice,& Health Care .

J OYCE E. S ALISBURY (PhD, Rutgers University) is an award-winning teacher

and Professor Emerita of History and Humanities at theUniversity of WisconsinGreen Bay. Salisbury is aFellow of the Center for Inquirys Committee for theScientific Examination of Religion. She has a PhD inMedieval History from Rutgers University, andspecializes in medieval history, humanistic studies,religion, and womens studies. Her books include The

Blood of Matyrs ; The West in the World ; Encyclopedia of Women in the Ancient World ; Perpetuas Passion: Death

and Memory of a Young Roman Woman ; The Beast Within: Animals in theMiddle Ages ; Church Fathers, Independent Virgins ; and Medieval Sexuality:

A Research Guide .J OHN S HOOK (PhD, SUNY at Buffalo) is Vice President for Research andSenior Research Fellow at the Center for Inquiry Transnational. He also amember of the CFI Collegium, an associate editor of

Free Inquiry , and serves on the editorial board of Philo: A Journal of Philosophy . He received his PhD in philosophy from SUNY Buffalo, and was a professor of philosophy at Oklahoma State University for six years.Shooks research and writing focuses on American

philosophy, naturalism, philosophy of science, philosophy of mind, ethical theory, and political theory.He authored Deweys Empirical Theory of Knowledgeand Reality , and has edited many volumes including

Pragmatic Naturalism and Realism , the Dictionary of Modern American Philosophers , and the Blackwell Companion to Pragmatism . He is also co-editor of the philosophy journals Contemporary Pragmatism and The

Pluralist .


15/31

15

J EREMY STANGROOM (PhD, LSE) is a writer, editor, and website designer.He is an editor and co-founder of The Philosophers' Magazine and co-founder and webmaster of 'Butterflies andWheels'. Jeremy is the author of The Little Book of Big

Ideas: Philosophy, Why Truth Matters (with OpheliaBenson), and Do You Think What You Think You Think?(with Julian Baggini). He has a B.Sc. in Sociology from

Southampton University, an M.Sc in Sociology as well as aPh.D in Political Sociology from the London School of Economics. Jeremy is also an elected Fellow of the

Committee for the Scientific Examination of Religion.

M ITCHELL STEPHENS (MA, University of California at Los Angeles) is aProfessor of Journalism at New York Universityand a prolific author. He has a BA in Englishfrom Haverford College and a MA inJournalism from UCLA. He was a recipient of the Edward R. Murrow Award for best student

in broadcast journalism. He is known for his book, A History of News , which was a NewYork Times Notable Book of the Year. He is also the author of the rise of the image the fall of the word, as well as two textbooks: Broadcast News andWriting and Reporting the News (co-authored) . Stephens is one of the fiveeditors of Covering Catastrophe: Broadcast Journalists Report September 11 ,and has published numerous articles for The New York Times , The Los

Angeles Times , The Washington Post and the Columbia Journalism Review .

DAVID T RIGGLE (PhD, Hull University) is University Professor in the Schoolof Pharmacy and Pharmaceutical Sciences at State

University of New York at Buffalo, where he has also beenDean of the School of Pharmacy, Dean of the GraduateSchool, and University Provost. Triggle has served asPresident of the Center for Inquiry Institute. He received hisBSc from the Universities of Southampton and his PhDfrom Hull University, both in chemistry. Triggle has been a

Fellow of the American Association for Advancement of Science since 1983.He is the author of 10 books, 140 chapters and reviews, 250 scientific papers,and has given almost 1,000 invited lectures and presentations.

IBN W ARRAQ (MA, University of Edinburgh) is a Senior Research Fellow atthe Center for Inquiry Transnational, and a member of the CFI Collegium. Hereceived an MA in Arabic and Persian from the University of Edinburgh in1969, and later earned a BA in Philosophy from the University of London in1978. A penname, Ibn Warraq has a history of being employed by dissentingvoices within the Islamic world, and he uses it due to concerns for his

personal safety. He is the author of Why I Am Not a Muslim (1996) and Defending the West (2007); and the editor of The Quest for the Historical


16/31

16

Muhammad (2000), The Origins of the Koran (2001), and What the Koran Really Says (2002).

R ICHARD W ISEMAN (PhD, University of Edinburgh) is Professor of thePublic Understanding of Psychology at the Universityof Hertfordshire and holds Britains only chair in thePublic Understanding of Psychology there. He has a

degree in Psychology from University College Londonand was awarded a PhD in Psychology from theUniversity of Edinburgh. Wiseman is a ResearchFellow of the Committee for Skeptical Inquiry. He isknown internationally for research into unusual areas of

psychology, such as deception and luck, and paranormal psychology. He is the author of over forty papers in academic journals and well as the books, The Luck Factor and Quirkology . He was therecipient of CSICOPs Public Education in Science Award in 2000 andBAASs Joseph Lister Award in 2002.


17/31

17

P ROGRAM OF S TUDY

T HE C ERTIFICATE OF A DVANCED S TUDY

The CAS is equivalent to the Master of Arts degree and is the basic academicqualification offered by the Center for Inquiry. The projected length of time fromcommencement to completion of thedegree is two years, which may beextended by a further two years for working professionals or others who wishto pursue the program part-time. TheCertificate is designed as a low-residency

program of study, offering the studentconsiderable flexibility and choice indesigning his or her program.

Students will concentrate in Humanist Studies or Scientific Inquiry. TheCertificate of Advanced Study will be awarded to a candidate who hasaccumulated 24 units (credit hours) in the area and has submitted, andsatisfactorily presented, a thesis to the Collegium.

Units of credit are assigned for the following activities:

Low-residency courses taught through a combination of on-siteinstruction and distance learning (4 units each)

Special topics courses (1-4 credit hours, by negotiation with the

instructor) Summer session courses (2 credits per module) Attendance and report on the fall or spring Institute lectures series

(4/4) Thesis (4 units)

All courses for the CAS are taught by the senior fellows of CFI or non-resident fellows appointed from one of the institutions with which CFI isaffiliated.

C OURSE D ELIVERY O PTIONS

CFII courses are offered in two modes of delivery: direct-contact seminarsand distance learning. Note that both delivery modes may require direct or internet access to a cooperating college or university library by students takingcourses for credit.


18/31

18

Seminars are traditional direct-instruction sessions offered on a rotating basisat sites around the country and overseas.

Students who elect to audit the seminars have no required assignments or evaluations beyond the contact hours activities. Two to four CFII Seminarsare generally offered four times per year at east coast, west coast, and/or midwestern locations.

Distance learning (DL) courses are available for a limited but increasingnumber of CFII offerings. Video-taped lectures, Web-CT and Blackboardtechnology are the standard modes of open-learning course delivery.

CFII CAMPUSES

The CFIIs main campus is based at the Center for Inquiry in Amherst, NewYork, adjacent to the North Campus of the State University of New York atBuffalo. With its newly constructed addition, the Center is equipped tosupport lectures and seminars, conferences, social and cultural events, andaudio-visual and computer-based productions. In addition, there is a guesthouse that provides limited accommodation for students.

In addition to its Amherst campus, the CFII offers seminars and other forms of student support through its national and international branches, with moreCenters being developed to bring the CFII closer to current and prospectivestudents worldwide. For more information about our supplementarycampuses, visit our web site at www.centerforinquiry.net


19/31

19

CFI L IBRARIES

Central to the Centers work is the Center for Inquiry Libraries, which serve as aninformation resource center for the Institute, itsstudents, and visiting research fellows. They

also are used by other affiliated groups and thegeneral public. The Libraries comprise NorthAmericas largest collection of books, rare

books, journals and supporting literaturerelating to the history of Freethought,skepticism, and humanism. In addition, theLibrarys holdings are available for interlibraryloan through the OCLC (Online Computer Library Center) Network.

The Center for Inquiry Libraries consist of four major collections:

1) The John and Mary Franz Skeptics Library contains information onskepticism, science and the paranormal. The worlds foremost collectionof materials on skepticism is found in this library as well as a largenumber of pro-paranormal works.

2) The James Hervey Johnson Freethought and Humanist Library hasinformation on humanism and freethought as well as religious and

philosophical materials.

3) The Jo Ann Boydston Library of American Philosophical Naturalism

contains the works associated with the APN movement of the 20th

century.John Dewey, Sidney Hook, Ernest Nagel and George Santayana are all philosophers within this movement.

4) The Humanist Institute Collection contains items donated from RobertTapp and the Humanist Institute. The Joseph Blau Collection, which was a

part of the Humanist Institute, is a part of this collection.

The Centers other collections include a section of periodicals and references,a rare book collection, an archive room, microforms and microfiche, and ageneral collection of materials within the topics of science, philosophy,

politics, literature and religion.


20/31

20

C OURSE O FFERINGS

The academic offerings are designed to give students both foundational andin-depth knowledge of the humanist and secular traditions, as well as a solidfoundation in the history and methods of scientific inquiry.

C ERTIFICATE OF P ROFICIENCY IN H UMANIST STUDIES

The following courses do not constitute part of theCAS program but are offered for enrichment tostudents in any discipline who are interested inexploring general aspects of the humanist

perspective. Designed for both the general public andmembers of humanist organizations, completion of asequence of six courses leads to the award of aCertificate of Proficiency in Humanist Studies.

HUM 101: What is Secular Humanism? A basic introduction to theessential writings on secular humanism, with special reference to the period of 1950-2000.

HUM 102: What is Religion? An introductory course designed to explainreligious ideas and phenomena from the standpoint of modern research,especially in the social sciences.

HUM 103: What is Naturalism ? The principal ideas of philosophicalnaturalism, as distinguished from other forms of philosophical andtheological explanation.

HUM 104: What is Skepticism? The use of doubt and critical inquiry as amethod of inquiry, studied both in relation to the history of skepticism and interms of specific applications and test cases.

HUM 105: What is Science? An overview of the importance of scientificevidence, experiments, and theories, and how we can use them to understandour natural world and our place within it.

HUM 106: What is Secular Ethics? Does morality require God? Doesmorality require religious authority? A discussion of the many forms and

principles of ethics and how they relate to the way in which we lead our liveswithout religion.

Additional courses in preparation include:

What is the Meaning of Life?What is Separation of Church and State?What are Civil Rights?


21/31

21

LEVEL II: C ERTIFICATE OF ADVANCED STUDY

L OW -R ESIDENCY C OURSES

(4 credits each)

AREA O NE : Humanist StudiesHumanist studies focus especially on the history, philosophy, and ethical traditions of humanism, particularly the critical appraisal of the contrasting roles of reason, freethought,and religion. The courses offered in this area build on the knowledge and skills acquired in

previous academic work in the sciences and humanities. They also draw on the students lifeexperience and skills in critical reflection.

HUM 500: The History and Philosophy of Humanism A general history of the humanist perspective, including classical idealism, the decline of religious

belief after the renaissance, and challenges to authoritarian religious and political structures. The course also charts the history of the impact of

scientific thinking on education, political life and ethics.

HUM 501: The Secular Definitions of the state, laws, and government sincethe Renaissance, with special reference to the writings of, among others, Pico-della-Mirandola, Hobbes, Locke, Madison, and Marx. The course surveys thedifficulties of the modern state as it confronts the problem of locating asecular sovereignty that provides the ingredients for a just society basedon democratic values while maintaining levels of control necessary for maximizing social harmony. The course will also examine several selectionsfrom utopian theorists of the state, ranging from Plato to Bookchin.

HUM 505: Religion The seminar proceeds on the assumption that religion isa cultural phenomenon that can be examined from a variety of perspectives: psychological, social-anthropological, philosophical and theological.Following a brief survey of comparative religious traditions, students will readselections from groundbreaking critical works by Feuerbach, Marx, Freud,Malinowski, E.B. Tylor and others. The course also examines the pathologyof belief and raises the question of whether religion is beneficial or harmful at

personal and social levels.

HUM 509: Human Values: Shaping the Ethical Society Models for theethical (or just) society go back to antiquity and feature prominently in

philosophy, literature and religious discussion. This course looks at varioussocial experiments, ranging from puritan New England to the welfare societyof the 1960s in Britain and the Just Society models of the later twentiethcentury.

HUM 511: The Meeting of Minds: Critical Conversations in HumanistPhilosophy At the discretion of the instructor, readings in three of theformative personalities in the history of the humanist tradition, broadly


22/31

22

defined, taken from different time periods and representing different culturalvalues. Choices may range from Plato, Spinoza, and Sidney Hook to BertrandRussell, Jean Paul Sartre, and the Buddha.

HUM 517: Atheism: The Varieties of Unbelief A survey of the grounds for disbelief taken from ancient sources (Democritus, Lucretius), to more modernattempts to disprove Gods existence in the writings of Shelley, David Hume,

Emma Goldman, Sigmund Freud, Ayn Rand, and Richard Dawkins.

HUM 521: Church, State and Public Policy An in-depth look at some of the contemporary issues entailed in the application of the EstablishmentClause to law and decision-making. The course will focus on cases and CFI OPP position papers, in relation to prayer in schools, fetal rights, partial-

birth abortion, euthanasia, and stem cell research.

HUM 523: Applied Humanist Ethics A practicum consisting of a basicintroduction to the general principles and types of ethics, followed by the useof test cases and discussion to link ethical reflection to day-to-day concerns.

The course will include an examination of certain cognitive therapies,including Rational-Emotive Behavioral Therapy (REBT).

HUM 600 a, b, c: Special Topics . Topics change in each semester. Offeredat the discretion of the fellow.

TOPICS FOR FALL 2007:

600a: Science and Supernaturalism (Dr. Shook) . This course will discusshow science is used to defend and reject religion. We will explore whether science can prove that God does not exist, and how scientific knowledge

eliminates the need for supernatural explanations. From human nature tomorality to politics, the naturalistic worldview offers a necessary and usefulalternative to supernaturalism.

600b: God and His Critics (Dr. Hoffmann) . God has never had it so good,or so bad, depending on what books you are reading. While the Bible remainsthe number one all-time best seller, since 2005 books by atheist scientists,writers, philosophers and provocateurs have done their best to prove his non-existence. This special topics class examines the arguments, reviews, andmotives of the writers, as well as a few contemporary apologists for thereligious side of the argument.

600c: Mind and Morality (Dr. Stillwaggon) . Several issues concerningmorality and the mind will be discussed, including the following: Whatnatural intellectual capacities are necessary for moral agency and moralconduct? What is the psychology of moral responsibility? What cancognitive science and artificial intelligence teach us about the origins of morality and human reasoning about morality?


23/31

23

AREA TWO : Scientific Inquiry

This area includes courses that build on the knowledge and skills attained in the philosophicaltheories and methods courses, and how they can be applied to better understand andeffectively investigate truth claims. The offerings draw heavily on the discipline of

psychology and scientific methods for investigating human belief and behavioral phenomena.

SCI 502: Skepticism and the Methods of Critical Inquiry This course provides models and methods to deal with the real-life problems that weencounter in the everyday world. The course examines the grounds for belief,corroboration of evidence, methods of critical investigation, and thetechniques used by scientists and scientific investigators to examine

paranormal, miraculous, and related claims. The course also providesguidance in how to deal with assertions of truth without insulting or defamingtheir proponents.

SCI 504: The Scientific Study of Religion An in-depth examination of religious texts, artifacts and truth-claims in the light of scientific inquiry. The

course explores the history of biblical and Koranic criticism, and relateddevelopments in religious structures and beliefs, through the archaeologicalrecord, the application of critical methods, philosophical and naturalisticcritiques of religious truth claims, and modern assessments of the origins andcauses of religious beliefs, with special reference to cognitive psychology andstudies of the human brain.

SCI 508: Science and Values This course discusses scientific issues fromethical perspectives, and explores how moral values may influence technologyuse. Among the particular issues that may be discussed include medical ethics,genetic technologies, the ethics of agriculture, climate change, energy use,

surveillance and privacy, and science and the law.

SCI 510: Secular and Planetary Ethics This course studies efforts of manykinds of thinkers to develop ethical principles that deal with humanitysgreatest problems at a global level. Secular ethics offers moral values andideals that do not depend on any religious authority or privileged faith.Planetary ethics searches for ethical principles that can decrease conflict andincrease cooperation among the worlds cultures. Is the world destined tosuffer a never-ending clash of civilizations? Can global problems confrontingall peoples be constructively debated and resolved?

SCI 512: Philosophical Naturalism This course discusses varieties of philosophical naturalism and the scientific worldview. How does naturalismimpact our understanding of ourselves, our place in nature, our future

possibilities, and our ethical responsibilities? Topics include the replacementof religious explanations, evolution and human nature, freedom vs.determinism, the place of mind and agency in nature, naturalizing knowledge,and naturalizing morality.


24/31

24

SCI 516: History and Philosophy of Science This course examines selected philosophical problems for justifying sciences claims to knowledge. We willevaluate arguments concerning how science obtains and weighs evidence for its hypotheses, how science judges among competing hypotheses, how scienceuses models and laws to describe natures hidden workings, and how sciencemay make progress despite recurrent conceptual revolutions. Examples drawnfrom the history of science will be used to illuminate these issues.

SCI 518: Skepticism in History and Practice This course surveys thevarieties of skeptical thought from the Hellenistic Age to our own. Phases of skeptical thought and unbelief are placed in their cultural, religious, andscientific contexts. Among the varieties of skepticism to be discussed includecommon-sense skepticism, moral skepticism, religious skepticism, scientificskepticism, and philosophical skepticism.

HUM/SCI 599: Thesis in Humanist Studies or Scientific Inquiry

W ORKSHOPS

(1 credit each)

The Institute offers occasional two-day workshops, which are distinguishedfrom courses by utilizing demonstrations and/or hands-on participation. Thereare two series of workshops, one for each program. (Those marked with anasterisk may be taken for credit in either program) Each workshop is worth 1credit, with a maximum of three workshops being used to count toward theCAS.

Humanist Studies

WH1: Case Studies in Bioethics and Medical Ethics Explores ethicalissues such as biomedical research, genetic engineering, abortion, euthanasia,

patient rights, autonomy versus paternalism, and health care policies.

WH3: Case Studies in Sexual Ethics An examination of sexual morality andthe problem of determining which sexual ethics are best from the point of view of general happiness and well-being. This course also considers anynew discoveries of science that may alter traditional views of sexual ethicsand discusses the changing roles of marriage, parenthood, and family inmodern society.

WH5: Separation of Church and State Provides an in-depth look atsecularism. This includes the drafting of the First Amendment to the U.S.Constitution, a historical overview of important legal decisions relating to theamendment, and an examination of current interpretations of the establishmentclause, along with current church and state problems and challenges.


25/31

25

WH7: Social and Political Philosophy Examines alternative social and political theories, with special focus on the democratic philosophy and the roleof education.

WH9: Humanist Ceremonies Trains participants in how to perform suchnon-religious ceremonies as weddings, funerals, memorials, and baby-namingcelebrations.

Scientific Inquiry

WS2: Astrology: A Scientific Appraisal Examines the raging debate over the validity of astrology. Scientific and statistical studies on astrology areused to scrutinize astrological claims. This course examines the psychologyof astrology, its operating principles, and its psychological effects uponastrologer and client.

WS4: Evolution vs. Creationism* Discusses the theory of evolution and the

evidence for it, in contrast to the claims of creationists. This course seeks toestablish criteria and guidelines for distinguishing between science and pseudoscience, and shows how creationists have adopted the trappings of science in an attempt to have their teachings included in science textbooks.

WS6: Magic for Skeptics Teaches the fundamentals of sleight of hand andother illusions as they apply to investigating the paranormal.

WS8: Examining Miraculous Claims* Takes a critical investigative look atalleged miracles such as the Shroud of Turin, weeping statues, faith healing,and claims of revelation.

WS10: The Skeptics Toolbox Enlarges ones abilities to deal with thevarious situations that skeptics face. To be an effective skeptic, one mustknow science, history, parapsychology, statistics, investigative techniques,and psychology. Provides information needed when a claim depends uponknowing how to question an assertion without insulting or defaming its

proponent.

WS12: The Media and the Paranormal Presents techniques for dealingwith the media, including writing effective letters to the editor, appearing ontelevision talk shows, and other needed skills.


26/31

26

T HE I NSTITUTE S UMMER S ESSION

Since 1991, inquirers have gathered in Amherst, New York, each summer for what has become the core educational program of the Center for InquiryInstitute. Course offerings have ranged from intensive seminars, packed intoevery minute of a long weekend, to course-length immersive sessions.

All course sessions are held at the newly-expanded Center for Inquiry inAmherst, New York. With the completion of our new annex, the Center complex can accommodate meetings of more than 300 people withunprecedented logistical and audio-visual support. Its lecture halls, libraryareas, breakout rooms, reception areas, and outdoor courtyard offer astimulating setting for intensive education and interpersonal encounter.

The largest campus of the nation's largest state university system, the StateUniversity of New York at Buffalo's North Campus is located immediatelyadjacent to the Center for Inquiry. UB has frequently offered logistical supportfor the CFI Institute summer sessions, and its dormitories will offer lodging

and meals for participants during the program.

The summer session program extends over three or four weeks, normallydivided into modules of five days. The modules are organized around acentral issue or theme current in discussion. Courses are taught by the senior fellows of the Center, supported by distinguished guest lecturers from thenations most prestigious universities. Institute teachers and lecturers haveincluded Mario Bunge, Antony Flew, Ophelia Benson, Keith Parsons, JoyceSalisbury, Paul Kurtz, Michael Martin, Gerald Larue, Peter Hare, and IbnWarraq. The summer session is a special opportunity to bring some of theworlds leading intellectuals to the cultural capital of western New York to

share ideas and experiences with students in a relatively informal and relaxedsetting that includes trips to regional cultural sites in New York and Canada.

The summer session also symbolizes CFIs primary commitment totransnational education. In addition to students from North America, theAmherst campus is host to students from Russia, China, the European Union,and several countries in Africa during the month of July.

Each module carries two (2) units of academic credit toward the certificate. Itis therefore possible to earn up to six (6) credits by attending a completesummer session.

Further information, including the fee schedule, about the current Institutesummer session is included as an insert to this catalogue.


27/31

27

A PPLICATIONS AND A DMISSIONS

Certificate of Advanced Study applicants should write to the Institute Director expressing their interest in the program. Letters should include a statement of interest, indicating what features of the program they find significant, howthey would expect the program to be of value to them in their personal or

professional lives, and which of the areas of study (Humanist Studies or Scientific Inquiry) they would like to pursue.

The decision to admit a student will be based on:

1. Academic achievement. Students should arrange for transcripts of previous undergraduate and graduate work to be sent to the Instituteoffice, c/o Samantha Dornfeld, Center for Inquiry Institute, P.O. Box741, Amherst, NY 14226 ([email protected]). Informalinquiries about admissions can be sent to the same address.

2. Personal statement. A 400-word essay, if not included with the letter of interest, should be included with the application form.

3. The completed application form and a non-refundable $50 applicationfee. Please note: applications not accompanied by the processing feecannot be accepted.

4. Two letters of recommendation, which may be from friends, work supervisors, teachers, or others in a position to comment on your work and aptitude for graduate study.

The academic committee makes every effort to process applications for

admissions in a timely fashion. Students may enter the course at any pointduring the academic year, though it is common for students to begin their graduate work at a summer session. For the dates of courses and terms, pleasesee the calendar insert to this catalogue.

S TUDENT F EES

For CAS students, fees are assessed on a per-course basis, or $5600 (2007) for the 28 units of credit required for the degree. For students enrolled in acooperative program, a separate fee schedule will apply.

F INANCIAL A ID

A limited number of scholarships and loans are available. These cover up toone-half the cost of tuition charged for the degree. Students may also beeligible for financial aid through their home institution or through a

participating or affiliated institution. Students who have expressed an interest


28/31

28

in scholarships and bursaries will be notified at the time of admission whether the Institute is able to support their request.

AUDITING A C OURSE

Students who wish to be admitted solely for the purpose of auditing coursesand who do not wish to be considered fro admission to the CAS program may

do so by filling out the Audit-Only Application Form. The fee for auditingcourses is $395 per course.

ADMINISTRATIVE SERVICES

All non-directly course-related services are coordinated through the Office of the Director at the Center for Inquiry in Amherst, New York. Requests for application materials, application submissions, requests for information onfinancial aid, questions regarding admission or enrollment status, questionsregarding student records, requests for transcripts, and all other general

inquiries regarding the CFII should be directed to:Samantha DornfeldOffice of the DirectorCenter for Inquiry InstituteP.O. Box 741Amherst, NY 14226-0741

Phone: (716) 636-4869 ext. 408Fax: (716) [email protected]


29/31

29

APPENDIXES

Appendix 1: Council for Secular Humanism (CSH)

The Council for Secular Humanism was founded in 1980 as the Council for Democraticaand Secular Humanism and immediately commenced publication of Free Inquirymagazine, its flagship journal. The Council swiftly emerged as the most credible andcapable organization for English-speaking humanists, agnostics, atheists, andfreethinkersthough its commitment to a scientific outlook and humane values sharplydistinguished it from organizations concerned solely with criticism of religion. TheCouncil is a leading defender of the civil rights of secular humanists and the nonreligious,and cooperates with more than 100 like-minded organizations worldwide. More than36,000 copies of Free Inquiry are printed; in the fall of 2003 the magazine moved fromquarterly to bimonthly publication.

Appendix 2: Committee for Skeptical Inquiry (CSI)

The Committee for Skeptical Inquiry (formerly CSICOP) encourages the criticalinvestigation of paranormal and fringe-science claims from a responsible, scientific pointof view and disseminates factual information about the results of such inquiries to thescientific community and the public. It also promotes science and scientific inquiry,critical thinking, science education, and the use of reason in examining important issues.CSI's flagship magazine is Skeptical Inquirer .

Appendix 3: Center for Inquiry (CFI)

The Center for Inquiry is an international non-profit research and educationalorganization based in Amherst, New York, with branches in Los Angeles, Tampa, and

New York City and several international capitals. Educational programs andadministrative offices are located in the CFI Transnational Research Park, with state of the art conference, classroom, and media facilities, adjacent to the North Campus of theState University of New York at Buffalo.

Since its founding, CFI has encouraged research focusing on religion, ethics, secularism,as well as evidenced-based inquiry into the claims of pseudoscience, alternativemedicine, the paranormal and newer belief systems. Through its educational and

publishing programs, CFI is committed to advocate for the use of reason and the bestmethods of critical inquiry in all areas of human endeavor. CFI, through its affiliateorganizations publishes a variety of national and international magazines and newsletters.The flagship magazines for the educated public published at the Center for Inquiry areCSI's Skeptical Inquirer and the Council for Secular Humanism's Free Inquiry (with acombined readership of nearly 100,000).

Additional magazines at CFI are read in the U.S. (The American Rationalist ), UnitedKingdom ( The Skeptic ), the Spanish-speaking world ( Pensar ), Per ( New Skepticism , andThe Journal of Applied Philosophy ), and Russia ( Common Sense ).


30/31

30

The Center's ground-breaking peer-reviewed academic journals include The Scientific Review of Alternative Medicine , The Scientific Review of Mental Health Practice , and Philo .

There are a variety of electronic and print newsletters for associated membershiporganizations: Skeptical Briefs for members of CSI, Secular Humanist Bulletin andFamily Matters for associate members of the Council, African-American Humanist

Examiner for members of African-Americans for Humanism; Campus Inquirer for members of CFI's campus outreach program; and SOS International Newsletter for participants in Secular Organizations for Sobriety, as well as The Ingersoll Report, a bulletin of the Robert G. Ingersoll Memorial Committee.

Appendix 4: Committee for the Scientific Examination of Religion (CSER)

Since its founding in 1983, the Committee for the Scientific Examination of Religion has worked to encourage humanistic, critical and non-parochial approaches to the studyof religious traditions and institutions and to develop programs that promote the publicunderstanding of religion in an international context. CSER is an international research

and educational consultation comprising members (appointed fellows) of the Committeewho are nominated by an executive board.

CSER examines the claims of Eastern and Western religions and of well-established andnewer sects and denominations in the light of scientific inquiry. The committee isinterdisciplinary, and includes specialists in Biblical and Qur'anic studies, the history of religion, archaeology, linguistics, anthropology, the social sciences, and philosophy. Itsfellows and consultants represent a variety of secular and religious traditions.

Appendix 5: International Academy of Humanism

The purpose of the International Academy of Humanism is twofold: to recognizedistinguished humanists and to disseminate humanistic ideals and beliefs to the world.These goals are accomplished through publications, conferences, symposia, and publicexpressions of stands on ethical issues.The International Academy of Humanism is composed of nontheists who are: (1) devotedto the principle of free inquiry in all fields of human endeavor; (2) committed to thescientific outlook and the use of reason and the scientific method of acquiring knowledgeabout nature; and (3) upholders of humanist ethical values and principles. The Academyis interested in furthering respect for human rights and the freedom and dignity of theindividual; tolerance of other points of view; commitment to social justice; willingness tocompromise and negotiate differences; a universalistic perspective that transcendsnational, ethical, religious, sexual, and racial barriers; and belief in free and open

pluralistic and democratic societies.The Academy was founded with thirty members. The total membership is limited toeighty individuals, with additional Humanist Laureates nominated and elected byAcademy members. Prospective Laureates must have demonstrated a commitment to the

principles of humanism in order to be eligible for consideration. They should also havedistinguished themselves through creative scholarship, scientific discovery, artistic or


31/31

literary production, or other achievements of outstanding merit. Humanist Laureates holdlifelong membership in the Academy.Although many of the greatest scientists, philosophers, authors, and scholars throughouthistory have been members of academies, there has never been an academy devoted

primarily to the development of humanistic thought and culture.

Appendix 6: Science and the Public

CFI's program Science and the Public is offered in collaboration with the State Universityof New York at Buffalo to advance research and education concerning the publicunderstanding of science and its intersections with public policy, culture, and values. For more information, visit the web site at www.scienceandthepublic.org.

CFII Web Catalog_1

Documents

Transcript of CFII Web Catalog_1