Category Archives: Liberal religion

Saving Star Island

Star Island, a religious conference center off the coast of New Hampshire, got shut down in late June for violations of the electrical code. They have just announced that they now have permission to reopen as of today, for personal retreats: press release here.

At the same time, Star Island Corporation has clearly taken a big financial hit — they have been closed for nearly half their season already, and it’s hard to imagine how they will recover that lost revenue. An independent group called “Save Our Star” has begun organizing fundraisers to help out, and you can see their Website here.

Star Island Conference Center provides a real service to liberal religion, by hosting conferences that allow laypeople and clergy to deepen their religious lives, develop leadership skills, and celebrate liberal religious values. Let’s hope they can get back on a sound financial footing — and if you know anyone who could write them a six-figure check, you might want to pass that name along to them.

“Cultural politics and the question of the existence of God”

by Richard Rorty, in Philosophy as Cultural Politics: Philosophical Papers, vol. 4. Cambridge Univ. Press, 2007

When the American pragmatist philosopher Richard Rorty died a month or so ago, I decided to add some of his writing to my summer reading list. The fourth volume of his selected essays, Philosophy as Cultural Politics: Philosophical Papers, vol. 4, contains the essay “Cultural politics and the question of the existence of God,” and this essay seemed like a good place for a minister like to me start reading.

If you’re hoping for a definitive answer to the question, “Does God exist?” Rorty will not only disappoint you, he will also tell you (fairly gently) that it’s a bad question. There are better questions to ask, and these better questions have to do with what Rorty calls “cultural politics.”

So what is “cultural politics”? Citing philosopher Robert Brandom, Rorty says that the social world is prior to anything else. There isn’t some larger authority out to which we can appeal to set norms for society. This in turn means that societies, and the people who live in societies, cannot make appeals to God, or Truth, or Reality that trump all other appeals or claims. Your God, or Truth, or Reality can’t be considered an ultimate norm, any more than my God or Truth or Reality. Cultural politics, says Rorty, “is the least norm-governed human activity. It is the site of generational revolt, and thus the growing point of culture.” If you want a good example of how things grow in cultural politics, think about the U.S. Supreme Court decisions of Plessy vs. Ferguson on the one hand, and Brown vs. Board of Education on the other hand. Forget appeals to some transcendent Justice — we’re stuck with “the ontological priority of the social” (really a misnomer, since there is no ontology) — i.e., society, the social world, comes before anything else.

This being the case, rather than ask, “Does God exist?”, it would be better to ask, as Rorty phrases the question, “Do we want to weave one or more of the various religious traditions (with their accompanying pantheons) together with our deliberation over moral dilemmas, our deepest hopes, and our need to be rescued from despair?” Another way to make the same point is to say that, instead of having some kind of public religion ( “All U.S. citizens shall believe in the God of the Christian scriptures, as interpreted by the Southern Baptist Conference”), it would be better to have only private religion that stays out of the public sphere.

To me, as a Unitarian Universalist minister, all this makes good sense. I usually do not choose to play the language game that asks whether God exists or not. Continue reading →

Writing with 5th and 6th graders

My older sister, Jean, teaches writing at Indiana University East. She also works with elementary school children in the Richmond, Indiana, public schools. After reading my recent post on activities I did with 5th and 6th graders at a Unitarian Universalist summer camp, Jean decided to post a great writing exercise suitable for 5th and 6th graders in a Sunday school setting (or a school setting, for that matter).

You’ll find Jean’s activity here.

Two good links

  1. Carol and I aren’t married, so I call her mother my mother-out-law. And my mother-out-law sent me a link to an incredible online resource, the Cooperative Digital Resources Initiative (CDRI). What is CDRI? — “CDRI has assembled an impressive digital image collection that features woodcuts, coins, maps, postcards, sermons, and other ephemera.” For example, here’s a postcard of First Universalist in New Bedford (First Universalist merged with First Unitarian in 1930, and the old church is now an art gallery).
  2. Everett Hoagland, former poet laureate of New Bedford, turned me on to a great news story about the Presidential Scholars who, when they met George Bush, presented him with a petition asking him to cease illegal renditions, and to remove his signing statement to the McCain anti-torture bill. One student’s account of the event is here, and Amy Goodman’s interview with two of the students is here. Apparently, Mr. Bush was a bit nonplussed when presented with the students’ petition. Regardless of their political position, I am glad to hear that our educational system is indeed educating young people for democracy by teaching them how to genuinely engage with our elected leaders. Gives me hope for the future.

Meet Jesus: The Life and Lessons of a Beloved Teacher

This past year at First Unitarian in New Bedford, we gave the book Hide and Seek with God to every Sunday school family with children aged 5 to 8. Hide and Seek with God has twenty or so stories that present the concept of God from a variety of vantage points — feminist vantage points, non-Western vantage points, earth-centered vantage points, as well as various Western Christian (usually heretical Christian) vantage points. Having this book in the home proved to be very helpful to families, as they figure out how to engage in nuanced talk about religion with their children while immersed in a culture that doesn’t value nuanced talk about religion.

In looking for a new book to send home with families for this year, I came across Meet Jesus: The Life and Lessons of a Beloved Teacher, written by Lynn Tuttle Gunney, and published by Skinner House, the Unitarian Universalist denominational publishing house. It may turn out to be the book we send home this year.

As the subtitle implies, Gunney emphasizes the life and the teaching of Jesus of Nazareth. Jesus’s crucifixion and death take up only two pages out of the first twenty-two pages. Most of the text on those twenty-two pages simply tells the story of Jesus’s life, interspersed with examples of his teachings. We get two parables:– the parable of the Good Samaritan, and the parable of the lost sheep. We get some other teachings:– a snippet from the Sermon on the Mount, and of course the Golden Rule.

On page 23, we get a short summary of how different people interpret Jesus’s death, in the form of: “Some people say… [but] Some people say….” When reading this book for the intended age group, parents (and Sunday school teachers) will want to be ready to say say, “We believe that…” — and then either pick one of the options in the book, or present yet another option. Children aged 4-8 tend to be concrete thinkers, and they don’t particularly want to hear adults hemming and hawing about theological abstractions.

The prose is clear, uncluttered, and straightforward — perfect for children in preschool and up. In fact, the prose is good enough that I would feel comfortable using excerpts from this book in a worship service. The illustrations are fine, particularly for younger children.

The book is good enough that I will show it to our new Director of Religious Education, and if she approves we will find the money to send it out to every Sunday school family with children aged 4-8. My only complaint is that the book is pretty short, too short to satisfy a family for a whole year.

17 homiletical tasks

At one of my favorite used bookstores today, I came across a book titled African American Religious Studies (ed. Gayraud S. Wilson, Duke Univ, 1989). I’m always a sucker for books on religious studies, so I leafed through it, and in an article by Cheryl J. Sanders titled “The Woman as Preacher,” I came across a list of 17 homiletical tasks undertaken by preachers in the African American tradition.

Sanders was interested in figuring out whether there’s a difference between what women and men preach in the African American church tradition. But I was interested in the tasks in their own right, as a way to analyze the sermons I hear, and the sermons I write. Below you’ll find my paraphrase of Sanders’s 17 tasks. (In some cases, I have done a little translation from the African American church to the peculiarities of Unitarian Universalism.) Following Sanders’s original list, these tasks are listed in alphabetical order:

  1. Affirming — Speaking in positive terms to the congregation, especially about what the congregation is doing.
  2. Celebrating — Calling attention to the joy of worship.
  3. Criticizing the church — Pointing out the shortcomings of the congregation, the wider denomination, or more general categories of religious community/institution.
  4. Criticizing society — Especially, criticizing unjust social structures and social systems.
  5. Exegeting scripture — A critical analysis of religious scripture.
  6. Exhorting — Exhorting lsiteners to act or exhibit some virtue.
  7. Interpreting scripture — Different from exegeting scripture, expounding on the significance of a particular religious text, with an emphasis on the text’s application.
  8. Inviting hearers to commitment — In a traditional Christian church, this would be followed by an altar call; in a Unitarian Universalist context, this might be followed by a request for deeper financial commitment, volunteer commitment, etc., but more immediate than no. 6, exhorting.
  9. Observing a liturgical event
  10. Proclaiming an eschatological vision — Broadly speaking, a look towards ultimate, or last, things. John Murray’s words, “Give them hope, not hell,” would fall into this category.
  11. Quoting lyrics of hymns — Using hymn lyrics as authoritative sources, or as a summary of the sermon.
  12. Quoting lyrics of Negro spirituals — Negro spirituals can be considered as a repository of history and culture, as well as a cultural tradition, that goes beyond denominational boundaries. Predominantly white Unitarian Universalism has no homiletical task exactly like this; references to popular culture fall under no. 17.
  13. Quoting poetry or drama
  14. Storytelling — Telling the stories from religious scripture.
  15. Teaching — A more formal and structured presentation of information.
  16. Testifying — The preacher tells about her or his personal witness of the self-disclosure of the divine in her or his life.
  17. Translating religious scripture into the vernacular — Different from storytelling, insofar as stories have more of a timeless quality.

Looking over this list, I find that I tend to neglect some of these homiletical tasks — e.g., I rarely, if ever, engage in testifying. I also find that I have a tendency to favor certain of these tasks — e.g., I’m more of a teacher than a storyteller, and more interested in exegesis than translating scripture into the vernacular. Not that I believe that every preacher should exactly balance all of these tasks over the course of a church year. But this list of homiletical tasks does help me to evaluate myself, and better understand what kind of preacher I am — and it helps me to realize what sorts of churchgoers are not going to be satisfied by my sermons.

Friday the 13th?

Ferry Beach Conference Center, Saco, Maine

This was the last day of children’s program of the religious education conference at Ferry Beach. Lisa and I are doing nature and ecology with rotating groups of children in grades 1-6, and this morning we ended up with the 5th and 6th graders.

The morning did not start off well. The children were tired and a little cranky to begin with. Then they found out that they would not be allowed to watch the “Banathalon.” The Banathalon is a strange Ferry Beach tradition — a relay race where instead of passing a baton you pass a banana from one competitor to the next. Years ago, it started out like a triathalon, with running, bicycling, and swimming legs, and then at the end someone had to eat the banana-baton. Over the years, other legs have been added — pull-ups, solving a Rubik’s cube in 5 minutes, etc. And during the religious education conference, the banathalon is a competition between the high school youth and the junior high youth — which means that the 5th and 6th graders are very interested in it.

“This year, we can’t watch the banathalon,” I said. About half the group erupted. We can’t watch!? Why not? We always watch! (“Always” in this context means “last year.”) “It’s not my rule, although I agree with it,” I said. “It’s the conference coordinators who said we couldn’t watch.” They continued to be cranky and upset, so I said I would get one of the conference coordinators to explain why they couldn’t watch. Anne came, and explained why they couldn’t watch. At that point, some of the children said, Well, if we can’t watch, let’s do something else. Two days ago, we had all agreed that the group would spend alone time in the woods, so finally the group calmed down enough that we could walk over to the woods together, and get set up for spending alone time in the woods.

Continue reading →

Tree Murals and Foxes and Rabbits

Ferry Beach Conference Center, Saco, Maine

The children’s program of the religious education conference continued this morning. Lisa and I are doing nature and ecology with rotating groups of children in grades 1-6. Some notes on Thursday’s activities:

We started off with the 1st/2nd graders this morning. It’s a small group (only 8 children), with mostly 2nd graders. They have been a very easy group — lots of sunny personalities, and no conflicting personalities. The weather was finally clear and dry, so at last we were able to do one of the lessons we had planned out in advance — the Tree Mural project, a way to help children appreciate a living thing (a tree) while learning about the ecological concept of habitat.

First we went out and “adopted” a tree. We lay around the base of it while Lisa read a sort of guided meditation to help the children get a sense of the tree (the complete lesson plan is at the very end of this post). It was a little hard for children of this age to focus on this part of the activity, but they did pretty well — especially when we all sat up and started looking for living creatures on and around the tree. The children found spiders, ants, caterpillars, a hole that might be a chipmunk hole, and other small creatures.

Continue reading →

Wait, what does this church stand for?…

Ferry Beach Conference Center, Saco, Maine

This year’s theme at the annual religious education conference is how to spread the word about Unitarian Universalism. Which raises the interesting question — how do you tell a visitor to your church what “Unitarian Universalism” means, anyway? I interview Peter Newport, one of the ministers at the Lancaster, Pennsylvania, Unitarian Universalist church, and I ask him that very question.

Not to kill the suspense, but we don’t come up with an answer…. (1:24)

Screen grab from the video showing two middle aged white guys laughing.

Note: video host blip.tv is defunct, so this video no longer exists.