Religion – Page 3 – Yet Another Unitarian Universalist

Connected to the whole

Brief excerpt from the opening paragraph of a sermon given by Rev. Jacob Flint here in Cohasset, Mass., on 19 October 1823:

“Nature has formed an infinite number of systems, which are parts only of the great whole, connected by a chain which can never be broken without injury to the parts and disorder to the whole…. Being connected, the parts are so constructed that … they are mutually dependent on each other for their support, general utility, beauty, and order. This is true of what is called the natural world, as well as of the moral.”

The text he chose for this sermon was Romans 12:5, “So we being many are one body in Christ, & every one members one of another.” Two months later, Flint precipitated a split in the Cohasset congregation by preaching a sermon in which he attacked the doctrine of the Trinity. I can’t help but wonder if he wrote the October sermon having already observed the beginnings of a split in the congregation, and hoping to persuade people that they were still part of a unity; then by December, he gave up preaching unity and went on attack.

Regardless of the historical background, I find the above passage to be still relevant. It is reminiscent of what 20th century theologian Bernard Loomer called the interdependent Web of Life.

Dead end

I plan to attend the online General Assembly as a delegate. I received an email with the subject line, “Retrieving Your Delegate Credentials for UUA General Assembly,” which directed me to a web page where I carefully followed the straightforward instructions. I then received an email with the subject line, “Your Delegate Credentials for GA,” which brought me to a web page titled “Welcome to the GA Delegate Participation Platform.” At that page, I once again carefully followed the straightforward instructions. Almost immediately, I received another email with the subject line, “GA Delegate Platform Access Link.”

Which sent me back to the web page titled “Welcome to the GA Delegate Participation Platform,” where I received the same instructions as before: “If you are a GA Delegate but have not received your link to the Delegate Platform, please enter the email address associated with your delegate credential. An email with your new login link will be sent immediately, but may take up to 10 minutes to be received (please also check your email’s spam or junk folder).” This is followed by a box where I can type in my email address again.

I typed in my email address (since there was no other possibility on that page). Nothing happened.

Oh well. Never mind.

COVID, again

Carol came back from a conference a week ago feeling a little under the weather. Last Sunday, she tested positive for COVID. Our apartment is too small and is not laid out properly for quarantining, so I moved into a hotel. But yesterday morning, I tested positive for COVID.

Neither one of us is especially ill; we both feel like we have a head cold. But with COVID, it doesn’t matter how you feel, the main issue is that you don’t want to spread the disease to someone else. So we’re staying in quarantine until we’re sure we’re not going to spread the virus to others.

Which meant that I could not preach this morning. I emailed the sermon text (and everything else) to Worship Associate Eric, and then all I could do was sit at home watch the livestream. Eric did a fabulous job leading the service, with help from Worship Associate Nancy.

Prior to COVID, I almost never missed a Sunday. You just always showed up on Sunday. (I remember preaching when I had bronchitis. I think the only Sunday I missed was 15 years ago when I had a norovirus and had to be near a toilet.) But these days, if you have COVID or any respiratory ailment, the CDC tells you to stay home. I feel guilty staying home, but I’d feel way more guilty if I gave someone else COVID.

Doing democracy in the UUA

I just received email from the folks running the General Assembly business meeting. They say in part:

“The GA business process has begun. It begins early to be more accessible, inclusive, and democratic.”

Um, well, no it’s not more accessible and inclusive to some of us. It’s not very accessible to parents of young children, or to people caring for elderly parents. It’s not especially accessible to people like me who are working more than full time (because that’s the sad reality for many of us these days, we’re expected to work long hours). So I guess this is more accessible for people who are retired, or who only have to work 40 hours a week with no child care or elder care responsibilities.

This, by the way, is one of the major threats to democracy today. Most of us can’t carve out enough time from job and family responsibilities to participate fully in democracy.

Honestly, given how little time I have to spend on democratic process, local government is going to be my first priority, with state and federal government next. And when it comes to Unitarian Universalism, my top priority is keeping my local congregation going. So I’m sympathetic to the folks running General Assembly — they have a minimum amount of time that they feel needs to be spent on the democratic process — but I just don’t have the kind of time they’re asking for.

The Universalist church in Assinippi

White clapboard church building with steeple

I stopped by the First Universalist Church of Assinippi; Assinippi is a village in Norwell, Mass. It is beautifully sited on a small rise just a few feet from the boundary between Norwell and Hanover. The congregation dates back to 1766, when people living in the area petitioned to be set off as a separate congregation. At that time, this was a part of the town of Scituate, and the people who lived here had to travel several miles to get to church. Their petition was denied, although they kept petitioning to become a separate congregation.

Over the next couple of decades, they built a spare meetinghouse. They also became convinced of the truth of universal salvation; both John Murray and Hosea Ballou were said to preach to the congregation, probably beginning in the late 18th century. Finally in 1812, Massachusetts allowed them to formally organize as a Universalist congregation.

In recent years, their numbers have declined. The latest UUA Directory places their membership at 8. But they have a long and proud history as a center for Universalism in southeastern Massachusetts.

I’ll include excerpts from some local histories below the fold that give more details about the congregation.

Garlic Mustard song

The invasive species problem remains one of the top threats to Earth’s life-sustaining systems. Yes, global climate change is scary, especially now that it looks like we’re now on track for a 2.5 degree increase. Sigh. But it’s also scary to watch familiar landscapes rapidly lose their biodiversity as they are overrun by invasives — native trees literally being pulled down by Oriental Bittersweet, native songbirds being driven out their nesting sites by invasive House Sparrows, native plants being killed off by the chemicals released into the soil by invasive Garlic Mustard…. Anyway, I decided to write a song about what we can do to Garlic Mustard.

(Yes I claim copyright, but I hereby grant you permission to sing it, reproduce it, record it, etc.)

Recipe for Garlic Mustard Pesto.

“Transcendental Meditation” lawsuit, and more

Yesterday, Religion News service (RNS) posted an article titled “Lawsuit alleges religious coercion through meditation in Chicago Public Schools.” The story tells about a former student in a Chicago public school who is suing the Chicago public schools and the David Lynch Foundation for engaging in religious instruction in a public school by teaching “Transcendental Meditation.” I put “Transcendental Meditation” in quotation marks because it’s a trademarked term for a specific form of meditation, originally taught in the U.S. by the self-styled Mahareshi Mahesh Yogi (birth name not known for certain). The RNS story is definitely worth reading, because the reporter makes clear the difference between teaching about religion, which is allowed in public schools, and actual religious instruction, which is not allowed in public schools.

The article also led me to the TM-Free Blog, which presents a critical view of “Transcendental Meditation.” This blog makes it clear, among other things, that “Transcendental Meditation” is a religious movement — I’d characterize it as a New Religious Movement based on Hinduism. Also of interest, a 2022 post alleges that “Transcendental Meditation” has links to right-wing politicians in India. And there’s a link to a document produced by the “Transcendental Meditation” folks titled “Introduction to the Holy Tradition,” which is worth reading by anyone interested in religious texts produced by New Religious Movements.

Another link from the article led me to a Penn State news release titled “People with anxiety may strategically choose worrying over relaxing” about a psychological study showing that persons with anxiety disorder or major depressive disorder may experience negative effects while using relaxation techniques — this is another study in a growing body of research showing that the benefits of relaxation techniques do not work equally well for all persons.

Ecojustice and music education

I’ve started reading an article about combining ecojustice education with music education. It’s kind of theoretical, but there’s good content buried beneath the academic prose style. I’m fascinated with the topic, because our ecojustice camp curriculum includes singing and natural soundscapes as crucial curriculum components.

Below is the abstract of the article (followed by a full citation and a link to the full article):

“Children who are supported throughout childhood and adolescence to both
maintain their sense of wonder in nature, and honor and explore their
wild human nature, are well positioned to mature into soulcentric adults
capable of living into their purpose in service to both their culture
and the whole of life. However, our society’s ecocidal culture and
unjust institutions often replicate oppressions and promote egocentric
behaviors that preclude thriving. Additionally, many children are
alienated from nature and are thought to have nature-deficit disorder,
which can include both mental and physical maladies. In this article I
explore conceptions of ecojustice education to further illustrate
pathways for curriculum development in music education that might
encourage children and adolescents to maintain their sense of wonder in
nature, fully develop their sensory capacities, support their mental and
emotional wellbeing, attune more carefully to their wild nature and
soul’s purpose, and contribute to the environmental and social
commons — all which might support human flourishing and the continued
survival of our species.”

Citation: “Music Education for Surviving and Thriving: Cultivating Children’s Wonder, Senses, Emotional Wellbeing, and Wild Nature as a Means to Discover and Fulfill Their Life’s Purpose,” by Tawnya D. Smith, Music Education, School of Music, College of Fine Arts, Boston University, Boston, MA, United States. Frontiers in Education, 16 April 2021, Sec. Educational Psychology, vol. 6, 2021 — https://doi.org/10.3389/feduc.2021.648799 — Link to the article.

Child protection resource

Our congregation here in Cohasset, Mass., operates a preschool. The school is currently updating its child protection policy. As part of their research, the school’s governing board found the YMCA’s Child Abuse Prevention Policies.

If you deal with child safety issues, the whole policy is worth reading. But I especially appreciated three parts of this policy document.

1. First, they offer guidance on what constitutes appropriate and inappropriate physical interactions. Appropriate physical interactions include:

Side hugs
Shoulder-to-shoulder…hugs
Pats on the shoulder or back
Handshakes
High-fives and hand slapping
Verbal praise
Pats on the head when culturally appropriate
Touching hands, shoulders, and arms
Arms around shoulders
Holding hands (with young children in escorting situations)

Personally, I’d be more restrictive than this list— e.g., I’d be very reluctant to pat a child on the head, or touch shoulders. And I’d only put arms around shoulders in extreme situations, e.g., when comforting a crying child. Nevertheless, I think this is a good summary. I’ll let you look at the actual document to see what constitutes inappropriate touch. (No sitting on laps! No piggyback rides!)

2. Also worth looking at is the YMCA’s straightforward summary of appropriate electronic communications. No private messaging with a Facebook “friend” who is under age! No “friending” under age people on any social media!

3. Third, I really appreciated their policy on “Managing the risk when one staff member is alone with one youth.” We have policies where you should never be alone one-on-one with a legal minor. And there are always times when it seems necessary, e.g., when talking about a young person about behavior issues. Straightforward guidance — if you have to have a one-on-one, do so in a public place where you are in full view of others (I’ve done this where I made sure my supervisor was nearby, and deliberately watching). If you have to meet in a room, leave the door open. If a young person discloses abuse, etc., document it immediately.

A final comment: What I especially like about this document is that it answers just about all the questions I’ve ever gotten from volunteers and paid staff when I’ve done training in child abuse prevention policies.

History resource

Our congregation — as is true, I suspect, of many older congregations — is in the process of researching our past relationship with non-White people. Some of the questions we’re currently wondering about:

Was slave labor used to build our 1747 meetinghouse? (Almost assuredly yes, but we can’t document it yet.)
What was the social status of non-White people? (People of African and Native descent could not sit on the main floor in the 18th C.; we believe this was also true of indentured White servants, but we can’t yet document that.)
Did the congregation have non-White members in the 18th or 19th centuries? (A couple in the first half of the 18th century, both Native, then apparently none until the 20th century.)

These questions are difficult to research. So I was grateful to learn about the Atlantic Black Box website. The subtitle of the website sums up their efforts: “Researching and Reckoning with New England’s Role in Colonization and Enslavement.” I’ve been finding lots of resources for doing local history research on non-White people. Their short essay on “Researching Slavery and Black Life in Early New England” alone has already proved to be quite helpful to me.

If you’re part of an older congregation in New England — definitely worth checking this out.

Update, 23 April: Of related interest: Congregational Library’s “Black and Indigenous Research Guide” for New England Congregational churches, whichincludes a number of digitized 18th C. documents.