Journal on childhood and religion

Noted recently on the Religious Education Association blog: an online journal devoted to childhood and religion.

The Journal of Childhood and Religion is a peer-reviewed journal providing “an interdisciplinary forum for scholars representing a wide range of research fields, interests, and perspectives that relate to children and religion.” The journal was started in 2010, and there are about four articles per year.

I’m glad to find a journal focused on children and religion; so many religious education scholars and researchers these days focus either on older persons, or on abstract issues.

Test your religious knowledge

Think you know a lot about religion? Well, the Pew Research Center has developed a “U.S. Religious Knowledge Quiz” where you can find out. The fifteen questions on the quiz test your knowledge of the Bible and of world religions. The online quiz is here.

After you take the online quiz (and find out how much you really do know), you’ll want to go on to read about the survey from which this quiz was extracted, the “U.S. Religious Knowledge Survey.” Pew Research Center did a telephone survey in which they asked 32 religious knowledge questions of a random sample of U.S. residents. The average number of correct responses was 16 out of 32. Jews, atheists/agnostics, and Mormons scored best on this longer quiz. Scoring below average were white mainline Protestants, black Protestants, Hispanic Catholics, and “nothing in particular.”

There were so few Unitarian Universalists included in the sample that they are not included in the statistical analysis. How well would we perform? Sometime I’d like to administer either the shorter quiz, or the longer set of survey questions, to young people who have gone through a UU religious education program. How well have we done at teaching our children basic religious literacy? Since religious literacy is not the goal of most UU religious education programs, my guess is that our kids would only do well if their day school taught them this information. And how about us professional religious educators, how would we do on this quiz? I scored 100% on the quiz, but I’ve been working in UU congregations for two decades, during which time I earned my M.Div. degree — back in 1994, when I started working as a religious educator, my guess is that I would have scored between 50-75%. Finally, how about our ministers?

Do we care? — that is, should religious literacy be a goal of Unitarian Universalist religious education (and should it be a goal for our ministers and religious educators)? I’d argue that in order to be good U.S. and world citizens, we do need a basic level of religious literacy, and that Unitarian Universalists have always aimed to produce good citizens; yet there are very good reasons to disagree with making religious literacy an educational goal.

What do you think?

Rethinking a classic story

“The Picture on the Kitchen Wall,” a story from the classic Sophia Fahs book From Long Ago and Many Lands, has some serious problems: it’s arguably not very Chinese, it contains a number of hidden biases, etc. This story is, in fact, a good example of why we should question everything that Sophia Fahs wrote — even though she remains the most brilliant Unitarian Universalist religious educator we’ve ever seen, she was not by any means perfect.

“The Picture on the Kitchen Wall” purports to tell the back story of the Kitchen God, the minor deity in Chinese popular religion whose image is mounted somewhere near the kitchen stove. Each year, according to most accounts, the Kitchen God leaves the kitchen and reports to a higher deity (sometimes identified in English-language accounts as the Jade Emperor) about the good and bad deeds of the family in whose house he lives. In Fahs’s retelling of the Kitchen God’s story, he was originally a historical figure, a person named Chang Kung.

In tracing Chang Kung, I find him mentioned in a book of maxims attributed to Emperor K’ang-hsi [Kangxi], who ruled China from 1661-1722, an early emperor of the Ch’ing [Qing] dynasty. These maxims appeared in English translation in 1817 as The Sacred Edict, Containing Sixteen Maxims of Emperor Kang-He, Amplified by his Son, the Emperor Yoong-Ching, trans. Rev. William Milne (London: Black, Kingsbury, Parbury, and Allen, 1817), pp. 51-52:

“Formerly, nine generations of Chang-kung-e inhabited the same house; and a Mr. Chin of Keang Chow had seventy persons who all ate together. Those who belong to one family, and are of one surname, should think of their ancestors; rather exceed, than be deficient in respect; rather surpass, than be wanting in kindness. When there is prosperity, rejoice mutually, by an interchange of social affections; when adversity, sympathize mutually, by affording reciprocal aids. In building a family temple to sacrifice to ancestors; in erecting a domestic academy for instructing youth; in purchasing a charity field for the supply of indigent brethren; and in correcting the family calendar, to interweave the names of the more distant relatives — let the same mutual aid be afforded.”

Chang Kung continued to be mentioned by later English-speaking writers as the nineteenth century progressed. A typical example, with an unpleasantly racist conclusion, may be found in Arthur H. Smith D.D., Village Life in China: A Study in Sociology (New York: Fleming H. Revell Co., Publishers of Evangelical Literature, 1899), p. 27:

Continue reading “Rethinking a classic story”

Today’s lesson plan on Ferguson

Here’s today’s lesson plan, as taught in the summer Sunday school program at the Unitarian Universalist Church of Palo Alto (UUCPA), Calif. We had about a dozen children in gr. K-8. The lesson plan was written to engage the older children (gr. 5-8), in the expectation that the younger kids would do their best to follow the lead of the older kids; this worked quite well, so even though the conversation was over the heads of the kindergarteners, they followed along as best they could, and at least understood that we were talking about something very important.

One unexpected benefit of this lesson plan: While most of the children knew what “Ferguson” was, they were pretty hazy on the details of the events of August 9, 2014. Going over the story three different times helped reinforce details of that day in their memory.

Lesson plan
Credits
Goals and objectives
Theological background
Notes and resources
Thoughts for teachers
Why isn’t —— in this lesson plan?

Continue reading “Today’s lesson plan on Ferguson”

The Land of the Great

This is my retelling of one section of “Visits to Strange Nations,” which may be found (in translation) in the section on “Anonymous Chinese work of the 17th century,” Gems of Chinese Literature, 2nd ed., trans. Herbert A Giles (Shanghai: Kelly and Walsh, 1923). This story was also retold by Sophia Fahs in From Long Ago and Many Lands, available online through Google Books — click here. My version of the story has a different bias than does Fahs’s version, and perhaps hews closer to the original.

 

THE LAND OF THE GREAT

In the year 684, the scholar T’ang Ao and his friend Lin Chih-yang grew disgusted with the behavior of Empress Wu, ruler of their home land of China. These two friends thought the empress was both foolish and aggressive, and they also felt that under her reign anything might be bought or sold, including a person’s honor. They decided they would travel the world and see how other nations were ruled, and so they found a guide, a man named Toh Chiu-kung who seemed to know everything and to have traveled everywhere, and then they got on board a ship and sailed over the sea.

After visiting several nations, they came at last to the Land of Great People. In fact, they almost passed by this small nation except that T’ang had heard that in the Land of the Great, no one walked but instead everyone had their own personal cloud which carried them where they wanted to go. Toh warned that they would have to leave the ship and walk a long way inland to really see this country. But T’ang must go see the Land of the Great, so they began to walk inland over some steep hills.

Soon they became lost in a maze of trails, and did not know which way to turn. They were very glad when at last they saw a small temple hidden in among bamboos. Out of the temple came an old man who looked perfectly ordinary except for two things. First, he was riding on a cloud. Second, while in their country anyone who lived in a temple would have to be a priest who shaved their head, did not eat meat, did not drink wine, and was not married — well, this old man had long hair, carried a glass of wine in one hand, a plate of meat in the other hand, and through the door they could see his wife seated at a table.

It is hard to say which shocked the two friends more — a man floating upon a cloud, or a long-haired, meat-eating, wine-drinking, married priest! However, they remained polite. The old man smiled at them, put down his wine and meat, and invited them into the temple. T’ang, speaking for his friends, bowed low and asked what the name of the temple. The old man replied that it was the temple of the goddess of mercy, and that he was the priest of the goddess.

Upon hearing this, Lin asked, “But, respected sir, how can it be that you are a priest but do not shave your head?” Lin decided not to ask about the wine or the meat, or the man’s wife.

“My wife and I have lived here and been the priests ever since we were young,” said the old man. “Every day, we burn incense and candles before the shrine. Here in our country, when we heard that China had accepted the Law of the Buddha, and that priests with shaved heads had become common there, we too decided to accept the Law of the Buddha, but we decided to do away with the usual promises of a priest. Thus we can grow our hair, get married, eat meat, and drink wine.”

When the old man learned that his visitors were from China, he urged them to stay with him. But no, they said they must go on to see the chief city of the Land of the Great.

“But could you please answer one question,” said T’ang. “Could you please explain the reason why the people of your country all have clouds underneath their feet? Is this something that you are born with?”

“Yes, we are born with these clouds,” said the old man. “The clouds come in various colors, and colors change depending on the character of each person. The best clouds have stripes like a rainbow. The second-best clouds are yellow in color. The worst clouds have no color at all, and look dark, as if there is nothingness, or a hole, underneath the person’s feet.”

T’ang asked the old man to show them the way to the city so they could see more of these clouds, and the old man explained which trail to follow.

Soon they were in the great city. There were throngs of people in the city streets, each moving around on a small cloud. They saw clouds of many different colors: red, yellow, orange, green, and so on. At last they saw a homeless man, who obviously hadn’t taken a bath in weeks, whose cloud looked like a brilliant rainbow.

“Why, the priest told us that a rainbow cloud was best of all,” said T’ang, “and here we see a filthy, dirty homeless person with a rainbow cloud!”

“You may remember,” said Lin, “that that priest had a rainbow cloud himself. Yet how could a wine-drinking, meat-eating, long-haired, married priest be considered to be a good person? Just so, how could a homeless person be considered to be a good person? There is something here I do not understand.”

“As you know,” said Toh, their guide, “I have been to this country before. What I learned then was that the color of a person’s cloud comes from the kind of person they are, from the kinds of actions they take, but it does not matter whether they are rich or poor. So the clouds of good and virtuous people show the best colors, and the clouds of wicked people show the worst colors, whether they like it or not. The only way you can change the color of your cloud to a better color is to become a better person, and it does not matter if you are homeless, or if you a priest who eats meat.

“Because of this fact,” continued Toh, “there are poor people who ride on rainbow clouds, as we have just seen, and there are rich and powerful people whose ride on clouds that lack all color at all, and look like holes of darkness. Of course, everyone avoids the people who have a cloud of darkness. On the other hand, the people of this country get the greatest pleasure from seeing acts of kindness. So it is that people are not constantly trying to get the better of each other; no, they are always trying to become better people.”

“Is this why they are called the Land of the Great?” asked T’ang.

“Yes,” said Toh. “The people in the nations next to this one call them the Land of the Great — not because they are bigger and taller than other people, but rather because they are high-minded and good.”

Suddenly they noticed that the people around them were pushing back to the sides of the street, leaving the center of the street to a person of great wealth and power, who looked almost exactly like a wealthy powerful person in their own land, with a red umbrella over his head, with assistants in front and behind carrying official documents and beating gongs, and so on. The difference was that this wealthy person was riding on a cloud that was carefully and completely covered by a red silk cloth.

“Obviously,” said T’ang, “in this country, the wealthy and powerful do not need to ride on horses, for they can move about on these convenient clouds. But one thing I do not understand — why is this man’s cloud mysteriously covered by a red silk cloth?”

“The fact is,” said Toh, lowering his voice so he could not be heard except by the two friends, “this man, like too many other people with lots of money and a high social position, has a cloud of a bad color. His cloud is not exactly one of those horrible clouds of dark nothingness. But his cloud is the color of charcoal and ashes. This means he is not completely bad, but it does mean — as we like to say — that his hands are not so clean as they ought to be.”

“In other words,” said Lin, “he is not exactly a wicked person, but he most certainly is not a good person.”

“That is a good way of putting it,” said Toh. “His cloud takes on the color of his inmost mind. He is not a good man, and so his cloud a bad color. He tries to cover up his bad-colored cloud with red silk, but red silk does not change the color of his cloud. Nothing will change the color of his cloud until his heart becomes good again, until all his actions are once again good. But still, he covers his cloud with red silk, because at least that way no one is quite sure just how bad he really is.”

“How unjust this is!” cried Lin.

“But why do you think this is unjust?” asked T’ang.

“It is unjust that these clouds exist only here, in the Land of the Great,” said Lin. “It would be very useful if we had these clouds in our own nation, for if every wicked person rode about upon a marker of their wickedness, why, that would make good people’s lives easier.”

“My dear friend,” said Toh, “though wicked people in our nation do not ride about on colored clouds, nevertheless you can tell from a person’s looks what the color of their heart is. Someone with a bright, shining look in their eyes surely must have a rainbow-colored heart. And we all know people who have a blankness in their looks that shows an emptiness in their hearts.”

“That may be so,” answered Lin, “but I for one have been fooled by a person’s looks. I would rather we could see the color of the cloud they ride about on.”

 

Notes:

The story comes from the Chinese novel Ching Jua Yuan, which was written in the 17th century by Li Ju-chen, and is “an allegoric romance in total support of Confucian morality and Taoist wisdom” (C. T. Hsia, “The Scholar-Novelist and Chinese Culture: A Re-appraisal of Ching Hua Yuan,” in Chinese Novel: Critical and Theoretical Essays, ed. Andrew H. Plaks [Princeton University, 2014], p. 266). As such, it is a useful source for portraying to children Confucian ideals of morality. Young T’ang Ao and his friend Lin grow disgusted with the state of morals in their own country; and so they go on visits to other nations, where they find strange peoples who are in some sense more moral than in their own country.

Some scholars have seen this novel as a satire of the position of women in traditional Chinese society (for one such interpretation see Lin Yutang’s Feminist Thought in Ancient China, 1935). I have included a second episode from the novel (see no. 3 below) that gives some taste of that possibility. If, in the episode above, there is little evidence of any feminist inclination, it is important to know that that inclination does exist elsewhere in the novel. Thus, while the novel may support traditional Confucian morality, there existed more than one interpretation of that traditional morality; and this particular interpretation of Confucianism was more progressive in its attitudes towards women than others.

In addition to the Confucian component, there is also a strong Taoist component to the novel. Toh Chiu-kung, for example, becomes a wise elder to the two young men: “He is in one sense almost co-eval with the Yellow Emperor and certainly enjoys the free and easy wandering of Chuang Tzu and Lieh Tzu” (C. T. Hsia, p. 278). Toh, the guide, is a sort of Taoist sage-figure, guiding the two younger men on their visits to strange nations.

How to fail sex ed

One of the wonderful people who teaches comprehensive sexuality education in our church sent along a link to a post on Imgur headed: “Two years ago today, my then 14 year old sister got suspended for submitting these answers for her sex-ed class. I’m so proud of her.” Then there’s a photo of a worksheet titled “Objections to Condoms.” Kids were supposed to come up with possible responses to various excuses for not using condoms.

So, for example, one of the excuses for not using a condom was: “Condoms are gross; they’re messy; I hate them.” To which this creative girl replied: “So are babies.”

Condoms are messy -- So are babies

Mind you, a couple of the replies are just plain unconvincing, e.g. — Excuse: “I’d be embarrassed to use one”; reply: “Look at all the fucks I give.” Yeah, whatever.

But some of the replies, while very snarky, just might actually work in the real world, e.g. — excuse: “I don’t have a condom with me”; reply: “I don’t have my vagina with me.” This is not a good response to put on a worksheet that a public school teacher has to read; but a snarky early adolescent girl who needs to use a little humor to get through to a boy might find that reply useful.

This brings up an interesting point of educational philosophy. A core element of my educational philosophy is to start where the learner is. Some early adolescents learning about sex and sexuality may be most comfortable using snark and f-bombs to talk about sex. Of course we want to move them to a more reasoned form of discourse, a way of speaking that will allow them to talk about sex with potential partners openly, humanely, and with emotional intelligence. But we may have to listen to their f-bombs for a while before we get them there.

The story of Kisa Gotami, and women in early Buddhism

Generations of Unitarian Universalist children have learned the story of Kisa Gotami since it was first included in Sophia Fahs’s classic Sunday school text, From Long Ago and Many Lands. That book was published in 1948, and I included the story in an updated version of From Long Ago that we still use in Sunday school today.

But I’ve become increasingly uncomfortable with this story for its depiction of the state and status of women. Kisa Gotami’s story shows that the Buddha accepted that women were able to follow his path to liberation. At the end of the story, the Buddha ordained Kisa Gotami as a nun, and she “quickly attained arhantship,” and Buddha praised her accomplishments. (1)

But this does not mean that Buddha and the early Buddhists considered women to be the equals of men. Early Buddhism was part of a patriarchal society. Buddha did acknolwedge that women were able to follow the path to liberation (as Kisa Gotami does), but early Buddhist women also were required “to submit to the standards of male control.” (2)

And early Buddhist writings tend promote the following negative stereotypes of women:
“1. A woman is stupid; a beautiful woman has no brains.
2. A girl should be a devoted daughter, and agree to the arrangements made for her by her parents and inlaws.
3. A woman in only concerned with her body, her clothes, and her jewelry.
4. A woman is sensual and seductive, and should therefore be under male control.
5. Children and relatives are a central concern in a woman’s life. Female reproduction i painful and having children binds womend to the world of matter.
6. Women who are old are ugly and useless. A woman’s body is an example of impernance and decay.” (3)

The story of Kisa Gotami plays into these stereotypes, as does the poem attributed to her that is found in the Therigatha, a collection of early Buddhist poems supposedly written by women. Kisa Gotami’s poem in the Therigatha includes the following:

“Being a woman is suffering,
that has been shown by the Buddha,
the tamer of those to be tamed.

“Sharing a husband with another wife is suffering for some,
while for others, having a baby just once is more than enough suffering.

“Some women cut their throats,
others take poison,
some die in pregnancy,
and then both mother and child experience miseries.” (4)

This poem stereotypes women by saying that the suffering a woman feels is due to her reproductive biology and her social status — whereas, for example, her suffering is not due to her intellect. So we can admire the Buddha for going beyond some of the stereotypes about women that held sway in his time and in his land, when he acknowledged that women could follow his path of liberation. Yet we must also recognize that early Buddhism was run by men, and that the early buddhists (including the Buddha himself) were not able to let go of their negative stereotypes of women.

So I think I’m going to have to rewrite that lesson plan on Kisa Gotami to include some more pointed feminist critique of the story….

Notes:

(1) Rita M. Gross, Buddhism after Patriarchy: A Feminist History, Analysis, and Reconstruction of Buddhism (Albany, N.Y.: SUNY Press, 1993), p. 53.

(2) Ria Kloppenberg, “Female Stereotypes in Early Buddhism: The Women of the Therigatha,” in Female Stereotypes in Religious Traditions, ed. Ria Kloppenberg and Wouter J. Hanegraff, (Leiden, Netherlands, and New York: E. J. Brill, 1995), pp. 152.

(3) Kloppenberg, pp. 153-154.

(4) Therigatha: Poems of the First Buddhist Women, trans. Charles Hallisey (Cambridge, Mass.: Harvard University Press, 2015), pp. 111 ff.

Concrete block rocket stove

This past Sunday, the middle school ecojustice Sunday school class cooked on rocket stoves. We based our stoves on design principles developed by Dr. Larry Winiarski, who is affiliated with the Aprovecho Research Center. A rocket stove makes more efficient use of biomass fuels (wood, twigs) through more complete combustion; this also results in fewer harmful emissions. According to the Aprovecho Research Center:

“Improved cooking stoves address at least 5 of the 8 United Nations’ Millennium Development Goals: [1] ending poverty and hunger; [2] gender equity; [3] child health; [4] maternal health; and [5] environmental sustainability.”

So while we don’t really need rocket stoves here in the Bay area (except perhaps in disaster situations), learning about and building them is a great introduction to using appropriate technology to meet ecojustice goals of human well being and environmental sustainability.

If you’re not familiar with rocket stove design principles,Aprovecho Research Center has an excellent introduction on this Web page. Scroll down and click on document no. 8, “Design Principles for Wood Burning Cook Stoves,” June, 2005.

Enough background. Here are instructions for building a concrete block rocket stove, followed by photos of our rocket stove in action:

BlogJan2715a

Click the image above for a drawing of how to build our concrete block rocket stove. You will find other plans for a concrete block rocket stove on the Web, but those plans typically require a concrete h-block, an oddball type of block that we were unable to find. However, most bit home improvement stores carry 8 x 2 x 16 inch concrete cap blocks, and 4 x 2 x 8 inch concrete brick — two cap blocks and two concrete brick can be arranged in an “H” shape to make a stove. In fact, this is a better solution than a concrete H-block, because you can adjust the concrete brick such that you have a constant cross-sectional area throughout the L-shaped combustion chamber (see “Design Principles for Wood Burning Cook Stoves,” principle 7).

BlogJan2715c

Above: The concrete block rocket stove after use. We placed two concrete bricks on the top on which to place cooking implements, etc. The bottom concrete block serves as a convenient place to store fire wood. Notice that our firewood is all salvaged building materials and wood pallets, split to appropriate size for burning.

BlogJan2715b

Above: Cooking on the stove. “Design Principles for Wood Burning Cook Stoves” states that a combustion chamber with a 12 x 12 cm cross sectional area is “usually sufficient for a family sized cooking stove.” Our concrete block rocket stove has a cross sectional area of 12.5 x 15 cm. It put out a good amount of heat for cooking scrambled eggs for half a dozen people. Note that one person is feeding the fuel into the stove, while the other cooks — we found it was challenging to cook and tend the fire at the same time.

We did not try to boil water on our concrete block rocket stove, to see how long that would take. Maybe that’s a task for a future class.

Update, one year on: This has proved to be a good, but not excellent, rocket stove design. The chief problem with this design is that the concrete block acts as a fairly large thermal mass, and it takes a while to heat the block. Once the block is warm, the stove functions pretty efficiently; while the block is still cook, it’s not as good. Another problem is that the stove is finicky, and requires constant attention to feeding fuel in order to maintain a fairly constant temperature. Nevertheless, given the low cost of materials, and the ease of construction, this remains a practical design.

REA: Last day of the 2014 conference

BlogNov1214a

(em>Above: Yes, there were arts and crafts at the Religious Education Association 2014 conference. In keeping with the more interactive approach at the 2014 conference, there were several opportunities for conferees to participate in interactive projects around the topic of unmaking violence. Here, conferees decorate a “peace pole.”

BlogNo1214d

Above: REA president-elect Mai-an Tranh, professor at Eden Theological Seminary, speaking at the final plenary session: wrapping up this year’s conference, and tying this year’s conference topic to next year’s topic. Tranh used Henry A Giroux’s “disimagination machine” as a central theme in her talk.

BlogNov1214c

Above: In the final plenary, Evelyn L. Parker of Perkins School of Theology led conferees in an interactive theatre exercise. She invited ten conferees to imagine with their bodies what the “disimagination machine” might look and feel like. Then she invited the rest of us “spec-actors” to disassemble the machine. In the photo above, a conferee is gently removing a piece of the machine.

BlogNov1214b

Above: The close of the conference, just before the business meeting.

REA: Interrupting violence on the ground

The second plenary sessions at the Religious Education Association 2014 conference was devoted to field trips to various locations in Chicago that are working for nonviolence. One field trip was to the a href=”http://www.swopchicago.org/home.aspx”>Southwest Organizing Project (SWOP); a second trip went to the John Marshall Law School Restorative Justice Project. I chose to go to Precious Blood Ministry of Reconciliation (PBMR) in the Back of the Yards neighborhood of Chicago.

At PRMR, we met with Father David Kelly, a Catholic priest affiliated with the Precious Blood missionaries, and three young men who participated in PBMR programs. Father Kelly said that he had been involved with various prison and inner city ministries before helping to organize PBMR. In his experience, he had found that the criminal justice system is primarily adversarial in nature, and that it does not provide any real support to either perpetrators nor victims. And at times he found himself in situations where he had a relationship with both the victim and the perpetrator of a crime — how could he minister effectively to both?

Continue reading “REA: Interrupting violence on the ground”