We’ve tentatively identified four big educational goals for the religious education programs in our church, and one of those goals is to make sure children have basic religious literacy compatible with the society they’re living in. More specifically, we want children who have gone through our program to know: (a) the main Bible stories they’re likely to encounter in Western culture (in literature, film, painting, etc.); (b) stories and facts about the main world religions they will encounter both in their immediate environment and in current events; (c) a basic knowledge of the history of Western religion (primarily Western Christianity), and in particular the history that led to the formation of Unitarianism and Universalism; and (d) the main characters and stories of Unitarianism and Universalism in North America.
Yesterday I had lunch with three of the lay leaders in the children’s religious education program to talk about assessment strategies for our religious education program. I suggested that part of our assessment strategy for this educational goal of religious literacy should be a list of the specific things we want to teach our kids; i.e., which Bible stories should kids know? which famous Unitarians and Universalists should they know? etc.
Below is my first attempt at generating such a list, with material to be covered from ages 3 to 18. I would love to have your comments on, suggestions for, corrections to, and additions to this list.
We started off this second session in the workshop with me teaching a sample lesson. I taught the lesson pretty much as I would teach it to a small, mixed-age group of children.
We began by saying together a simple affirmation of faith, with hand motions. Then we went around the circle, and each participant said their name, after which they could say one good thing and one bad thing that had happened to them since we had met together yesterday. One participant had something very important to say, and we spent several minutes listening to her.
After the introductory bits, I read the story about the God of the Israelites parting the sea so Moses and his people could escape form Pharoah’s army. I read the story straight out of the New Revised Standard Version of the Bible (Exodus, all of ch. 14), and of course I made sure to read it dramatically.
The participants wanted to discuss the story right away (a quite different reaction than children would have had). But instead of allowing the discussion, I said, “Let’s act the story out. Who wants to be which character?” Sheila agreed to act out the part of the God of the Isrealites; I was Pharaoh, Mary and Helen said they would be the sea (“the waters forming a wall for them on their right and on their left”); and so on. We had great fun acting out the story, and we really hammed it up — I had Phraoh talk in a pirate voice, Sheila played God as a deadpan New England Yankee, Mary and Helen were very active as the waters of the sea, etc.
When we had finished acting, it was time to discuss the story. “What happened in the story?” I asked. The participants reviewed what had happened in the story. Then I asked, “What did you think about the story?” Some of the participants didn’t like the story, because it was violent, and the God of the Israelites seemed vindictive to them. But as the participants kept talking they came to some interesting conclusions: Moses was a strong leader; the God of the Israelites was like a superhero character; the parting of the sea could have been explained by natural phenomena. I asked whether this story was non-fiction or fiction. Continue reading →