Category: Religious education

REA conference, part three

For the Saturday morning breakout sessions at the Religious Education Association annual conference, I went to Ryan Gardner’s presentation titled “Improving Teacher Reflection in the Religious Education Classroom.” Gardner is doing his Ph.D. research on how paid religious education teachers at the Latter Day Saints Seminaries and Institutes of Religion (S&I).

Gardner introduced his work on teacher reflection with a quote from Joseph Smith, who once wrote about “serious reflection and great uneasiness.” Gardner suggested that often serious reflection by religious education teachers can often lead to great uneasiness. Certainly, this has been my experience supervising volunteer teachers, and I found it very interesting to talk about how serious reflection may often lead to greater uneasiness for teachers, at least in the short term.

His doctoral dissertation aims to come up with a practical, useable model for teacher reflection. He has recently concluded a research phase, where he did intensive qualitative field research of six S&I teachers, trying to determine what kinds of reflection they engaged in as teachers. He led us through his theoretical approach, and wound up presenting us with an instrument for teacher reflection. Continue reading “REA conference, part three”

REA conference, part two

During the Friday afternoon breakout sessions of the annual Religious Education Association conference, I went to a colloquium that included three different presentations, on quite different subjects.

The first presentation was titled “Deepening Pedagogy to Adolescents,” and was presented by Carmichael Crutchfield of Memphis Theological Seminary, whose research area is African American adolescents.

Crutchfield began by quoting A Winter’s Tale where Shakespeare has a shepherd say that the most troublesome time in a person’s life is between the ages of 10 and 23:

I would there were no age between sixteen and three-and-twenty, or that youth would sleep out the rest; for there is nothing in the between but getting wenches with child, wronging the ancientry, stealing, fighting… [Act III, scene iii]

This is just the time that neuroscientists now tell us that our brains are going through some major developments. He then read a passage which described how young people no longer treat their elders with respect — and then revealed that this very contemporary-sounding passage was actually written 2,500 years ago by Plato. So adolescence has long been a challenging time of life. “We are called, as practical theologians,” said Crutchfield, to “better understand adolescents.” Continue reading “REA conference, part two”

REA conference, part one

Near Toronto

David Hogue spoke on the topic “Practicing Religion, Forming the Faithful” in the first plenary session of the Religious Education Association (REA) Annual Meeting for 2011. Hogue is a professor at Garrick Evangelical in Evanston, Illinois, and has research interests in ritual, liturgy, pastoral care, and brain science. He is an ordained minister in the Presbyterian Church USA.

Hogue gave a brief orientation to the physiology of the brain from the point of view of a practical theologian. He also pointed out that neuroscience is investigating questions that religions have been pondering for a long time. He believes both science and religion can contribute productively to an ongoing investigation of these questions.

Hogue said he is convinced that experiences of spirituality are grounded in experiences of everyday living, and in particular he’s interested in storytelling, memory, and human relationships. These three areas are also topics of interest to neuroscience. Rather than discuss “spirituality” per se, he chose to focus on these three specific areas to engage religious education with neuroscience. Continue reading “REA conference, part one”

Toronto, I think

I’m in Toronto for the annual Religious Education Association annual meeting. This year’s topic is neuroscience and cognitive science as applied to religious education.

I say I’m in Toronto, except that the conference is in an airport hotel, which looks like every other airport hotel I’ve ever been in. The only way I know that I’m really in Toronto, and not in San Francisco, is that the airport had bilingual French and English signs.

Isaac Asimov on sex education

In his memoir I. Asimov, the writer Isaac Asimov has this to say about sex education:

Considering how important sex is,how great a source of joy, how enormous a source of misery and disease, how it permeates the working of courtship and marriage, isn’t it strange that we go to great lengths to teach our children to play football and make no effort whatever to teach them to play sex?

Any attempt to introduce sex education classes into the school curriculum is always met with fierce opposition. The feeling among those who oppose it (after you strip off the hypocrisies of “morality”) is that learning about sex will encourage youngsters to experiment with it and lead to unwanted pregnancies and disease.

To me, this seems ridiculous. Nothing on earth can stop youngsters from experimenting with sex unless they are kept so brutally in ignorance and captivity that their lives are distorted and ruined. By stripping away the mysteries of sex and treating it openly, the act is robbed of illegality, of its attraction as “forbidden fruit.” In my opinion, good knowledge of all aspects of sex, including proper methods of contraception and hygiene, will actually reduce unwanted pregnancies and disease.

Couldn’t have said it better myself.

Pangu and the beginning of the universe

Another story for liberal religious kids; this time, from Chinese mythology.

At the beginning, there was little difference between heaven and earth. All was chaos, and heaven and earth had no distinct forms, like the inside of a chicken’s egg. Within this chaos, the god Pangu was born inside the egg.

Pangu grew and grew inside the egg. After 18,000 years, the egg somehow opened up. Some say that Pangu stretched himself inside the egg, and shattered the egg’s shell into pieces.

Once the egg had shattered open, the lightest part of it, the part that was like the white of a chicken’s egg, rose upwards, and became the heavens. The heavier part of the egg, like the yolk of a chicken’s egg, sank downwards and became the earth. Pangu took a hammer and an adze, and cut the connections between earth and the heavens. Then to keep earth and the heavens from merging together once again, Pangu stood between them, serving as the pillar that kept them apart.

Pangu lived within earth and the heavens, standing between them. And one day he began to transform. He became more sacred than the earth, and he became more divine than the heavens. The heavens began to rise, going up one zhang, or about ten feet, each day. The earth began to grow thicker, thickening by one zhang each day. And as the heavens rose, so too Pangu grew; he grew one zhang taller each day. And this continued for 18,000 years: each day, the earth grew thicker, and the heavens rose higher, and Pangu grew taller. Continue reading “Pangu and the beginning of the universe”

The Moon and the hare

Another in a series of stories for liberal religious kids. This story, from an extinct language group in Southern Africa, offers an explanation for the beginnings of death.

The original language this story was told in was the |Xam language, which is now extinct. The people who spoke this language are part of a larger ethnic group commonly referred to as “Bushmen”; in academic circles, the term “San” is used. Both names may have pejorative connotations for the people to whom they refer; I have chosen to use the academic term.

———

When the San people first saw the new moon, they would look towards it, and put their hands over their eyes, and say this:

“Star, O Star, yonder in the sky!
Take my face there. You shall give me my face there.
When you have died, Moon, you return, alive again;
We no longer saw you, and then you came again.
Take my face that I may resemble you.
You always return, alive again, after we lose sight of you.
It was the hare that told you that you should do this.
It used to be that you told us that we also should return,
Alive again, after we had died.”

Having said this prayer, once a man of the San people named Dia!kwain followed the prayer by telling this story:

In the beginning, the hares looked much like a human beings. And when they died, they did not die forever, for after a time they would return to living once again. Continue reading “The Moon and the hare”

The hymn of Purusha

Another in a series of stories for liberal religious kids. This is my adaptation of a hymn from the Rig Veda (book 10, hymn 90). Notes and discussion at the end.

Before the beginning of all things, a giant being named Purusha existed. Purusha had thousands of heads, and thousands of eyes, and thousands of feet. He was huge and embraced the earth on all sides; and at the same time he filled a space only ten fingers wide, the size of the space which holds a human soul. Purusha was the Primeval Man, the man who came before all human beings.

Purusha was everything, all that had once been, and all that which shall be in the future. He was the god of immortality, and he now lives through sacrificial food which humans offer up to him. All beings and creatures make up one quarter of him; the rest of him is immortal life in a world beyond this world. The three quarters of Purusha which are immortal life rose up high, and the remaining one quarter of him remains here on earth.

Before the beginning, Purusha gave birth to his female counterpart, who was named Virat. When she was born, she took the form of an egg. And then Virat in turn gave birth, and she bore her male counterpart, Purusha. Continue reading “The hymn of Purusha”

We try out “think-pair-share”

After a meeting of Sunday school teachers last night, Heather said to me, “You didn’t have the kids act out the story during Sunday school on Sunday, did you?”

“No, we didn’t,” I said, curious to know how she had figured it out.

“I knew it,” she said. “When I asked the kids what they had done in Sunday school, they said, ‘I dunno.’ I asked if they had heard about Joseph, and they didn’t remember. So I knew you hadn’t acted the story out.”

Because we had twenty children in one group, Joe and I had opted not to have the children act out the story. Instead, Joe had introduced one of his favorite pedagogical methods, think-pair-share. We asked a seventh grader to aloud the story of how Joseph’s brothers encountered him once again as a powerful official in Egypt. Then Joe asked the children think about a specific question about the story, pair up with another child, and share what they had been thinking about. After giving time for the pairs of children to share with each other, we called the children back to a large group discussion. Continue reading “We try out “think-pair-share””

This is what you get when you raise your kids in a UU church

As a religious educator, when I watch kids grow up as Unitarian Universalists, I hope that when they become adults they will be thoughtful and critical of the world around them, they will value the arts, and they will have a sense of humor. Like this:

“A Song.” Written and performed by Eli Grober.

(Click through and leave your comments for Eli on YouTube.)