Unitarian Universalist naming ceremonies

So what’s the difference between baptisms, christenings, and child dedications? (Historical info about these ceremonies: here, here, here, and here.)

Baptism ceremonies use some formula that gives a name to the child in the name of, variously, God the Father (alone); Lord Jesus (alone): or God, Jesus, and the Holy Spirit )together); at least one Unitarian baptism ceremony used the trinitarian formula. A baptism ceremony may be generally understood to be in the Protestant tradition where there are just two ordinances observed by a Protestant Christian church, that of the Lord’s Supper (i.e., communion) and baptism.

Dedication ceremonies prior to the late twentieth century use some formula that dedicate the child to God the Father, or to the example of Jesus. From the late twentieth century on, dedication ceremonies may dedicate the child to a moral life, a higher purpose, etc.

Christening ceremonies give a child its “Christian” name. In some cases, a christening ceremony is understood as the same as a baptism. In other cases, for example in the Western Unitarian Conference, a christening is significantly different from a baptism; a christening may simply name the child, or may dedicate the child’s life to “to virtue, to truth, to love, to duty, to the service of God and humanity,” etc.

Ministers and academic theologians will want to make clear distinctions between baptism, christening, and dedication of children. Baptism, it may be argued, is a Christian rite for which various justifications can be provided from the Christian scriptures; an explication of baptism will most likely get into the theology of original sin. Christening is also a Christian rite, it may be argued, distinguished from baptism in that it is a simple naming ritual, giving a child its Christian name; and distinguished from baptism in that there is no specific example of christening found in the Christian scriptures. Dedication, it may be argued, originally came from a rejection of the necessity of infant baptism (on whatever theological ground), so that the ceremony is simply a dedication of the child’s life to God, higher purpose, or what-have-you. — These academic distinctions could be (and have been) argued at great length.

In common practice, in religion as it was actually lived out, none of these terms appears to have had a precise definition. Nineteenth century Universalists appeared to have maintained some distinction between the terms “baptism” and “dedication”; roughly speaking, a dedication was used by those who did not feel that children needed to be baptized, either because they found no justification for baptism in the Christian scriptures, or because their theology of salvation held that baptism was not required, or for some other reason. Nineteenth century Unitarians tended to use the terms “christening” and “baptism” somewhat interchangeably, although sometimes there appears to have been some slight distinction between the two, with “baptism” perhaps indicating a slightly more conservative theology. In the twentieth century, “christening” and “dedication” seem to appear more frequently among both the Unitarians and Universalists; however, “baptism” also appears as a synonym for “christening” or “dedication,” sometimes coupled with one of the other terms, e.g., “christening or baptism.” Into the mid-twentieth century, there appears to have been increasing preference for the terms “christening” and “dedication”; by the end of the twentieth century, the dominant term was “dedication,” while “christening” and “baptism” had fallen out of widespread use.

Today, in the first quarter of the twenty-first century, I feel that these three terms have definite connotations within Unitarian Universalism. “Dedication” has become the default term for mainstream Unitarian Universalism; the term is typically interpreted as meaning that we dedicate children to some higher purpose; and the term connotes adherence to mainstream Unitarian Universalist values. “Christening” is being used less and less frequently, but when it is used it seems to appear with a naming ceremony related to late twentieth century liberal Protestantism; thus the term “christening” connotes a respect for recent tradition, and a desire to carry that liberal Christian tradition on. “Baptism” is perhaps used more frequently than “christening” these days among Unitarian Universalists; partly due to the influence of liturgical renewal movements among liberal Christians who are reclaiming the rite of baptism, and partly due to the near obliteration of the term “christening.”

However, in our increasingly multicultural society in which fewer and fewer people have been raised in any kind of religious community, these fine distinctions between “baptism,” “christening,” and “dedication” are lost on many people. I would venture to guess that only half of younger Unitarian Universalists — those who are at an age where they have having babies — have a strong sense of what a child dedication is, or why they might want one for their child; they may be more aware of what a baptism is, but they probably associate baptism with some stereotype of creepy conservative Christians. Furthermore, in many regions popular culture and popular religion provide alternatives like gender-reveal parties, or do-it-yourself ceremonies, all of which, for many families, fill the need for some kind of ceremony to recognize and welcome babies.

Here in Silicon Valley, I’m seeing fewer and fewer families who know what a child dedication ceremony is, or see any need for their family to have such a ceremony. Perhaps more families would want a child dedication ceremony if they knew what it was, but with the information overload facing all families with children, getting through to them on this trivial point is going to be difficult.

Perhaps one way to get through to busy, non-religious, multicultural Unitarian Universalist families is to start calling this ceremony by a more understandable name. Calling it a “child dedication” is actually somewhat meaningless unless you already know something about the history of baptism and why we’d want to reject the notion of baptism. Maybe it would help to start calling it a “naming ceremony” — a straightforward, non-technical name that accurately describes what is going to happen at the ceremony, and informs the parent of the age at which you probably want to have that ceremony for your child.

(While we’re at it, can we please start calling “gender-reveal” parties by a different name? What’s actually being revealed at a “gender-reveal” party is the biological sex of the child; children don’t develop a strong sense of their own gender identity until about age three. I know, I know, we can’t call them “sex reveal” parties, that sounds nasty. But there must be some other name we can use that doesn’t confuse gender identity with biological sex.)

Update: edited and revised 9:57 p.m. Pacific time, Feb. 28.

Unitarian and Universalist views on baptism, late 18th C.

Here are two documents that give a picture of late eighteenth century Unitarian and Universalist views of baptism.

1783: Unitarian baptism ceremony
late 18th C.: Description of Universalist dedication ceremony

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Continue reading “Unitarian and Universalist views on baptism, late 18th C.”

Universalist views on baptism and dedication, 19th C.

As a follow up to this post, here are Universalist documents from the nineteenth century describing naming ceremonies (baptism and dedication).

1839: Universalist baptism and child dedication
1850: Universalist dedication/baptism
1872: Description of a Universalist naming ceremony
1895: Universalist naming ceremony

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Continue reading “Universalist views on baptism and dedication, 19th C.”

Unitarian views on christening and baptism, 19th C.

As a follow up to this post, here are Unitarian documents from the nineteenth century describing naming ceremonies (baptism and christening).

1827: Description of Unitarian naming ceremonies
1844: Unitarian naming ceremony
1884: Unitarian naming ceremony
1891: Description of a Unitarian naming ceremony

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Continue reading “Unitarian views on christening and baptism, 19th C.”

UU views on christening and dedication, 20th C.

Amy Morgenstern, the senior minister, and I have been talking about child dedications recently. As we talked, I realized that one of the results of the social process known as “secularization” (which in the U.S. is more of an adjustment away from communal religious organizations to individualized religious practices) is that fewer and fewer people know that there are established communal practices to welcome babies. Even if they do know about such practices as Unitarian Universalist child dedications, they may find it difficult to understand why they would want to have a communal ceremony, within a religious community, rather than something more individualistic.

This realization has led me to rethink the entire concept of child dedications. After I was born in 1960, I was christened (not dedicated) in a Unitarian church — but what was a Unitarian christening, and was there then a distinctive way of thinking about this naming ceremony? What about Universalist understandings of naming ceremonies? How have Unitarian and Universalist naming ceremonies combined and evolved into Unitarian Universalist naming ceremonies?

I don’t yet have answers to these questions, but I’ve been collecting relevant historical documents. Without further ado, here are documents from the 20th century that relate to Universalist, Unitarian, and Unitarian Universalist naming ceremonies.

1903: Unitarian naming ceremony
1922: Universalist naming ceremony
1966: Description of Unitarian naming ceremonies
1999: Description of Unitarian Universalist naming ceremonies

(Updated 28 Feb 2020: corrections and revisions, added another document)

Continue reading “UU views on christening and dedication, 20th C.”

After secularization….

At the Religious Studies Project, Dick Houtman has written a blog post titled “After Secularization: Unbelief in Europe.” Houtman has done some small-scale studies of unbelief in Europe, and relates his findings to larger intellectual trends, including the rise of “spiritual but not religious.” Houtman concludes that while this new contemporary spirituality is not old-school Christianity (which is where we get the “not religious” piece of the label), it is nevertheless a religion:

“Despite the still popular notion that contemporary spirituality is too privatized and individualized to have much social significance, this has become increasingly difficult to maintain [that’s it’s not a religion]. Surely, spirituality’s very character stands in the way of loyalty to church-like organizations and religious doctrines, but it does boast loyalty to what Campbell (2002 [1972]) has called ‘the cultic milieu’, a milieu to which the western mainstream has increasingly opened up. In the process, it has become clear that the public role of spirituality differs significantly from the ideological and political role that Christian religion used to play, and in many countries still plays. Guided by the spiritual motto, ‘One does not need to be sick to become better’, the public role of spirituality is more therapeutic than ideological and is played out in realms that range from work (Aupers & Houtman 2006, Zaidman 2009) to health care (Raaphorst & Houtman 2016, Zaidman 2017) and education (Brown 2019).”

It’s a short post, and worth reading for anyone trying to understand so-called secularization; I particularly like Houtman’s use of the word “unbelief” to name what is erroneously called “non-religiousness.”

I don’t do Lent, but…

I don’t do Lent — I guess I’m too deeply rooted in the New England Puritan tradition to feel comfortable with such a practice — but I really like what some liberal Christians have come up with for this year’s Lenten season.

These liberal Christians have issued “A Call to Prayer, Fasting, and Repentance Leading to Action” for this Lenten season. It’s a strongly-worded statement that includes phrases like these:

“We reject the resurgence of white nationalism and racism in our nation on many fronts, including the highest levels of political leadership….
“We reject misogyny, the mistreatment, violent abuse, sexual harassment, and assault of women that has been further revealed in our culture and politics, including our churches, and the oppression of any other child of God….
“We strongly deplore the growing attacks on immigrants and refugees, who are being made into cultural and political targets….
“We reject the practice and pattern of lying that is invading our political and civil life….”

You can read more at their Web site, ReclaimingJesus.org, and if you’re a liberal Christian, or in sympathy with their aims and practices, you can sign the pledge and join this season of national prayer and fasting.

As for me, though I won’t be signing their pledge, I’m in sympathy with their aims. I can feel the viciousness in the air these days, and I do feel we’re all complicit in promoting that viciousness — yes, even us religious liberals, who are (in my opinion) too ready to badmouth people we disagree with, too willing to pick fights even with potential allies, too proud of our own self-proclaimed virtuosity. I’ll cop to all those vices. Maybe I’ll do a day of fasting myself, like the old New England Puritans, a day to reign in pride and engage in a little spiritual humility.

Patol House

While developing a curriculum for middle elementary grades, I found an interesting game, “Patol House,” originally played by Native Americans in New Mexico. I found this game in the book Handbook of American Indian Games by Allan and Paulette Macfarlan (Toronto: General Pub., 1958; reprint, Mineola, N.Y.: Dover Pub., 1985). The Macfarlans are recreating games for use by middle class white kids in summer camps in the 1950s, and no doubt they have modified the rules to this game somewhat. I have further modified the rules, turning this into a board game suitable for use indoors in a multi-racial Sunday school classroom; and I further modified the rules to fill in a gap or two that we found in the Macfarlans’ rules during test play.

Sample game play with adults showed this can be a fun game. It’s supposed to be a game of skill and strategy, not of luck — the skill comes in being able to throw the counting sticks to yield the number you want; the strategy comes in planning your moves to “kill” opponents’ horses. In our sample play, we gained enough skill to throw the desired number maybe one out of ten times, so it was mostly a game of luck for us. But even as a game of luck, it was enjoyable to play.

With no further ado, here’s how to make and play the game:

Making the game: According the the Macfarlans, the Indians used a game board of 40 stones arranged in a circles, with 4 gaps between the stones; the gaps are “rivers.” The design shown in the photo below reproduces this game board on paper; the blue stripes are the “rivers.” I printed the design in halves, on two 11 by 17 inch pieces of cardstock; then gluing the cardstock to foamcore to make a 17 by 17 inch game board. The counting sticks are popsicle sticks that are shortened; the sticks are marked (based on Tiwa Indian designs) as follows: all three sticks have two hatch marks on one side; two are left blank on the reverse side, while one is marked with three hatch marks on the reverse. A flattish stone goes in the center; this is to bounce the counting sticks off. I made two cards showing how to score the throws of the counting sticks. For playing pieces, I found some small stones, as you can see in the photo below; however, these were not very satisfactory, and I have since substituted colored game pawns.

(Notes on making the game: 1. The point of this game is not to try to recreate an utterly authentic Native design, but to make a game that is easily playable. 2. The file for the game board is something like 5400 x 5400 pixels at 300 dpi and too big to post here, so you’ll have to draw your own game board. 3. I’m prototyping the game using the Board Games Maker Web site; when they ship it to me I’ll post a photo on this blog.)

This game works best with 8 or more players. If you have fewer players, give each player two horses; players take a separate turn for each horse.

Setting up the game:

Put the stone in the center of the game board. The playing pieces, called “horses,” remain off the game board until a player plays them.

Throw the counting sticks to see who goes first:

Hold the three counting sticks in your hand about a foot above the game board. Bring your hand down, and release the sticks about 6 inches above the stone (but no closer). The sticks hit the stone, bounce, and fall with one face or another showing. 

The diagram below shows how many points you get, depending on which sides of the counting sticks are showing. The player with the highest number of points goes first.

Game play:

The first player throws the counting sticks, and, starting from a blue circle nearest to where they are sitting, moves their horse that number of spaces. Players may move either clockwise or counterclockwise as they wish, but once they begin moving in one direction they must keep moving in that direction in subsequent turns. However, if they throw a 10, this would place their horse in a river. Horses may not land in rivers. Whenever a throw lands their horse in a river, the player must throw the counting sticks again until they throw a number that will not land their horse in a river.

The other players may begin from the same river that the first player started from, or from a different river. Again, they may move either clockwise or counterclockwise, but once they begin moving in one direction they must keep moving in that direction.

Player’s horses may pass over other players horses. But if one player’s horse ends up on the space occupied by another player’s horse, the other player’s horse is considered dead and must start over. A player may have to start over several times during the course of a game.

If you start over, you must start in the same river you started in before (that is, in the same blue circle). However, if you start over, you can again choose to go either clockwise or counterclockwise—though again, once you choose a direction you have to keep going in that direction, until you have to start over again.

Winning the game: 

The first player whose horse makes it all the way around the circle, back to their starting point or past it, wins the game. 

Strategy: For good players, this is a game of skill. A good player can hold the sticks in their hand and bounce them in such a way as to get the number they want. But be sure to release your hold well above where the sticks hit the stone, so you’re not accused of cheating.

Paper bag puppets for a Jataka tale

I’m in the middle of writing curriculum for middle elementary grades, and here’s a children’s craft project I just developed for this curriculum. These are puppets for acting out the story-within-the-story of the Buddhist Jataka tale “The Little Tree Spirit” (which you can read on my old blog here).

You will need:
patterns that you print and cut out ahead of time
glue sticks or paste
scissors
pencils
black magic markers
paper bags (lunch bag size, 5 x 10 in. folded)
paper or card stock in the following colors:
—pink (for noses and mouths)
—white (for eyes)
—dull green (for Little Tree Spirit)
—bright green (for Great Tree Spirit)
—orange (for Tiger)
—yellow (for Lion’s head)
—brown (for Lion’s mane)

Let’s start by seeing how the Tiger is made.

(1) Cut out the head, attach it to the paper bag:

Trace the head shape from the patterns or draw it freehand on orange paper, then cut it out. Glue the head to what is the usually bottom of the paper bag.

(2) Add details to the head:

Cut out the nose from pink paper, and two eyes from white paper. Glue on the eyes and nose, and draw pupils in the eyes. Using the black magic marker, draw stripes and whiskers on the tiger as shown above.

(3) Add the mouth:

Cut out the mouth, and fold it at about one third of the way across the diameter (about one inch from the edge). Glue the mouth in the flap formed by the bottom of the paper bag where it’s folded over, as shown in the drawing. You want a little bit of the pink mouth to show below the head of the puppet.

(4) Try your puppet:

Put your hand inside the puppet, and make sure the mouth looks right when you open and close the puppet’s mouth.

(5) Make the other puppets:

The rest of the puppets are made in much the same way. (1) For the Lion: use the same head pattern but cut the head out of yellow paper; then cut a mane out of brown paper and glue the head on the mane. (2) For the Little Tree Spirit: use the tree pattern and cut the tree out of green paper. (3) For the Great Tree Spirit: use the mane pattern, cutting the shape out of green paper for the “head.”

Now you have all the puppets you need to act out the story. They’re kind of crude, but they’re effective.