Dr. Adrian Camm | Principal

Questioning is a fundamental attribute of being human. It is rooted in our innate curiosity and drive for understanding and is a mechanism through which progress is made. From the dawn of philosophy to the development of modern science, challenging the status quo has defined our capacity for growth. 

Studying The Life of Galileo by Bertolt Brecht as a VCE English student was formative for me. Dramatising his struggle to validate the Copernican model, which positions the sun, not the Earth, at the centre of the universe, the play explores themes of science, religion, and the conflict between truth and power. Galileo’s controversial questioning of established views sparked one of the most significant shifts in human understanding, launching the scientific revolution and altering the conception of our place in the cosmos. 

The enlightenment of the 17th and 18th centuries were driven by thinkers who questioned traditional authority in politics, religion, ethics, and knowledge. Darwin’s theory of evolution challenged deeply held beliefs, revolutionising the biological sciences and providing the framework for modern genetics and medicine. In the early 20th century, Einstein questioned the foundational principles of classical physics, particularly those governing space, time, and gravity, offering new understandings about the world. Einstein continually grappled with uncertainty and the probabilistic advancements in quantum mechanics, prompting perhaps one of the most misunderstood quotes in recent history, “God does not play dice.”  

People throughout history have held varied and opposing views on the existence of God and the role of religion in society. Eminent philosophers and sociologists like Kant, Aquinas, and Durkheim have praised religion as a source of moral guidance, social cohesion, communal identity, and personal fulfilment. Others, like Marx, Nietzsche, Freud, and more recently Dawkins, have criticised it as a source of conflict, oppression, and division, leading to intolerance and discrimination. 

Throughout history we have sought to believe in something greater than ourselves. Perhaps historians of the future will look back on the next 20 years in a similar vein. As we fast approach Kurzweil’s singularity and the rise of transhumanism, perhaps this era will be seen as a precursor to a new AI-centred religion. Much like the probabilistic reality of the quantum world, some, depending on the utopian or dystopian trajectory of AI, will come to believe in the transcendent and omnipotent force of AGI that will seemingly possess divine-like qualities. 

Whether one holds a belief in theism, atheism, or agnosticism, or a transhumanist vision of the future, few would argue against the importance of schools helping young people to think critically. In an increasingly complex world, modern education must develop young people who can embrace uncertainty as a core liminal disposition, accept and understand difference, see things from various perspectives, and evaluate the world using logic and reason, combined with intuition that develops over time through varied and rich experiences. These ideas drive our work at Westbourne as we seek to realise our vision of shaping learners who inspire the world. 

Given the changing demographics of the Westbourne community, a community that has over fifty nationalities and twenty-five religious backgrounds, we conducted a faith and spirituality review in 2023. This review confirmed our culturally and religiously diverse community is made up of almost half of families who follow faiths other than Christianity or no faith at all. Similarly, among those identifying as Christian, half identify as non-practising. 

Other findings indicated that the role of chaplaincy and religion through the lens of wellbeing was not considered essential, given the robust wellbeing and student support programs already in place. There was strong support for Westbourne to adopt a more inclusive stance that embraces religions of the world. Additionally, there was broad agreement among students, staff and parents for the introduction of philosophy and ethics across the school. This would allow students to engage in courageous conversations about issues that matter, that affect us all locally and globally through the lenses of diversity, inclusion, social justice, and critical perspectives on the world’s biggest dilemmas.  

With the Board’s support, we have launched a whole school approach to philosophy, replacing the chapel and chaplaincy activities. This program, titled Echoes and Dialogues: Conversations for our Future, will be colloquially known by staff and students as ‘character studies.’ 

Character studies encourage young people to question, to explore different beliefs, grapple with difficult ideas, and confront modern dilemmas in a respectful and informed manner. It invites our young people to participate in the intellectual traditions from various cultures, the age of enlightenment, the renaissance, and modern seminal works and ideas. Facilitated by expert staff and visiting scholars, our students engage in Socratic questioning, Platonic dialogues, and rigorous debate, digging below the surface of contemporary and emerging issues, and co-constructing knowledge and understanding of difference and perspective. By creating a safe space to question and debate the big ideas and controversial issues of our times, new experiences and possibilities transcend narrow thinking, offering a new way of seeing the world. This aims to touch the hearts and minds of our future leaders, contributing to a more inclusive, accepting, and understanding society.  

The program is multifaceted, agile, and responsive to world events. However, the structure that underpins the program includes: 

• Ontology: The branch of philosophy that deals with the nature of being, existence, and reality. It is examined via a central theme of being and becoming, related to identity, which refers to a sense of self, the characteristics that define us, and how others perceive us. Guiding questions include: Who am I? What makes me, me? Who are we? Why are we here? 

• Epistemology: The study of knowledge – its nature, origin, and limits. It’s a crucial part of philosophy that encourages deep thinking and critical analysis. Guiding questions include: What is knowledge? How do we know what we know? What is truth? 

• Existentialism & Ethics: Existentialism is a philosophical movement that focuses on individual freedom, choice, and subjective experience. Ethics examines what is right, what is wrong, our behaviour, and the general principles of morality. Guiding questions include: What is the meaning of life? What does it take to live a good life? What is right and what is wrong? How do we navigate internal and external conflict? 

• Sociology: Particularly the sociology of gender, and how gender influences and is influenced by social structures, institutions, and processes. 

By using ‘Echoes’ in its title the program suggests that, whilst we are far removed from the past in both time and space, the fundamental questions, dialogues, and ethical considerations born throughout history continue to resonate and find relevance in today’s educational contexts.  

Questioning is a fundamental attribute of being human. From Galileo’s revolutionary ideas to the Enlightenment thinkers who challenged traditional authority, our progress has always been driven by the courage to question and seek understanding. Westbourne’s Echoes and Dialogues program embodies this spirit by fostering critical thinking, democratic discourse, and philosophical inquiry. Through this program, we aim to equip the next generation with the skills, tools, attitudes, and dispositions necessary to navigate an increasingly complex world and to contribute to a more inclusive, accepting, and understanding society. This holistic approach ensures that our young people, much like the great thinkers of the past, are prepared to inspire and lead towards a better future.