I've been giving a lot of thought to Adult Religious Education as I'm planning for the Children's program, and a thought just hit me with the power of the obvious!
To educate our children effectively, we MUST educate our adults!
We can not expect adults to be effective partners in our children's religious education if they themselves do not have the education.
Maria Harris said "the congregation is the curriculum!" When we offer our adults education and enrichment, and they take advantage of it, it creates a culture where everyone is a learner.
By providing opportunities for our adults to grow through worship, small group ministries, social action, and yes, education, we model for our children the activities that we are training them to undertake. And with adults who have had the opportunity to deepen their faith in the congregation, we have a broader pool of teacher resources to call on to help deepen the faith experiences of our children.
Tuesday, August 31, 2010
Youth and Social Justice
Essex conversations: Logan Harris Essay: “It is also important to work on social action issues. In my mind, there is nothing more empowering and nothing that builds a stronger community than making a difference while working together.”
Logan Harris was a youth who was at that time serving as the Dean of the 2001 YRUU Social Justice Conference. This issue of working on social justice projects is a recurring theme that I hear youth groups struggling with. I feel that there is a strong desire to get into these activities, but a general frustration about how to get started and concern over the amount of time spent planning rather than doing these projects. This is one area where I think it is wise for youth to ask for and accept the help of adults with more logistical experience to mentor them closely through the process. In order to get these adults in place, the first year might need to be planned by the adults relatively exclusively, so that they have the opportunity to learn before they teach. However, ideally, there will be adults and youth who are willing to learn together through the process. This could take the Youth/Adult Relationship to a new level of trust and regard as they each have the opportunity to see the others strengths and weaknesses in action and grow together.
Logan Harris was a youth who was at that time serving as the Dean of the 2001 YRUU Social Justice Conference. This issue of working on social justice projects is a recurring theme that I hear youth groups struggling with. I feel that there is a strong desire to get into these activities, but a general frustration about how to get started and concern over the amount of time spent planning rather than doing these projects. This is one area where I think it is wise for youth to ask for and accept the help of adults with more logistical experience to mentor them closely through the process. In order to get these adults in place, the first year might need to be planned by the adults relatively exclusively, so that they have the opportunity to learn before they teach. However, ideally, there will be adults and youth who are willing to learn together through the process. This could take the Youth/Adult Relationship to a new level of trust and regard as they each have the opportunity to see the others strengths and weaknesses in action and grow together.
Monday, August 30, 2010
Application
"All understanding involves not only interpretation, but also application." ~ Richard J. Berstein
This is a nightmare to properly credit. I found the quote in Essex Conversations, in the Daniel Harper essay, quoting Richard J. Bernstein, who is referring to the work of Hans-Georg Gadamer. So I am unsure who should get credit for the actual words; However, the sentiment was worth sharing.
In my reading of late, as well as in conversations I have had with several members of UUCB, the theme keeps emerging that words need actions to make them an expression of our faith.
I am very excited that the new Tapestry of Faith Curricula all seem to have a place to incorporate "Faith in Action" as an essential part of the curricula. Our youth group leaders are excited about providing opportunities for deepening asocial justice and worship experiences, and it seems that many of the folks who do community events here are aware of the need to ground even primarily social events in our Faith. I think this is promising for the long term health of this congregation.
This is a nightmare to properly credit. I found the quote in Essex Conversations, in the Daniel Harper essay, quoting Richard J. Bernstein, who is referring to the work of Hans-Georg Gadamer. So I am unsure who should get credit for the actual words; However, the sentiment was worth sharing.
In my reading of late, as well as in conversations I have had with several members of UUCB, the theme keeps emerging that words need actions to make them an expression of our faith.
I am very excited that the new Tapestry of Faith Curricula all seem to have a place to incorporate "Faith in Action" as an essential part of the curricula. Our youth group leaders are excited about providing opportunities for deepening asocial justice and worship experiences, and it seems that many of the folks who do community events here are aware of the need to ground even primarily social events in our Faith. I think this is promising for the long term health of this congregation.
Friday, August 27, 2010
To Choose Life!
“The human capacity and involvement in planetary destruction is occurring at such a pace that earth may not be inhabitable for any life form in the near future. These times call for radically new ways of thinking, sustained action in creating new ways of living on earth, and deep connection to the ground of all being and the source of hope and vision. The priestly writer of the Hebrew book of Deuteronomy writes of God, “I have set before you life and death, blessings and curses. Choose life so that you and your descendants may live” (Deuteronomy 30:19). Liberal religious education has before it the ability help us “choose life.” May it rise to the challenge." ~ Essex Conversations: Rev. Dr. M. Susan Harlow essay
In light of the puncture in the ocean floor that has spewed oil into the Gulf of Mexico, an area still unhealed from the massive hurricane Katrina from 5 years ago (a disaster that is also attributed to abuse of the planet by people), this essay rings prophetic. It was written several years ago. It makes me ask myself. What can I do today, to move this trend in the opposite direction? One thing that I can do is help to raise children who are more aware of these issues and who are empowered to choose life. Through experiences like mission trips I'd like to give them the skills they need to work against the destruction. There are probably more tangible ways, more personal ways that I can make changes too.
In light of the puncture in the ocean floor that has spewed oil into the Gulf of Mexico, an area still unhealed from the massive hurricane Katrina from 5 years ago (a disaster that is also attributed to abuse of the planet by people), this essay rings prophetic. It was written several years ago. It makes me ask myself. What can I do today, to move this trend in the opposite direction? One thing that I can do is help to raise children who are more aware of these issues and who are empowered to choose life. Through experiences like mission trips I'd like to give them the skills they need to work against the destruction. There are probably more tangible ways, more personal ways that I can make changes too.
Thursday, August 26, 2010
Praxis
I have often heard the word "praxis" used, and I had a general but vague sense of it's meaning, but then I read this great passage by Richard Gilbert, the former minister of Rochester Unitarian Church, and it finally really made sense.
"It is my conviction" says Gilbert, " that every Unitarian Universalist, from youngest to oldest, ought to understand that social justice work is as integral to the religious life as spiritual growth. I believe one of our major religious education tasks in the twenty-first century is helping people transform their beliefs and values into effective and meaningful action in the world - a process that has been called praxis."
So praxis it appears is the fulcrum of transformation. In recent weeks I have been reading a lot of curricula in preparation for the new church year. Praxis is an element that I search for in every new curricula. My question is how will this curriculum help our children live their religion? The new Tapestry of Faith curricula seem to take this question and run with it. I love the Faith In Action sections of each lesson, and will encourage the teachers in my program to use them whenever possible.
For Discussion: If anyone is reading this, please share a story of how you have taken a value or a lesson and transformed it into an action or behavior that was effective. I'd love to store up some ideas to create fertile ground for our children and youth.
"It is my conviction" says Gilbert, " that every Unitarian Universalist, from youngest to oldest, ought to understand that social justice work is as integral to the religious life as spiritual growth. I believe one of our major religious education tasks in the twenty-first century is helping people transform their beliefs and values into effective and meaningful action in the world - a process that has been called praxis."
So praxis it appears is the fulcrum of transformation. In recent weeks I have been reading a lot of curricula in preparation for the new church year. Praxis is an element that I search for in every new curricula. My question is how will this curriculum help our children live their religion? The new Tapestry of Faith curricula seem to take this question and run with it. I love the Faith In Action sections of each lesson, and will encourage the teachers in my program to use them whenever possible.
For Discussion: If anyone is reading this, please share a story of how you have taken a value or a lesson and transformed it into an action or behavior that was effective. I'd love to store up some ideas to create fertile ground for our children and youth.
Wednesday, August 25, 2010
Modeling for our Children
Essex Conversations: Pat Ellenwood's Essay (p. 48): "We must pay closer attention to what our children and youth observe in our behavior because they imitate those they love. They are reading us even more than they read the books we recommend. Our lives are available for them one chapter or installment at a time. We can turn the plot at any point. They repeat the talk -- the vocabulary, the topics. They say the words and learn the gestures."
While it is our desire to teach our children to think for themselves, it is abundantly clear that they do pick up attitudes and behaviors from the people around them and most notably their parents. What we model is profoundly important. It is also important for us as parents to occasionally challenge our adolescents when we hear them imitating us to see if our children have a basis for their opinion aside from mindlessly repeating our own opinions. One area where this stands out is a certain disdain for Christianity that often exists in young UU’s who have almost no exposure to Christian churches or scripture that is "inherited" from parents who have had painful experiences in their early churchgoing years.
It is wise for us as parents to stop to watch and listen to our children and see what values they project. And to reevaluate the model we provide. Is it consistent with the messages we speak and wish to teach to our children? We all fall short at times, it's human. Our children are a powerful mirror or magnifier of the world around them. What can we learn from listening?
While it is our desire to teach our children to think for themselves, it is abundantly clear that they do pick up attitudes and behaviors from the people around them and most notably their parents. What we model is profoundly important. It is also important for us as parents to occasionally challenge our adolescents when we hear them imitating us to see if our children have a basis for their opinion aside from mindlessly repeating our own opinions. One area where this stands out is a certain disdain for Christianity that often exists in young UU’s who have almost no exposure to Christian churches or scripture that is "inherited" from parents who have had painful experiences in their early churchgoing years.
It is wise for us as parents to stop to watch and listen to our children and see what values they project. And to reevaluate the model we provide. Is it consistent with the messages we speak and wish to teach to our children? We all fall short at times, it's human. Our children are a powerful mirror or magnifier of the world around them. What can we learn from listening?
Tuesday, August 24, 2010
Education vs Faith Development
What a remarkable insight. I feel that it is important to make sure that we provide opportunities to develop faith through experiences of transcendence. Or at the very least build awareness of the things that we trust to be reliable in every day life.
We want our children to be articulate in Unitarian Universalist values, and in religious history. But more importantly I feel we need to give them a basis of trust, or faith, if you will in the beliefs that will sustain them throughout their lives. As UU's there is some flexibility in what those specific beliefs are, but the need to have them is still present. Our program strives to expose our children to many beliefs, teaches them to test and challenge those beliefs so that as they mature, they have developed personal beliefs that they can truly trust and hold as their own and depend on to see them through life's more difficult times.
Introduction
I am the new Director of Religious Education at the Unitarian Universalist Church of Buffalo, and I am a candidate to become a Credentialed Religious Educator through the UUA's RE Credentialing program. Part of the work I am doing to prepare for this is an extensive reading list.
As I read, and prepare my portfolio, as well as in the course of my day to day work, I frequently have insights I would like to share with people. I welcome feedback and exchange of ideas. So for the parents, teachers and youth in my program as well as fellow religious educators and anyone else who may enjoy reading, I've decided to create this blog.
The title comes from a quote from John Murray, the minister credited with bringing Universalism to America.
“You may possess only a small light, but uncover it, let it shine, use it in order to bring more light and understanding to the hearts and minds of men and women. Give them not Hell, but hope and courage. Do not push them deeper into their theological despair, but preach the kindness and everlasting love of God.”
I hope you enjoy your reading.
Sincerely,
Sonja Lamicela, DRE UUCB
As I read, and prepare my portfolio, as well as in the course of my day to day work, I frequently have insights I would like to share with people. I welcome feedback and exchange of ideas. So for the parents, teachers and youth in my program as well as fellow religious educators and anyone else who may enjoy reading, I've decided to create this blog.
The title comes from a quote from John Murray, the minister credited with bringing Universalism to America.
“You may possess only a small light, but uncover it, let it shine, use it in order to bring more light and understanding to the hearts and minds of men and women. Give them not Hell, but hope and courage. Do not push them deeper into their theological despair, but preach the kindness and everlasting love of God.”
John Murray
I hope you enjoy your reading.
Sincerely,
Sonja Lamicela, DRE UUCB
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