Daniel Harper – Page 118 – Yet Another Unitarian Universalist

UUA logo: our version

Carol and I have been playing around with the new UUA logo. Carol doesn’t like the way the flame in the new logo is disattached from the candle-chalice thingie. I don’t like the way the sides of the chalice-thingie act as walls which keep the flame from being seen from the sides.

Mind you, it’s way too easy to be a Monday morning quarterback. No logo can ever be perfect, and certainly the UUA logo is a pretty good design, and more than adequate. But it’s way too easy to play around with graphics on our laptops, and Carol and I had nothing better to do on a sleepy Saturday morning, so we spent half an hour revising the UUA’s logo. Here’s what I came up with:

Update: June 24, 2018: The above logo is now released under a Creative Commons license; please attribute to “A UU”.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Compare it to the official UUA logo below. See what I mean about the sides coming up around the flame in the official logo?

(Now that I look at this again, I wish I had made the sides of my version even lower, but I’ve already wasted too much time playing with this.)

Jesus said something like (and I’m paraphrasing here): “Neither do people light a candle and put it inside a red and orange bushel basket, the walls of which extend halfway up the flame, so the people below us cannot see the flame.” Buddha supposedly said (another rough paraphrase): “Thousands of candles can be lit from a single candle, and the life of the candle will not be shortened; but if your candle is inside a red and orange chalice thinige, others will burn their fingers trying to light their candle from your candle.” The new UUA logo is a pretty accurate graphic representation of what our denomination is actually like; my revision of the logo represents the way I wish our denomination were.

Update, 3 hours later: Ah, what the heck, I might as well make the things the way I like it — here’s a version with even lower walls, and now it looks like the “U” is kinda lying back and the candle is standing up inside it:

Persimmon

The first time I visited California was in October, 1987. Everything about California was mind-blowing to a young guy like me who had, although I had been to Europe, had never been further west than Washington, D.C. It was my first experience of the Pacific Rim: the landscape of the Rim of Fire, the cultural encounter between east Asia and North America, the climate; even the sight of the sun setting in the Pacific Ocean was mind-blowing, for though I could have seen that sight from western Europe, watching the sun set into the endless Pacific was a very different experience than watching the sun set into the gray North Atlantic.

I stayed for a few days with my cousin Nancy in Oakland. She was the ideal host. She drove me up to Grizzly Peaks where I looked down with amazement on the city of Berkeley a thousand feet below me, and the bridges in San Francisco Bay beyond the city; I could not have imagined then that sixteen years later, that road would be part of my daily commute to work. She took me out to Cliff House to watch the sun set in the Pacific; she took me into Chinatown and Japantown; and she introduced me to locally-grown persimmons (Diospyros kaki).

Nancy had a few persimmons ripening in her kitchen. She found one that was ripe, cut it open, and showed me how you use a spoon to eat it. The combination of the jelly-like texture, the flavor, and the bright orange color were unlike any food I had ever eaten before. After I got back to Massachusetts, I found persimmons in the supermarket, but they never tasted as good as the ones I had eaten in California; they just weren’t worth buying.

Now here I am, living in California, and when I saw a sign in the local supermarket for “Locally Grown Persimmons” of course I bought some. I put them on the kitchen counter next to some late tomatoes that I had just picked in our garden. Nancy tells me that the Chinese word for tomato is xihongshi, meaning “western red persimmon,” and the two fruits do look remarkably alike from a certain angle (the tomato is the smaller one on the left):

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The problem with eating persimmons is that if you eat them before they are fully ripe, the high level of tannins will make your mouth feel furry on the inside. You can also get so-called fuyu persimmons, funny stubby little things that contain less tannin in them so you can eat them when they’re not quite ripe. If you’re impatient, as Carol is, perhaps it’s best to eat fuyu persimmons. I’m impatient, and I rarely wait quite long enough before I eat a persimmon; but I’ve come to appreciate the light astringency of a not-entirely ripe persimmon, and to enjoy the faint furry feeling that lingers in your mouth after you’ve eaten one.

The three persimmons I bought have been sitting on the kitchen counter for two whole days now, tempting me. I kept feeling them gently: were they soft all the way down to the stem? Did they feel as though they would collapse in my hand if I picked them up? Finally I decided that one of them was ripe enough to eat. I cut off the end, and scooped out some of the fruit:

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Oh, it was good! — I couldn’t believe that I had actually waited long enough for my first persimmon of the season to ripen fully! I ate the whole thing in about five seconds. And then, sure enough, I started to feel that faint furry sensation on the inside of my mouth. It was a very faint sensation, and not unpleasant, but it was enough to remind me that once again I had been too impatient.

Online petition regarding clergy sexual misconduct

The First Unitarian Universalist Church of Nashville’s “Safety Net” has started an online petition at Change.org, asking that all candidates for the UUA Board and for Moderator to open up a conversation about clergy sexual misconduct in U.S. Unitarian Universalist congregations:

We, the undersigned, are asking the candidates for UUA Moderator and Board of Trustees to publicly indicate their willingness to start a new national conversation on clergy misconduct in the UUA, and to ensure that survivors of misconduct have a real voice in that conversation. We ask them to commit to using the powers of the Board to take ownership of the recommendations of the Safe Congregation Panel, to update them as needed, and to hold the staff accountable for implementing them fully. And we ask them to investigate the accountability relationship between the Board and Ministerial Fellowship Committee, with an eye toward balancing the need to protect institutional interests with a pastoral responsibility to care for victims of misconduct.

I signed it. You bet I did. They provide a space for comments when you “sign,” and here’s what I wrote: “As someone who has served as both parish minister and religious educator in congregations suffering from past clergy sexual misconduct, I have seen the effects such misconduct has on both adults and legal minors. I have also seen first hand a high level of denial about the seriousness of clergy sexual misconduct on the part of UUA leaders. It’s way past time the UUA addressed this more fully.”

Mind you, I have my doubts whether such petitions effect much change. I also have grave doubts about whether the culture at the UUA, or in many local congregations, is going to change; Unitarian Universalists have a tendency to want to solve other people’s problems before trying to address their own problems; we’re great at sending money overseas or working on immigration problems here in the U.S., but we’ve been very unwilling to tackle problems that occur in our own homes and hearts, problems like domestic violence, racism, classism, the overconsumption that goes with upper middle class lifestyles, and so on.

But in spite of my doubts, I signed the petition. It’s easy for me to sign this petition; I’m a minister, I have a vested interest in cleaning up my profession. Now it would be nice if lots of respectable laypeople, good solid institutionalists — people who are pillars of our local congregations, people of impeccable morals — it would be good if many such people also signed the petition.

How to take your Sunday school back to the year 29

Every couple of years, we run a five-week Sunday school program called “Judean Village,” in which we travel back to the year 29 to be in a predominantly Jewish village in the Roman-controlled territory of Judea.

The Judean Village program has us travel back in time during Sunday school. We gather in the village square, where the artisans and shopkeepers of the village (i.e., the Sunday school teachers) exchange gossip and rumors — gossip about what the hated tax collector has been up to this week, what the Roman overlords are doing, etc. — and rumors about the wandering rabbi named Jesus of Nazareth who is rumored to actually sit down to share meals with tax collectors (horrors!), who is rumored to be healing people and even raising them from the dead, and who may or may not be planning a revolution that will drive the Romans out of Judea and reestablish Jewish rule. The artisans and shopkeepers are all wearing long tunics with rope belts and head cloths (available from www.christiancostumes.com). We supplemented the costumes we purchased with ones made by volunteers in the program.

The village song leader comes by, and teaches the villagers a song: Continue reading “How to take your Sunday school back to the year 29”

Summer Sunday school: Blob Tag and Jataka tales

From my teaching diary; as usual, children’s names are fictitious.

We’ve been getting 8 to 12 children in grades K-6 in our summer Sunday school class — a nice group size that allows children of different ages to get to know each other. Such a small group size makes it easy to change your plans at the last minute, too. At 9:25, five minutes before heading in to the worship service, Edie, my co-teacher, and I revised our plan. We were supposed to take a walk to the nearby city park, but neither one of us felt like dealing with the hassle of getting permission slips signed.

“Let’s stay here,” said Edie. “We can play giant Jenga.” Last winter, the middle school group had made a game based on Jenga (a trademarked game invented by Leslie Scott), using two-by-fours for the blocks. The middle school kids had played this game on the patio during social hour, and the younger kids were fascinated by it.

“Do you want a story?” I said. I had just gotten an old story book, More Jataka Tales by Ellen C. Babbit (1923), and there was one story I wanted to tell to children. Continue reading “Summer Sunday school: Blob Tag and Jataka tales”

A portrait of the minister as a misconductor

Recently I received an unsolicited book in the mail. As a minister and as a blogger, I sometimes receive unsolicited books in the mail, usually on topics in which I have no interest, and I generally toss them straight into the recycling bin. Upon opening the envelope, I read the title of the book, Being Alive and Having To Die: The Spiritual Odyssey of Forrest Church, and having no interest in Forrest Church I headed for the recycling bin. But before I tossed the book, I thought to myself, “I wonder if the author dared tackle Church’s sexual misconduct?” The author did dare, so I decided to read on.

Dan Cryer, the author of Being Alive and Having To Die, portrays Forrest Church as having come from privilege. The son of Frank Church, a prominent U.S. Senator, Forrest Church could trace his ancestry back to the Mayflower through both his mother and his father. He grew up in large part near Washington, D.C., in a county with the highest per-capita income in the country. His father went to Stanford University, and that’s where Forrest received his undergraduate degree. Although he was estranged from his father during the late 1960s, as were so many upper middle class young men of his generation, he once avoided arrest because U.S. Forest Service troopers liked his father’s pro-conservation initiatives in the Senate. Forrest Church continued following his father’s footsteps: his father had gone to Harvard Law School, and after a year at Pacific School of Religion Forrest transferred to Harvard Divinity School.

He married Amy Furth when they were both undergraduates at Stanford. Cryer’s descriptions of their marriage makes Forrest Church sound like a male chauvinist pig, e.g., “…the young husband did have a bad habit of wounding Amy by making important decisions without consulting her” (p. 65). Beginning in 1976, Church began having affairs with other women, although he himself “declined to characterize these as ‘affairs'” (p. 188). After he was called to the prestigious pulpit of All Souls Unitarian in New York (in “that nation’s wealthiest ZIP code”[p. 110]) in 1978, the affairs continued, though not with members of the congregation. By 1991, the marriage of Amy and Forrest Church “had been shaky for a long time” (p. 187). It was in that year that the whole thing blew up. Continue reading “A portrait of the minister as a misconductor”

Neuroscience and religious education

Outline of an informal talk given July 10, 2011, at Ferry Beach Religious Education Week, held at the Universalist conference center in Saco, Maine.

Welcome to this porch chat on neuroscience and religious education. What I’d like to do in this porch chat is this — First, find out what you know about neuroscience as it applies to religious education. Second, to tell you a little bit about what I have been learning about the exciting new developments in this area. And third, to talk about ways we can all continue our own education in this area.

(1) Let’s begin with what you know about neuroscience and religious education. And before you say “nothing,” I suspect at least some of you know something about Howard Gardner’s theory of multiple intelligences. How many of you have run into multiple intelligences work before?

What you may not realize (or may forget) is that Gardner drew upon new scientific insights in the way brain works to develop this theory. According to a paper by the Multiple Intelligences Institute, “to determine and articulate these separate faculties, or intelligences, Gardner turned to the various discrete disciplinary lenses in his initial investigations, including psychology, neurology, biology, sociology, anthropology, and the arts and humanities.” [p. 6] So Gardner represents one attempt to apply scientific insights into the brain to educational practice.

So now let me ask: what (if anything) do you know about neuroscience and religious education?

[summary of some of the responses]

the brain’s plasticity
answering the question: is there a genetic quality to empathy?
the god gene
how like things like mediation, music, etc., can change the brain
kids who have deficits with empathy
you can make new neural pathways
visualing brain pathways through brain imaging

(2) Now let me tell you a little bit about what I’ve been learning about how to apply scientific understandings of the brain to religious education.

I’d like to begin by reading you a paragraph from a 2000 report by the National Academy of Sciences titled “How People Learn: Brain, Mind, Experience, and School.” (You can download a free PDF of this book here.) I was introduced to this book by Joe Chee, a teacher educator and UU who is currently pursuing a Ph.D. in education and technology; Joe recommended this as a great introduction to the topic. And right at the beginning of this book, the authors tell us why we should care about the topic:

The revolution in the study of the mind that has occurred in the last three or four decades has important implications for education. As we illustrate [in this book], a new theory of learning is coming into focus that leads to very different approaches to the design of curriculum, teaching, and assessment than those often found in schools today. Equally important, the growth of interdisciplinary inquiries and new kinds of scientific collaborations have begun to make the path from basic research to educational practice somewhat more visible, if not yet easy to travel. Thirty years ago, educators paid little attention to the work of cognitive scientists, and researchers in the nascent field of cognitive science worked far removed from classrooms. Today, cognitive researchers are spending more time working with teachers, testing and refining their theories in real classrooms where they can see how different settings and classroom interactions influence applications of their theories.

Continue reading “Neuroscience and religious education”