A WELCOME FROM THE CENTER FOR INQUIRY CHAIRMAN:

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 on
the tools of learning and the skills of critical thinking to
a new generation of humanist leaders. Through its
diverse course offerings, the Center for Inquiry Institute
trains its students to apply the best methods of critical
thinking to explore humanistic alternatives to the
reigning systems of belief, and guides them to develop
communities wherein others can meet, share
experiences, and work together to promote common
goals.

-Paul Kurtz, Chairman and Founder

Center for Inquiry

1
FROM THE CFI INSTITUTE DIRECTOR:

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 can
mean, and has meant, everything from the rediscovery of
classical form during the renaissance to the first stirrings
of anti-theism and rationalism during the eighteenth
century?

What almost all significant definitions of humanism have

in common is an emphasis on what human beings can accomplish without the
assistance of “higher powers.” If this is the basic definition, then all of man’s
accomplishments—in science, mathematics, politics, architecture, literature,
and art—have something to do with the humanist perspective. Many humanists
also 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 God’s
regent and issued laws supported by divine authority. Just as architecture in
the 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, are
the source of the justice—and injustice--and value of laws. The challenges to
supernaturalism and certain dogmatic forms of religious belief became closely
identified with the meaning of the term humanism.

In the modern era, humanism has become associated with championing the
methods 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 are
often badly misunderstood, poorly communicated to the public, and suspected
by some of being harmful to the formulation of sound ethical principles. The
life-stance called “secular humanism” refers especially to the mission and
vision of the Center for Inquiry, which is to champion freedom of inquiry, the
use 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 in
it, 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 the
choices 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 this
exploration of “the best that has been thought and said in the world.”

-R. Joseph Hoffmann, Director

Center for Inquiry Institute

2
T HE C ENT ER F OR I NQU IRY
I NSTITU TE

2 0 0 7- 0 9 C A T A LOG UE

3
 C ONTE NTS

INTRODUCTION: WHY THE CENTER FOR INQUIRY INSTITUTE?...........................5

CFI INSTITUTE FACULTY FOR 2007-09..............................................................8

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

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

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

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

4
 WHY THE CENTER FOR INQUIRY INSTITUTE?

The CENTER FOR INQUIRY INSTITUTE (founded in 1987) is the oldest

continuously operating academic program of its kind in North America.
Originally a project of the Council for Secular Humanism1 (CSH) and the
Committee for Skeptical Inquiry2 (CSI, then CSICOP), the Institute has grown
to become the educational nucleus of the Center for Inquiry3 in Amherst, New
communities, and discussion groups throughout North America and Europe.

The Center for Inquiry shares its commitment to “reason, science, and critical
thinking” with the most prominent universities, colleges, and research
institutes. 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 derive
from the founding organizations: (1) The study of humanism and human
values; (2) The application of scientific and critical methods of inquiry to
religion, the paranormal, and political and social issues.

The ideal of a liberal arts education, one of

the most significant advances in the
history of education since the Renaissance,
requires and rewards specialization in a
vast array of subjects ranging from
mathematics to biochemistry and English
literature. The entrepreneurial model of
modern higher education offers students a
marketplace of ideas and professional
areas from which to choose. What is
provided in choice, however, often comes
at the price of competition for resources
and direct engagement with issues at a
more 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 was
founded in 1916 to analyze government policy. Universities and think tanks
have had both complementary and adversarial relations throughout the
twentieth century, with many universities creating their own internal “research
organizations” or brain-trusts to deal with issues not adequately covered in
degree curricula.

1
See Appendix 1
2
See Appendix 2
3
See Appendix 3

5
 As the premier humanist organization of its kind, CFI is unique as a bridge
between the intellectual life of academe and the pro-active intellectualism
associated with the “brain trust.”

Like its predecessors, and in close proximity to one of the nation’s leading
research universities, the Center for Inquiry arose in response to worrisome
trends in American society. Chief among these were the rise of the religious
right, political constraints on educational institutions in promoting critical
inquiry and proven scientific methods
in the classroom, growing fascination CFI is unique as a bridge
with paranormal claims, new religions, between the intellectual
and untested beliefs, and the need for a
modern system of ethics to keep pace life of academe and the
with rapid advances in technology. pro-active intellectualism
Under the leadership of its founder, associated with the
philosopher Paul Kurtz, CFI and its
affiliates responded vigorously to the “brain trust.”
challenge at both a national and
international level. The formation of the Council for Secular Humanism and
the Committee for the Scientific Examination of Religion4 (CSER) were two
significant 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 pseudoscience
and the paranormal, and defended science and reason.

In 1983, Kurtz took the first steps toward establishing

an International Academy of Humanism5 whose
laureates would embody the ideals of the humanist
world-view in their work and teaching. The Academy
differed from the European patronage “societies”
dedicated specifically to the sciences, arts and letters,
and professions by bringing together women and men
representing the vast array of human knowledge. The
laureates of the Academy (whose membership is
limited 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, Richard
Rorty, Octavio Paz, Richard Dawkins, Sir Arthur C. Clarke, Sir Keith
Thomas, Salman Rushdie, and Barbara Stanosz. Today the Academy exists as
an important intellectual resource, symbolizing a realization of the
contributions of freethought, secularism, and reason-based approaches to
ethics.

4
See Appendix 4
5
See Appendix 5

6
 The CFI Institute is dedicated to preserving and promoting the quality of work
symbolized by the Academy. As a community of learning situated within a
complex organization, the Institute possesses a healthy endowment and
attracts students from all parts of the globe. In recent years, it has welcomed
students from Russia, China, Australia, India, the Middle East, Malaysia, and
most 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 resident

senior fellows and affiliated faculty (non-resident fellows) who are highly
regarded researchers in their fields. The fellows operate as a “collegium,” or
academic committee, contributing to both course design and delivery, as well
as the quality assurance of the certificate program and enrichment (non-
certificate) courses and lectures. Through its annual lecture series, it brings to
Amherst, Los Angeles, and other venues some of the leading intellectuals in
the 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 bringing
the best minds to the public square for the purpose of enriching discourse,
stimulating debate, and providing humanistic answers to questions of moral
concern.

The Institute's Science and the Public6 courses have evolved as a cooperative
program leading to the M.Ed. in the subject, accredited by the State University
of New York at Buffalo. In 2007, the Institute has charted the course for
accreditation of all programs currently offered for the Certificate of Advanced
Study. It is hoped that in 2008, students admitted for the CAS will be able to
study for a special MA in the Study of Secularism and Human Values (with
concentrations in Humanist Studies and Scientific Inquiry).

6
See Appendix 6

7
2007 INSTITUTE FACULTY
PAUL KURTZ (PhD, Columbia University) is Professor Emeritus of
Philosophy at the State University of New York at
Buffalo, founder and chairman of the Center for Inquiry
Transnational, and editor-in-chief of Free Inquiry
magazine. Kurtz is also the chairman of the Committee
for Skeptical Inquiry, the Council for Secular
Humanism, and Prometheus Books. He received his
PhD in philosophy from Columbia University and
serves as a Fellow of the American Academy of Arts
and Sciences. Among his recent books are Affirmations:
Joyful and Creative Exuberance (rev. edition, 2005) and
Skepticism and Humanism: The New Paradigm (2001),
The Courage to Become (1997), and The
Transcendental Temptation (1986). Kurtz’s books have been translated and
published in Russia, China, Great Britain, Canada, Mexico, Peru, Korea,
Finland, India, Germany, Poland, Serbia, Slovakia, and Indonesia.

R. JOSEPH HOFFMANN (DPhil, Oxford University) is

Senior Vice President of Academic Affairs and
Educational Programs at the Center for Inquiry
Transnational. He is also Chair of the Committee for
the Scientific Examination of Religion and a member of
the CFI Collegium. Educated at Harvard, Oxford and
Heidelberg, Hoffmann was Senior Scholar of St. Cross
College of Oxford University from 1980 to 1983. He
has also taught at the University of Michigan, Oxford
University, the American University of Beirut, and was most recently
Campbell Professor at Wells College. Hoffmann is best known for his studies
of early Christian thought, and for his reconstruction of the writings of the
pagan opponents of Christianity: Celsus (1987), Porphyry (1994), and Julian
the Apostate (2004).

JAMES ALCOCK (PhD, McMaster University) is Professor of Psychology at

York University, as well as a former Director of the Graduate Program in
Psychology. He serves on the Executive Council of the Committee for
Skeptical Inquiry, and is on the editorial boards of Skeptical Inquirer and The
Scientific 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 a
BSc (Honors Physics) from McGill University, and a PhD in Social
Psychology from McMaster University. He serves on the Advisory Board of
the American Council on Science and Health, the Council for Scientific
Medicine, 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.

8
HECTOR IGNACIO AVALOS (PhD, Harvard University) is Professor of
Religious Studies at Iowa State University. He received his MA in
Theological Studies and his PhD in Biblical History and Semitic Philology
from Harvard University. Avalos serves on the Executive Board of the Center
for Inquiry’s Committee for the Scientific Examination of Religion, was an
editor of the Journal for the Critical Study of Religion, and presently is a
member of the editorial boards of Razonamientos (Reasonings, Mexican
Review of Humanist Thinking) and Revista Peruana de Filosofía Aplicada
(Peruvian Journal of Applied Philosophy). Avalos’s works include ¿Se puede
saber si Dios existe? (Can They Know If God Exists?) (1999), Health Care
and the Rise of Christianity (1999), and Illness and Health Care in the Ancient
Near East (1999).

JULIAN BAGGINI (PhD, University College, London) is a

British philosopher and writer. He is a Fellow of the
Center for Inquiry’s Committee for the Scientific
Examination of Religion, a member of the Humanist
Philosophers’ Group, and a notable supporter of the
British Humanist Association. Baggini was awarded his
PhD in 1996 from University College, London for a
thesis on the philosophy of personal identity. He is the
author of The Pig that Wants to be Eaten and 99 other
Thought Experiments (2005), The Philosopher’s Toolkit (2002), and is a co-
founder and editor of The Philosophers’ Magazine.

OPHELIA BENSON is co-author of The Dictionary of Fashionable Nonsense: A

Guide for Edgy People and Why Truth Matters. She is also the editor of the
website 'Butterflies and Wheels' and Deputy Editor of 'The Philosopher's
Magazine'.

BARRY L. BEYERSTEIN (PhD, University of California,

Berkeley) is Professor of Psychology and a member of the
Brain Behaviour Laboratory at Simon Fraser University in
British Columbia. Beyerstein received his PhD in
Experimental and Biological Psychology from the
University of California at Berkeley. He is chair of the
Society of B.C. Skeptics, a Fellow and member of the
Executive Council of the Committee for Skeptical Inquiry,
a member of the editorial board of The Skeptical Inquirer, and a contributing
editor to The Scientific Review of Alternative Medicine. Beyerstein was
elected to the Council for Scientific Medicine and was a founding member of
Canadians for Rational Health policy.

9
TIM BINGA (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 and
Greek and Roman Mythology from the State University
College at Buffalo, and earned a Master of Library
Science from the State University of New York at
Buffalo. Binga has written various articles and reviews
such as “Preserving Our Freethought Heritage Redux” as
well 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 Library
Resources Council.

SUSAN JANE BLACKMORE (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 Inquiry’s Committee for the
Scientific Examination of Religion. She is a
Visiting Lecturer at the University of the West of
England, Bristol. Blackmore has a BA Honors in
Psychology and Physiology from the University of
Oxford, a MSc in Environmental Psychology, and a
PhD 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 a
Distinguished Supporter of Humanism for the British Humanist Association,
and a member of the editorial board for Science and Consciousness Review.

MARIO AUGUSTO BUNGE (PhD, Universidad Nacional de La Plata) is

Professor of Philosophy at McGill University in Montréal, Canada, where he
holds the Frothingham Chair of Logic and
Metaphysics. He was awarded a PhD in physico-
mathematical sciences from Universidad Nacional de
La Plata in Argentina. Bunge was elected to the
Center for Inquiry’s International Academy of
Humanism, and serves on the advisory board of CFI’s
Naturalism Research Project. Bunge has published
more than 80 books and 400 articles, including his
Treatise on Basic Philosophy. Bunge is a Fellow of the Conselho Nacional de
Pesquisas, the Fundacion Ernesto Santamarina, the American Association for
the Advancement of Science, the Alexander-von-Humboldt-Stiftung, The
Royal Society of Canada, Killam, and the Guggenheim Foundation. He is also
a member of the Académie Internationale de Philosophie des Sciences and the
Institut International de Philosophie.

10
BILL COOKE (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 the
Committee for the Scientific Examination of
Religion, and has served as CFI’s International
Director. 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 served
on the advisory boards for the Encyclopedia of Anthropology and the New
Encyclopedia of Unbelief.

AUSTIN DACEY (PhD, Bowling Green State University) is the Center for
Inquiry Transnational representative to the United
Nations in New York City, a member of the CFI
Collegium, and serves on the editorial staff of
Skeptical Inquirer, Free Inquiry, and Philo: A
Journal of Philosophy. Dacey earned a doctorate in
applied ethics and social philosophy from Bowling
Green State University, concentrating on liberalism,
conscience, and public discourse. Dacey has lectured
and 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.

BARRY KOSMIN (PhD, University of London) is a

sociologist 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 in
Chichester, UK. He was the Principal Investigator of the
2001 American Religious Identification Survey. He holds
degrees from both the University of London and
McMaster University. Kosmin is the author of over 20
books and research monographs and more than 50 scholarly articles including
One Nation Under God (co-authored) and Religion in a Free Market.

CHARLES ECHELBARGER (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.

11
TOM FLYNN (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 Media
Productions, the Corporate Secretary for Council for
Secular Humanism, Inc., and the Operations Manager of
Robert G. Ingersoll Birthplace Museum in Dresden, New
York. Flynn received his BS in Communication Arts from
Xavier University. In addition to countless articles in Free
Inquiry and Secular Humanist Bulletin, Tom has also
written Galactic Rapture (2000), The Trouble With Christmas (1993), and
edited The New Encyclopedia of Unbelief (2007).

RICHARD HULL (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 Indiana
University. Hull published Ethical Issues in the New
Reproductive Technologies (2nd edition, 2005), and
dozens of scholarly articles and essays. He has received
various awards and honors including the SUNY
Chancellor’s Award for Excellence in Teaching.

RAY HYMAN (PhD, Johns Hopkins University) is a

Professor Emeritus of Psychology at the University of
Oregon, a former professor at Harvard University, and a
noted critic of parapsychology. Hyman was a founding
member of the Committee for the Scientific Investigation
of Claims of the Paranormal. He received his PhD in
psychology from Johns Hopkins University. Once a
magician and mentalist, he is now a consultant for the U.S.
Department of Defense, investigating and scrutinizing claims of psychic
ability. In 2005, Hyman was one of recipients of the Robert P. Balles Prize in
Critical Thinking by CSICOP.

DAVID KOEPSELL (PhD and JD, SUNY at Buffalo) is

the Executive Director of the Council for Secular
Humanism, a member of the CFI Collegium, and an
associate editor of Free Inquiry. Koepsell has a PhD
in philosophy as well as a law degree from SUNY at
Buffalo. 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).

12
VALERII KUVAKIN (PhD, Moscow State
University) is a Professor and department chair of
the History of Russian Philosophy at Moscow
State University. Kuvakin is Executive Director
of Center for Inquiry–Moscow, was elected to the
Center for Inquiry’s International Academy of
Humanism, and serves on the advisory board of
CFI’s Naturalism Research Project. He is
President and Chairman of the Russian Humanist
Society; Founder of The Russian Humanist
Society; founder of Zdravyj Smysl Magazine for
Skeptics, Optimists and Humanists; and a member of the Committee against
Anti-Science and Falsification of Scientific Data for the Presidium of Russian
Academy of Sciences. Kuvakin is the author of In Search of Our Humanity:
Neither Paradise Nor Hell (2003).

GERD LÜDEMANN (PhD, Georg-August-University) is Professor of History

and Literature of Early Christianity at Georg-August-University Göttingen in
Germany, where he earned his PhD in Theology. He is Director of the
Institute of Early Christian Studies and the director of the Archive
“Religionsgeschichtliche Schule” for Georg-August-University Göttingen’s
Theological Faculty. Lüdemann is a member of the Executive Board of the
Committee for the Scientific Examination of Religion. He is also a member of
Studiorum Novi Testamenti Societas, The Jesus Seminar, Society of Biblical
Literature, Ernst-Troeltsch-Gesellschaft, and Verband der Judaisten in der
Bundesrepublik Deutschland.

JOE NICKELL (PhD, University of Kentucky) is a Senior

Research Fellow at the Center for Inquiry Transnational, a
Fellow of the Committee for Skeptical Inquiry, an
investigative columnist for Skeptical Inquirer magazine,
and a member of the CFI Collegium. He received his PhD
at the University of Kentucky, where he taught for several
years. A former stage magician and now a prominent
skeptical investigator of the paranormal, Nickell has
become renowned for his investigations of legends,
mysteries, frauds, fakes, and shams, and he has published many books
recounting his investigations around the world. In 2005, Nickell was a
recipient of the Robert P. Balles Prize in Critical Thinking by CSICOP.

ROBERT M. PRICE (PhD, Drew University) is a Fellow of the Center for

Inquiry Institute, an Executive Board member for The
Jesus Project, and a Fellow of the Committee for the
Scientific Examination of Religion. He has a Masters in
Theological Studies from Gordon-Conwell Theological
Seminary and a PhD in Systematic Theology from Drew
University. Price is the Founder and Editor of The Journal
of Higher Criticism and a Fellow of The Jesus Seminar.

13
Price’s books include Beyond Born Again, The Widow Traditions in Luke-
Acts: A Feminist-Critical Scrutiny, Deconstructing Jesus, and The Incredible
Shrinking Son of Man.

LAURA PURDY (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. She
received her PhD in Philosophy from Stanford University.
Purdy is a Fellow of the Center for Inquiry’s Committee
for 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.

JOYCE E. SALISBURY (PhD, Rutgers University) is an award-winning teacher

and Professor Emerita of History and Humanities at the
University of Wisconsin–Green Bay. Salisbury is a
Fellow of the Center for Inquiry’s Committee for the
Scientific Examination of Religion. She has a PhD in
Medieval History from Rutgers University, and
specializes in medieval history, humanistic studies,
religion, and women’s studies. Her books include The
Blood of Matyrs; The West in the World; Encyclopedia of
Women in the Ancient World; Perpetua’s Passion: Death
and Memory of a Young Roman Woman; The Beast Within: Animals in the
Middle Ages; Church Fathers, Independent Virgins; and Medieval Sexuality:
A Research Guide.

JOHN SHOOK (PhD, SUNY at Buffalo) is Vice President for Research and
Senior Research Fellow at the Center for Inquiry Transnational. He also a
member 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.
Shook’s research and writing focuses on American
philosophy, naturalism, philosophy of science,
philosophy of mind, ethical theory, and political theory.
He authored Dewey’s Empirical Theory of Knowledge
and 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.

14
JEREMY 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 and
Wheels'. Jeremy is the author of The Little Book of Big
Ideas: Philosophy, Why Truth Matters (with Ophelia
Benson), 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 a
Ph.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.

MITCHELL STEPHENS (MA, University of California at Los Angeles) is a

Professor of Journalism at New York University
and a prolific author. He has a BA in English
from Haverford College and a MA in
Journalism 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 New
York 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 and
Writing and Reporting the News (co-authored). Stephens is one of the five
editors 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 TRIGGLE (PhD, Hull University) is University Professor in the School

of Pharmacy and Pharmaceutical Sciences at State
University of New York at Buffalo, where he has also been
Dean of the School of Pharmacy, Dean of the Graduate
School, and University Provost. Triggle has served as
President of the Center for Inquiry Institute. He received his
BSc from the Universities of Southampton and his PhD
from 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 WARRAQ (MA, University of Edinburgh) is a Senior Research Fellow at

the Center for Inquiry Transnational, and a member of the CFI Collegium. He
received an MA in Arabic and Persian from the University of Edinburgh in
1969, and later earned a BA in Philosophy from the University of London in
1978. A penname, ‘Ibn Warraq’ has a history of being employed by dissenting
voices 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

15
Muhammad (2000), The Origins of the Koran (2001), and What the Koran
Really Says (2002).

RICHARD WISEMAN (PhD, University of Edinburgh) is Professor of the

Public Understanding of Psychology at the University
of Hertfordshire and holds Britain’s only chair in the
Public Understanding of Psychology there. He has a
degree in Psychology from University College London
and was awarded a PhD in Psychology from the
University of Edinburgh. Wiseman is a Research
Fellow of the Committee for Skeptical Inquiry. He is
known 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 the
recipient of CSICOP’s Public Education in Science Award in 2000 and
BAAS’s Joseph Lister Award in 2002.

16
PROGRAM OF STUDY
THE CERTIFICATE OF ADVANCED STUDY

The CAS is equivalent to the Master of

Arts degree and is the basic academic
qualification offered by the Center for
Inquiry. The projected length of time from
commencement to completion of the
degree is two years, which may be
extended by a further two years for
working professionals or others who wish
to pursue the program part-time. The
Certificate is designed as a low-residency
program of study, offering the student
considerable flexibility and choice in
designing his or her program.

Students will concentrate in Humanist Studies or Scientific Inquiry. The

Certificate of Advanced Study will be awarded to a candidate who has
accumulated 24 units (credit hours) in the area and has submitted, and
satisfactorily presented, a thesis to the Collegium.

Units of credit are assigned for the following activities:

Low-residency courses taught through a combination of on-site

instruction 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 is
affiliated.

COURSE DELIVERY OPTIONS

CFII courses are offered in two modes of delivery: direct-contact seminars

and distance learning. Note that both delivery modes may require direct or
internet access to a cooperating college or university library by students taking
courses for credit.

17
Seminars are traditional direct-instruction sessions offered on a rotating basis
at 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 Seminars
are 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 increasing
number of CFII offerings. Video-taped lectures, Web-CT and Blackboard
technology are the standard modes of open-learning course delivery.

CFII CAMPUSES

The CFII’s main campus is based at the Center for Inquiry in Amherst, New
York, adjacent to the North Campus of the State University of New York at
Buffalo. With its newly constructed addition, the Center is equipped to
support lectures and seminars, conferences, social and cultural events, and
audio-visual and computer-based productions. In addition, there is a guest
house 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 more
Centers being developed to bring the CFII closer to current and prospective
students worldwide. For more information about our supplementary
campuses, visit our web site at www.centerforinquiry.net

18
CFI LIBRARIES

Central to the Center’s work is the Center for

Inquiry Libraries, which serve as an
information resource center for the Institute, its
students, and visiting research fellows. They
also are used by other affiliated groups and the
general public. The Libraries comprise North
America’s largest collection of books, rare
books, journals and supporting literature
relating to the history of Freethought,
skepticism, and humanism. In addition, the
Library’s holdings are available for interlibrary
loan through the OCLC (Online Computer
Library Center) Network.

The Center for Inquiry Libraries consist of four major collections:

1) The John and Mary Franz Skeptic’s Library contains information on

skepticism, science and the paranormal. The world’s foremost collection
of materials on skepticism is found in this library as well as a large
number of pro-paranormal works.

2) The James Hervey Johnson Freethought and Humanist Library has

information 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 Robert

Tapp and the Humanist Institute. The Joseph Blau Collection, which was a
part of the Humanist Institute, is a part of this collection.

The Center’s other collections include a section of periodicals and references,

a rare book collection, an archive room, microforms and microfiche, and a
general collection of materials within the topics of science, philosophy,
politics, literature and religion.

19
COURSE OFFERINGS
The academic offerings are designed to give students both foundational and
in-depth knowledge of the humanist and secular traditions, as well as a solid
foundation in the history and methods of scientific inquiry.

CERTIFICATE OF PROFICIENCY
IN HUMANIST STUDIES

The following courses do not constitute part of the

CAS program but are offered for enrichment to
students in any discipline who are interested in
exploring general aspects of the humanist
perspective. Designed for both the general public and
members of humanist organizations, completion of a
sequence of six courses leads to the award of a
Certificate of Proficiency in Humanist Studies.

HUM 101: What is Secular Humanism? A basic introduction to the

essential writings on secular humanism, with special reference to the period of
1950-2000.

HUM 102: What is Religion? An introductory course designed to explain

religious ideas and phenomena from the standpoint of modern research,
especially in the social sciences.

HUM 103: What is Naturalism? The principal ideas of “philosophical

naturalism,” as distinguished from other forms of philosophical and
theological explanation.

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

HUM 105: What is Science? An overview of the importance of scientific

evidence, experiments, and theories, and how we can use them to understand
our natural world and our place within it.

HUM 106: What is Secular Ethics? Does morality require God? Does
morality 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 lives
without religion.

Additional courses in preparation include:

What is the Meaning of Life?

What is Separation of Church and State?
What are Civil Rights?

20
LEVEL II: CERTIFICATE OF ADVANCED STUDY

LOW-RESIDENCY COURSES

(4 credits each)

AREA ONE: Humanist Studies

Humanist 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 student’s life
experience 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 since
the Renaissance, with special reference to the writings of, among others, Pico-
della-Mirandola, Hobbes, Locke, Madison, and Marx. The course surveys the
difficulties of the modern state as it confronts the problem of locating a
“secular sovereignty” that provides the ingredients for a “just society” based
on democratic values while maintaining levels of control necessary for
maximizing social harmony. The course will also examine several selections
from utopian theorists of the state, ranging from Plato to Bookchin.

HUM 505: Religion The seminar proceeds on the assumption that religion is
a 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 read
selections from groundbreaking critical works by Feuerbach, Marx, Freud,
Malinowski, E.B. Tylor and others. The course also examines the pathology
of 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 the
“ethical” (or “just”) society go back to antiquity and feature prominently in
philosophy, literature and religious discussion. This course looks at various
social experiments, ranging from puritan New England to the welfare society
of the 1960s in Britain and the Just Society models of the later twentieth
century.

HUM 511: The Meeting of Minds: Critical Conversations in Humanist

Philosophy At the discretion of the instructor, readings in three of the
formative personalities in the history of the humanist tradition, broadly

21
defined, taken from different time periods and representing different cultural
values. Choices may range from Plato, Spinoza, and Sidney Hook to Bertrand
Russell, 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 modern
attempts to disprove God’s 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 Establishment
Clause 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 basic

introduction to the general principles and types of ethics, followed by the use
of 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. Offered

at the discretion of the fellow.

TOPICS FOR FALL 2007:

600a: Science and Supernaturalism (Dr. Shook). This course will discuss
how 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 to
morality to politics, the naturalistic worldview offers a necessary and useful
alternative 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 remains
the 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, and
motives of the writers, as well as a few contemporary apologists for the
religious side of the argument.

600c: Mind and Morality (Dr. Stillwaggon). Several issues concerning

morality and the mind will be discussed, including the following: What
natural intellectual capacities are necessary for moral agency and moral
conduct? What is the psychology of moral responsibility? What can
cognitive science and artificial intelligence teach us about the origins of
morality and human reasoning about morality?

22
AREA TWO: Scientific Inquiry

This area includes courses that build on the knowledge and skills attained in the philosophical
theories and methods courses, and how they can be applied to better understand and
effectively 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 we
encounter in the everyday world. The course examines the grounds for belief,
corroboration of evidence, methods of critical investigation, and the
techniques used by scientists and scientific investigators to examine
paranormal, miraculous, and related claims. The course also provides
guidance in how to deal with assertions of truth without insulting or defaming
their 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 related
developments in religious structures and beliefs, through the archaeological
record, the application of critical methods, philosophical and naturalistic
critiques of religious truth claims, and modern assessments of the origins and
causes of religious beliefs, with special reference to cognitive psychology and
studies of the human brain.

SCI 508: Science and Values This course discusses scientific issues from
ethical perspectives, and explores how moral values may influence technology
use. 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 many
kinds of thinkers to develop ethical principles that deal with humanity’s
greatest problems at a global level. Secular ethics offers moral values and
ideals that do not depend on any religious authority or privileged faith.
Planetary ethics searches for ethical principles that can decrease conflict and
increase cooperation among the world’s cultures. Is the world destined to
suffer a never-ending clash of civilizations? Can global problems confronting
all peoples be constructively debated and resolved?

SCI 512: Philosophical Naturalism This course discusses varieties of

philosophical naturalism and the scientific worldview. How does naturalism
impact our understanding of ourselves, our place in nature, our future
possibilities, and our ethical responsibilities? Topics include the replacement
of religious explanations, evolution and human nature, freedom vs.
determinism, the place of mind and agency in nature, naturalizing knowledge,
and naturalizing morality.

23
SCI 516: History and Philosophy of Science This course examines selected
philosophical problems for justifying science’s claims to knowledge. We will
evaluate arguments concerning how science obtains and weighs evidence for
its hypotheses, how science judges among competing hypotheses, how science
uses models and laws to describe nature’s hidden workings, and how science
may make progress despite recurrent conceptual revolutions. Examples drawn
from the history of science will be used to illuminate these issues.

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

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

WORKSHOPS

(1 credit each)

The Institute offers occasional two-day workshops, which are distinguished

from courses by utilizing demonstrations and/or hands-on participation. There
are two series of workshops, one for each program. (Those marked with an
asterisk may be taken for credit in either program) Each workshop is worth 1
credit, with a maximum of three workshops being used to count toward the
CAS.

Humanist Studies

WH1: Case Studies in Bioethics and Medical Ethics Explores ethical

issues 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 and

the problem of determining which sexual ethics are best from the point of
view of general happiness and well-being. This course also considers any
new discoveries of science that may alter traditional views of sexual ethics
and discusses the changing roles of marriage, parenthood, and family in
modern society.

WH5: Separation of Church and State Provides an in-depth look at

secularism. This includes the drafting of the First Amendment to the U.S.
Constitution, a historical overview of important legal decisions relating to the
amendment, and an examination of current interpretations of the establishment
clause, along with current church and state problems and challenges.

24
WH7: Social and Political Philosophy Examines alternative social and
political theories, with special focus on the democratic philosophy and the role
of education.

WH9: Humanist Ceremonies Trains participants in how to perform such

non-religious ceremonies as weddings, funerals, memorials, and baby-naming
celebrations.

Scientific Inquiry

WS2: Astrology: A Scientific Appraisal Examines the raging debate over

the validity of astrology. Scientific and statistical studies on astrology are
used to scrutinize astrological claims. This course examines the psychology
of astrology, its operating principles, and its psychological effects upon
astrologer 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 to
establish 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 and
other illusions as they apply to investigating the paranormal.

WS8: Examining Miraculous Claims* Takes a critical investigative look at

alleged miracles such as the Shroud of Turin, weeping statues, faith healing,
and claims of revelation.

WS10: The Skeptic’s Toolbox Enlarges one’s abilities to deal with the
various situations that skeptics face. To be an effective skeptic, one must
know science, history, parapsychology, statistics, investigative techniques,
and psychology. Provides information needed when a claim depends upon
knowing how to question an assertion without insulting or defaming its
proponent.

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

25
THE INSTITUTE SUMMER SESSION

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

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

The largest campus of the nation's largest state university system, the State
University of New York at Buffalo's North Campus is located immediately
adjacent to the Center for Inquiry. UB has frequently offered logistical support
for 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, normally
divided into modules of five days. The modules are organized around a
central issue or theme current in discussion. Courses are taught by the senior
fellows of the Center, supported by distinguished guest lecturers from the
nation’s most prestigious universities. Institute teachers and lecturers have
included Mario Bunge, Antony Flew, Ophelia Benson, Keith Parsons, Joyce
Salisbury, Paul Kurtz, Michael Martin, Gerald Larue, Peter Hare, and Ibn
Warraq. The summer session is a special opportunity to bring some of the
world’s leading intellectuals to the cultural capital of western New York to
share ideas and experiences with students in a relatively informal and relaxed
setting that includes trips to regional cultural sites in New York and Canada.

The summer session also symbolizes CFI’s primary commitment to

“transnational” education. In addition to students from North America, the
Amherst 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. It
is therefore possible to earn up to six (6) credits by attending a complete
summer session.

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

26
APPLICATIONS AND ADMISSIONS
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, how
they 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 Institute
office, c/o Samantha Dornfeld, Center for Inquiry Institute, P.O. Box
741, Amherst, NY 14226 (sdornfeld@centerforinquiry.net). Informal
inquiries 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 application

fee. Please note: applications not accompanied by the processing fee
cannot 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 point
during 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, please
see the calendar insert to this catalogue.

STUDENT FEES

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 a
cooperative program, a separate fee schedule will apply.

FINANCIAL AID

A limited number of scholarships and loans are available. These cover up to

one-half the cost of tuition charged for the degree. Students may also be
eligible for financial aid through their home institution or through a
participating or affiliated institution. Students who have expressed an interest

27
in scholarships and bursaries will be notified at the time of admission whether
the Institute is able to support their request.

AUDITING A COURSE

Students who wish to be admitted solely for the purpose of auditing courses
and 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 auditing
courses 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 on
financial aid, questions regarding admission or enrollment status, questions
regarding student records, requests for transcripts, and all other general
inquiries regarding the CFII should be directed to:

Samantha Dornfeld
Office of the Director
Center for Inquiry Institute
P.O. Box 741
Amherst, NY 14226-0741

Phone: (716) 636-4869 ext. 408

Fax: (716) 636-1733
sdornfeld@centerforinquiry.net

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APPENDIXES
Appendix 1: Council for Secular Humanism (CSH)

The Council for Secular Humanism was founded in 1980 as the Council for Democratica
and Secular Humanism and immediately commenced publication of Free Inquiry
magazine, its flagship journal. The Council swiftly emerged as the most credible and
capable organization for English-speaking humanists, agnostics, atheists, and
freethinkers—though its commitment to a scientific outlook and humane values sharply
distinguished it from organizations concerned solely with criticism of religion. The
Council 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 than
36,000 copies of Free Inquiry are printed; in the fall of 2003 the magazine moved from
quarterly to bimonthly publication.

Appendix 2: Committee for Skeptical Inquiry (CSI)

The Committee for Skeptical Inquiry (formerly CSICOP) encourages the critical
investigation of paranormal and fringe-science claims from a responsible, scientific point
of view and disseminates factual information about the results of such inquiries to the
scientific 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 educational

organization based in Amherst, New York, with branches in Los Angeles, Tampa, and
New York City and several international capitals. Educational programs and
administrative 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 the
State 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, alternative
medicine, the paranormal and newer belief systems. Through its educational and
publishing programs, CFI is committed to advocate for the use of reason and the best
methods of critical inquiry in all areas of human endeavor. CFI, through its affiliate
organizations publishes a variety of national and international magazines and newsletters.
The flagship magazines for the educated public published at the Center for Inquiry are
CSI's Skeptical Inquirer and the Council for Secular Humanism's Free Inquiry (with a
combined readership of nearly 100,000).

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

29
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 membership
organizations: Skeptical Briefs for members of CSI, Secular Humanist Bulletin and
Family 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 study
of religious traditions and institutions and to develop programs that promote the public
understanding of religion in an international context. CSER is an international research
and educational consultation comprising members (appointed fellows) of the Committee
who are nominated by an executive board.

CSER examines the claims of Eastern and Western religions and of well-established and
newer sects and denominations in the light of scientific inquiry. The committee is
interdisciplinary, and includes specialists in Biblical and Qur'anic studies, the history of
religion, archaeology, linguistics, anthropology, the social sciences, and philosophy. Its
fellows 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 recognize

distinguished humanists and to disseminate humanistic ideals and beliefs to the world.
These goals are accomplished through publications, conferences, symposia, and public
expressions of stands on ethical issues.
The International Academy of Humanism is composed of nontheists who are: (1) devoted
to the principle of free inquiry in all fields of human endeavor; (2) committed to the
scientific outlook and the use of reason and the scientific method of acquiring knowledge
about nature; and (3) upholders of humanist ethical values and principles. The Academy
is interested in furthering respect for human rights and the freedom and dignity of the
individual; tolerance of other points of view; commitment to social justice; willingness to
compromise and negotiate differences; a universalistic perspective that transcends
national, 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 to
eighty individuals, with additional Humanist Laureates nominated and elected by
Academy members. Prospective Laureates must have demonstrated a commitment to the
principles of humanism in order to be eligible for consideration. They should also have
distinguished themselves through creative scholarship, scientific discovery, artistic or

30
literary production, or other achievements of outstanding merit. Humanist Laureates hold
lifelong membership in the Academy.
Although many of the greatest scientists, philosophers, authors, and scholars throughout
history 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 University
of New York at Buffalo to advance research and education concerning the public
understanding of science and its intersections with public policy, culture, and values. For
more information, visit the web site at www.scienceandthepublic.org.

31