Author: Daniel Harper

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”