Category: Religion

Padlet

I’ve been looking for a way to extend our congregation’s asynchronous learning, and one of the online tools I’ve looked at is Padlet.com.

Padlet.com is basically an online interactive bulletin board. Some elementary school teachers use padlets to allow students to interact with a teacher presentation — kids can comment on teacher posts, and teachers can also allow kids to make their own posts. (An individual bulletin board is typically referred to as a “padlet.”) Some teachers also use padlets as parent communication tools.

I wasn’t excited or inspired by the gallery of examples on Padlet.com, but since it’s a free service, I thought I’d give it a try. It’s better than I thought.

While it’s hard to imagine that children or teens in a religious education program will voluntarily interact with a padlet — unlike elementary school teachers, those of us in religious education cannot complete students to use something with the threat of a bad grade — I feel that padlets could be useful parent communication tools, to help parents know know what’s going on in a class. I think padlets could work quite well to organize resources to share with adult education classes. And Padlet.com is fairly easy to use for volunteer teachers — there’s not much of a learning curve. Finally, Padlet.com is obviously better for a volunteer-run program like Sunday school than a learning management system like Google Classroom, which has a steep learning curve and requires domain email addresses for all users (who wants another email address?).

However, I don’t think Padlet.com offers much advantage over using existing tools — such as Google Drive — to organize resource materials and allow student interaction. I’m also annoyed because when I just logged on to a padlet I created for other religious educators, Padlet.com refused to display embedded content — see the screenshot below. This does not make me want to pay for a premium account, and if this is what end users are going to see, I’m definitely better off using a Google Drive folder. It also occurs to me that all my volunteers already know how to use Google Drive, and why should I make them learn how to use Padlet.com?

Maybe I’ll return to Padlet.com in the future, but at this point I’m not overly enthusiastic.

Prometheus, part one

William R. Jones, UU theologian and one-time religious educator, pointed out may years ago that the myth of Prometheus serves as a useful counter to the myth of Adam and Eve. For Adam and Eve, rebellion is sinful; for Prometheus, “a response of rebellion is soteriologically authentic.” Although Jones considers the Prometheus myth to be important for humanists, I think Prometheus is important for anyone who is an existentialist — which means almost every Unitarian Universalist today, whether they are humanist existentialists, Christian existentialists, pagan existentialists, Buddhist existentialists,….

That means the myth of Prometheus should be an integral part of Unitarian Universalist religious education for kids. Here’s one attempt to make that happen, as several ordinary people go back in time to relive the myth o Prometheus:

Clicking on the image above will take you to the video on Youtube.

Full script is below….

Continue reading “Prometheus, part one”

UU theologies: Hosea Ballou’s Universalism

Here’s the first short lecture I used in last night’s online class on Unitarian Universalist (UU) theologies:

Click on the image above to go to the video on Youtube.

For accessibility, the text of the lecture is below. Note that I may have altered the text a little when reading it.

Continue reading “UU theologies: Hosea Ballou’s Universalism”

Online UU theologies class

For an adult religious education class on Unitarian Universalist theologies, I recorded four short videos. I’ll get to the videos in a moment, but first, a word about online teaching….

Like so many educators, I’ve been trying to figure out how to adjust to our new reality of distance teaching. We feminists have criticized patriarchal pedagogy as disembodied; patriarchal education keeps everything in the head, ignoring the reality of the body. But how do you do embodied teaching when all you see are a bunch of tiny images of people’s heads on your computer screen? A great many pedagogical tools in my feminist-educator toolkit are useless in online learning.

I was talking over this problem with someone I have a great deal of respect for, a feminist who has been doing online teaching for a decade now — she moved to online learning because her subject area is quite specialized, with the result that her students are spread out over the entire North American continent. She said what has worked best for her is to record short videos, of under ten minutes, with lectures outlining a topic area; after showing one of the videos, she moderates an open discussion of the topic.

I’ve been teaching a biweekly adult religious education class — with mixed success — and I decided to try this approach for last night’s class. I was scheduled to teach an hour-long class on Unitarian Universalist (UU) theologies. I focused on four UU theologies, as exemplified by five different persons, prepared four short talks, and recorded four short videos. The class went reasonably well, from my point of view. While the videos were playing, I was able to monitor the chat in the videoconference call, and I could look at the video feeds (of those who left their video on) to monitor facial reactions. The videos were followed by a lively discussion — though with 21 log-ins, it was less than spontaneous, since everyone had to stay muted except for me and one person making a point or asking a question.

Making the video lectures took more time than I would have liked. Yet by recording these short lectures in advance, I could trim out all the times I coughed (with all the smoke in California, I’ve been coughing a lot), and if I stumbled verbally, I could trim or re-record the part where I stumbled. I could also clean up the sound while editing the video, and control the lighting and composition of the visuals.

Another benefit to pre-recording the lectures: I can post them online, where they’re accessible to people who were unable to attend (e.g., due to child care responsibilities). And I can re-use the videos to teach the same class in a year or so, because the discussion that followed the lectures will always be different; plus, with several short videos, I can record new videos on the same topic.

My final conclusion: Although this method of teaching is nowhere near as good as in-person teaching, it was still the best approach I’ve yet tried for online teaching.

In a subsequent post, I’ll include a link to one of the videos, followed by the text of the lecture.

Scholar strike for racial injustice

A bunch of U.S. professors and scholars will stop teaching and attending to routine meetings today and tomorrow, in order to have a sort of “teach-in” about racial injustice in America. On the blog of Academe magazine, Anthea Butler and Kevin Gannon write:

“Scholar Strike is both an action, and a teach-in. Some of us will, for two days, refrain from our many duties and participate in actions designed to raise awareness of and prompt action against racism, policing, mass incarceration and other symptoms of racism’s toll in America. In the tradition of the teach-ins of the 1960s, we are going to spend September 8–9 doing YouTube ten-minute teach-ins, accessible to everyone, and a social media blitz on Twitter, Facebook, and Instagram to share information about racism, policing, mass incarceration, and other issues of racial injustice in America.” Link to full blog post.

It was Anthea Butler, professor of religious studies and Africana studies at UPenn, who started the whole thing with a tweet towards the end of August. I’ve been interested in her work for a while now: she keeps getting quoted in news stories I read, and she’s got a book coming out in the spring, White Evangelical Racism: The Politics of Morality in America, that I’m looking forward to reading.

Butler and Gannon also acknowledge that many, perhaps most, scholars working in academia, will not be able to participate in the strike:

“We are also acutely aware of the precarity of most college faculty; many of our colleagues hold positions in which they cannot step away from their duties for a day or two, or are covered under collective bargaining agreements. It might seem odd to think of college faculty as “workers,” but the stereotype of the fat-cat tenured professor is not an accurate one. Indeed, 75 percent of all credit hours in US colleges and universities are taught by underpaid adjunct faculty, who not only lack the protections and benefits of full-time faculty, but are employed on a class-by-class, term-by-term basis. Even those of us in more secure positions still work on campuses where fiscal crises and a pandemic have combined to make everyone’s employment status precarious….”

And of course it’s a challenge to do this kind of teach-in when many students aren’t even on campus due to COVID — and of course, distance learning was already becoming the norm for many colleges and graduates schools, since distance learning is so much less expensive for the administrators to operate. Nor is it a coincidence that distance learning also makes it much harder to fan the flames of discontent among students.

Follow the strike live:
Scholar Strike Web site
Scholar Strike Youtube channel
Scholar Strike Facebook page
Twitter hashtag #ScholarStrike
Canadian Scholar Strike
News stories:
Inside Higher Ed article
Religion News Service article (emphasizes religion and theology scholars)

Click on the logo above to head to the Scholar Strike Web site.

Possum is still stressed…

In the third installment of the Possum Feels Stressed video series, Possum learns about prayer as a spiritual practice (even though he doesn’t believe in God):

Video still showing characters from the video.
Clicking the photo above will take you to the video on Youtube.

The first poem mentioned in the video is by Edward Everett Hale, a Unitarian minister:

I am only one.
But still I am one.
I cannot do everything.
But still I can do something.
And because I cannot do everything
I will not refuse to do the something that I can do.

The second poem mentioned in the video is by Universalist poet Edwin Markham:

Outwitted
They drew a circle that shut me out —
Heretic, rebel, a thing to flout.
But Love and I had the wit to win:
We drew a circle that took them in.

Full script for the video is below….

Continue reading “Possum is still stressed…”

A 1907 Unitarian sermon from Palo Alto

This is the only sermon I’ve been able to find that was preached at the Unitarian Church of Palo Alto, which existed from 1905 to 1934. It’s a sermon preached at the dedication of the new building of the Unitarian Church of Palo Alto, March 24, 1907. It was doubtless revised for publication, and then was printed in the Christian Register (later called the Unitarian Register) on April 25, 1907, pp. 465-466.

George Stone, who preached this sermon, was the first minister the Unitarian Church of Palo Alto ever had. He was actually the American Unitarian Association’s Field Secretary for the West coast, and part of his duties were planting new Unitarian churches; since Palo Alto was a college town, it was seen as a likely spot for a Unitarian congregation, and that’s doubtless why Stone went ot Palo Alto in 1905. He worked with the new Palo Alto congregation for about a year, until 1906, when they called their first settled minister, Sydney B. Snow. Evidence in the extant documents of the Unitarian Church of Palo Alto show that they considered him their minister, even though he wasn’t a called minister. And in 1907, he returned to Palo Alto to preach the dedicatory sermon when their new building was complete.

But this sermon is of more than historical interest. True, we might not agree with some of the theology, and certainly the gender-specific language (e.g., “man” for “humankind,” male pronouns for the deity, etc.) now sounds dated. But Stone argues for the continual progress of organized religion; looking back at old forms of American religion, Stone says that our spiritual forebears “were passing through a stage of evolution which to us seems a sad one.” And he acknowledges that some day, he, too, will seem outdated: “Who knows but our descendants will look back upon the record of our lives with equal pity and tenderness?” Yet Stone has some powerful things to say about the purpose of public worship. A Unitarian congregation, says Stone, “stands for the solidarity of the race rather than for the single individual” — and yet, all these years later, we Unitarian Universalists are still overly individualistic, and reading Stone’s sermon might help us realize how far we have yet to go in our religious development.

“Public Worship” by Rev. George W. Stone

The mission of Unitarianism is to help mankind to a higher and more spiritual faith than it has had before; for Unitarianism is not a theology and a philosophy only, it is a life. It is, least of all, a negation or a denial of some other religion. It is a comprehensive religion, including the good in the older religions. No man is ready to become a Unitarian until he is able to do his own thinking. In order to be a Unitarian he may outgrow the old theologies, but he must not outgrow religion. Until he learns to use his freedom wisely, and not make it simply a license to reject everything he cannot understand, until then, he may not be orthodox, but he is not necessarily a Unitarian, for Unitarianism is a positive faith. It believes that love is the only divine power in the universe, and that at last all mankind will grow into it, that the process of man’s development from the animal, through the human, into the spiritual, is now going on, that it will one day be completed.

Continue reading “A 1907 Unitarian sermon from Palo Alto”