Category: Religion

Internal diversity of Islam

Rizwan Mawani, a Canadian scholar, has published a new book titled Beyond the Mosque: Diverse Spaces of Muslim Worship. I’m interested in the book because according to an interview by Religion News Service, Mawani provides insight into the internal diversity of Islam:

“The challenge of writing a book like this is that there are exceptions to almost every universal we try to proclaim upon the Muslim world. I’m always hyper conscious about asking ‘Is this sentence true for all Muslims? And if not, how do I modify it to reflect a pan-Muslim experience?'”

Mawani looks at the diversity of architecture (as you’d expect from the title), but other kinds of internal diversity as well — such as how ritual practices are constantly evolving, thus providing insight into diversity over time. But, according to the interview, Mawani also tackles some hot-button issues, such as the issue of gender:

“[T]here are communities like the Alevis [with 25 million adherents], found mostly in Turkey, who don’t define themselves as Sunni or Shia, where men and women pray side by side in spaces called cemevis, and oftentimes even interspersed with one another. Because in Alevi theology, God doesn’t see the body. All he sees is the soul of the believer, and gender is ultimately dissolved.”

Although in the West, we typically divide Islam into Sunni and Shia, Mawani found diversity beyond this bipartite division. For example, many of the first Muslims to come to North American were probably neither Sunni nor Shia:

“Another interesting thing to consider is how Islam came into North America. If we look at the earliest migration of Muslim communities, we of course have West African slaves, many of whom we now know practiced Islam. Many of them probably brought a form of Sufi Islam. So though Sunni Islam is the predominant form of Islam in the U.S. today, it’s not necessarily how America got introduced to Islam.”

In the interview, Mawani also touches on the geographic diversity of Islam, pointing out that one in three Muslims worldwide come from South Asia. I was particularly interested in Mawani’s comments on how to find Muslim diversity in North America; a Web search for “masjid” is going to exclude some significant Muslim diversity:

“If you live in a big city, especially, there are lots of opportunities to engage or even work with various Muslim communities. Obviously you can do a Google search and walk through your neighborhood looking for mosques. But you may need to research other names. There are masjids, of course, that are used by Shia communities, but they also have spaces known as an imambara or matam or husayniya or something else, depending upon which part of the world that community comes from. There are many Sufi and mystically inclined spaces in many cities, so searches for words like tekke or zawiya or khanaqah can unearth communities in our own area that we may not be familiar with.”

Read the entire interview here.

Buying the book: Do the author a favor and do NOT buy from Amazon, because they drastically cut how much money the author receives per book. Instead, I recommend buying all your religion books from the Seminary Coop Bookstore in Chicago. They do not yet have “Beyond the Mosque” in stock, but you can special order it here.

Mindfulness meditation is not religiously neutral

Recently I read a blog post by Amod Lee on mindfulness meditation and whether it might be problematic for Christians. Lee notes that some Christian groups have mounted legal challenges to teaching mindfulness meditation in public schools, on the basis that mindfulness meditation is a religious practice, not a secular technique. Lee goes on to say that he is “not particularly interested in the particular American legal issues involved,” but rather wants to consider this issue “as a philosopher, a Buddhist, and a practitioner of mindfulness meditation.” Coming from that perspective, Lee argues that mindfulness meditation could be problematic for Christians:

“A key element to mindfulness practice is disidentification: one notices one’s thoughts and emotions as they surface, and observes them from a distance. In so doing, one comes to observe one’s mind, one’s self, as a divided entity, reducible into parts. One takes an approach which Augustine would have associated with his Manichean foes: where the soul is not one thing but the battleground for a struggle between good and evil intentions.

“That doesn’t mean one can’t practise mindfulness meditation as a Christian — or even that mindfulness meditation must mean one ceases to believe in an immortal soul. But the mindfulness approach, which explicitly comes out of Buddhist non-self, is explicitly in tension with the unified immortal essence postulated by most Christians. I think Christians would do well to at least be cautious around it.”

I found this argument helpful for me personally: I meditated for years, and finally stopped because I hated it. In the past few years, I’ve come to the conclusion that I never like meditation because I felt all the meditation techniques I was taught pushed me towards a negation of the self. By contrast, when I learned meditative techniques of self-inquiry while studying transcendental phenomenology in Edmund Husserl’s Cartesian Meditations, I found those techniques deepened my self-understanding without negating the self. Husserl’s technique led me to an understanding of intersubjectivity — that is, awareness of the self as a node in an intersubjective web of many selves — and eventually this led me to a sense that awareness of intersubjectivity is a highly desirable spiritual outcome. Similarly, meditative practices of observing non-human organisms, inspired in part by Henry Thoreau’s journals, also led me an awareness of my (non-negated) self as part of a web of intersubjective selves, many of which are non-human selves. Rather than negating the self, my own spiritual exploration led me to understand my connection with other selves, an outcome I find personally more rewarding.

My personal spiritual exploration leads me to expand on Lee’s conclusion: mindfulness meditation carries distinctly Buddhist content that people other than traditional Christians might also be cautious of, and even actively dislike. It is, in short, not a neutral practice.

(One last note: I’ve been to Unitarian Universalist worship services and workshops where the minister or workshop leader leads some kind of mindfulness meditation exercise with the unspoken assumption that everyone present will want to do mindfulness meditation. It would be wise for Unitarian Universalists to realize that mindfulness meditation is a practice borrowed from another tradition, to be careful that we do not misappropriate it, and if we do use it to remember that some Unitarian Universalists will find it distasteful or unpleasant.)

Non-affiliated Unitarian Universalists

A myth that has wide currency within Unitarian Universalism (UUism) today tells the story that every Unitarian Universalist (UU) must be affiliated with a congregation. This “myth of the affiliated UU” has become one of the stock myths told by the Unitarian Universalist Association (UUA), and by many UU ministers.

Let me tell you why I think we should stop believing in this myth.

Years ago, when I was serving as a volunteer on-call chaplain at a hospital in Massachusetts, I visited someone who called themselves Unitarian. Without going into any confidential details, I can say this person was a member of a non-UU religious congregation and was quite happy about that, but still considered themselves a UU. As a chaplain, I of course accepted this person’s religious self-identification, and hoped that they would be able to use that religious identification in their healing process.

Only later did it occur to me that I knew of a fair number of other people like that person in the hospital — people who called themselves UUs but who didn’t, for whatever reason, belong to a UU congregation. Then the Web took off: I was a member of Church of the Larger Fellowship as it turned into an online church, and then I started this blog, and participated in a lot of online conversations, and I came into contact with a lot of people who call themselves UU but who aren’t part of a congregation. Really — a LOT of people.

We need a name for these people. I’m going to call them “non-affiliated UUs.”

Non-affiliated UUs are definitely UUs, but they aren’t affiliated with any congregation. They aren’t even affiliated with the Church of the Larger Fellowship, which is a happy home for a great many UUs, but which doesn’t suit the needs of lots of other non-affiliated UUs. I’m going to guess there are thousands, even tens of thousands, of non-affiliated UUs.

In the early days of Unitarianism and Universalism, you were a Unitarian or a Universalist if you said you were one. For many years, the American Unitarian Association accepted individual memberships. As for Universalists, there were lots of them who lived in rural areas or on the frontier where there weren’t any Universalist congregations. Read a book by Hosea Ballou, or a sermon by William Ellery Channing, and — bingo! — you could call yourself a Universalist or a Unitarian.

There’s a relationship between the current myth of the affiliated UU and the way we began funding UU institutions in the mid-twentieth century. From the UUA’s inception — in 1961, when the Unitarians and Universalists consolidated — the UUA as an institution received much of its revenue from per-member assessments levied on congregations. At the same time, ministry became an increasingly professionalized profession, typically requiring an expensive education that made economic sense only if the minister could count on a guaranteed income from working in a congregation. Thus, the myth of the affiliated UU became a convenient myth for both UUA staffers and lay leaders, and for parish ministers.

But the way we funded UU institutions in the mid- to late twentieth century no longer works. Too many UU ministers complete their expensive education only to find that they can’t find a job that will allow them to pay off their debts. (Not surprisingly, many people training for ministry are now turning to community ministry, so they can find non congregational jobs that will allow them to pay off their educational debt.) As the number of members of UU congregations decreased, the UUA finally gave up on the per-member assessment model, and has turned to assessments based on total operating budget of congregations.

Yet too many UU ministers and UU leaders continue to cling to the myth of the affiliated UU. This myth is taking on a destructive form: “You can’t be a REAL UU unless you’re affiliated with a UU congregation.” As a result, people who could be non-affiliated UUs are deciding that Unitarian Universalism doesn’t want them. In other words, the destructive form of this myth is forcing too many people to become religiously homeless.

Unitarian minister Theodore Parker made a famous distinction between the transient and the permanent in religion. He said that we sometimes cling to things that we think are an essential and permanent part of religion, but which are actually inessential and transient.

Being a member of a UU congregation is a good thing for many people. But congregations are a transient, inessential feature of Unitarian Universalism. You don’t need to be affiliated with a congregation to be a UU.

What is permanent about Unitarian Universalism? That you live an ethical life. That you challenge yourself to use your reason to engage with religion. That you allow yourself to doubt. That you allow your religious attitudes to change and evolve. That you value the Western religious tradition of which anglophone Unitarian Universalism is a part, while remaining open to insights from non-Western religious traditions. That you are in conversation with other UUs.

That last point deserves elaboration: How can non-affiliated UUs stay in conversation with other UUS? Through “sudden villages,” conferences and gatherings of a few days or a week where you get to meet other UUs face-to-face. Through reading UU writers, and listening to UU podcasts. Through online contacts: social media, blogs, email, whatever.

And how can UU institutional leaders welcome non-affiliated UUs? By sponsoring “sudden villages” that don’t require affiliation with a UU congregation. By supporting community ministers, those ministers who aren’t serving in a congregation. By allowing themselves to be in conversation with non-affiliated UUs, even when those conversations challenge core-but-transient assumptions about what constitutes a UU. By giving financial support to efforts that reach out to non-affiliated UUs (e.g., independent podcasts).

Above all, UU institutional leaders can welcome non-affiliated UUs by ceasing to retell the myth of the affiliated UU.

Coming up: How to be a non-affiliated UU….

Religious attendance may be down, but income is up

Over the past decade, our congregation has seen flat attendance, slowly declining membership — but a modest increase in income when corrected for inflation. Turns out we’re not alone:

“A new nationally representative study from the Lake Institute on Faith and Giving at Indiana University’s Lilly Family School of Philanthropy finds that revenue is not necessarily declining along with attendance….

“‘We’re not hiding the fact that there are many congregations experiencing decline, or that it’s a major success to be simply maintaining,’ said David P. King, director of the Lake Institute and a co-director of the study. ‘But despite a narrative of decline for religiosity in America, there’s a wide diversity of what’s happening. A decline in participation does not necessarily equate with (a decline) in finances.’ Or as the study succinctly states: ‘Among congregations that are declining in attendance, there is not necessarily an automatic corresponding decline in revenue.’ “

Article.
National Study of Congregations’ Economic Practices study.

Generation gap in organized religion

A Pew Research report released today aggregates yearly political surveys in which people reported religious affiliation, and finds that self-declared Christians are declining in the U.S. at a “striking” rate. According to an article on Religion News Service, attendance at weekly religious services is also way down, as Americans who attend services once a month are now in the minority:

“‘It’s quite shocking,’ said Scott Thumma, a sociologist of religion at Hartford Seminary. ‘This rapid shift is about generational replacement. The most religious folks are the ones who are dying and the least religious folks are the ones coming in.'”

I guess I’m not shocked, nor even mildly astonished: those of us who are involved in organized religion have been watching this trend for some time.

But I am interested in why self-reported religious participation is in decline in the U.S. The article offers several reasons:

“Thumma pointed to a number of cultural reasons that may be speeding up the generational shift, including [1] less social pressure to go to church; [2] the clergy sexual abuse scandal, especially in the Catholic Church; and [3] shifting attitudes toward sexuality and gender that clash with traditional Christian teachings. Greg Smith [associate director of research at Pew] said [4] a dissatisfaction with conservative political ties to evangelical Christianity may also be fueling the growth of the nones. [numbers are editorial]

To these reasons, I would add: [5] the decline in face-to-face community (the “bowling alone” phenomenon documented by Robert Putman and others); [6] stiffening competition for people’s leisure time including the increased availability of customized leisure-time activities; [7] the “post-church” movement within Christianity; [8] an increase in multicultural encounters that leave people doubting their own religious traditions; and [9] changing conceptions of what constitutes spirituality (sometimes reduced to secularization, though there’s more going on than absence of Christianity).

Religious freedom and colonialism

The latest Religious Studies Podcast is a very interesting interview with Tisa Wenger, author of a new book, “Religious Freedom: The Contested History of an American Ideal.” (If you’re like me and prefer reading to listening, there’s also a full transcript to read.) In the interview, Wenger explains how Native American people redefined what they did as religion in order to use U.S. guarantees of religious freedom to protect indigenous traditions:

“[In the United States] you see U.S. government officials with the Bureau of Indian Affairs (BIA) delegitimizing indigenous traditions by categorizing them as superstitious, heathenish, pagan. And indigenous people, who in their own languages and ways of structuring — they had their own ways of structuring their societies — but those ways of structuring their societies didn’t really include anything equivalent to the category of religion as Americans understood it at the time. But they [Native Americans] start to conceive of those traditions as religion in order to argue back against the categorization of themselves as heathen, savage, pagan, etc. So this is why I title my first book ‘We Have a Religion’: this was a quote from a Pueblo Indian petition to the superintendent of Indian Affairs, saying, ‘We also have a religion … And you can’t ban it, because of the First Amendment to the U.S. Constitution.'”

Wenger also touches briefly on how something similar happened in British India, as Hinduism came to be defined as a religion:

“The construction of Hinduism as a ‘world religion’ is happening in conjunction with [British] colonial history. Both by Indian intellectuals and by British, for somewhat different ends. But it serves both of their interests to construct Hinduism as a world religion.”

I’ve been thinking recently about the interaction between the concept of religious freedom on the one hand, and religion on the other hand. I’m one of those who doesn’t see religion as a thing that can be easily defined; instead, I’m one of those who sees religion as a social construction with definitions that vary over time. Wenger’s research helps me better understand how a colonial power like the United States used religion in varying ways to help dominate Native American peoples; and, conversely, how Native Americans in turn used religion to maintain their own cultural autonomy.

Clearly, Wenger’s work also looks at the interactions between race and religion. In a response to the interview with Wenger, “The Politics of Religious Freedom and the Criminalization of Blackness,” Alexander Rocklin examines the way Afro-Caribbean religions have been stigmatized, and defined as not being religions so that religious freedom does not apply to them (in much the same way that certain Native American religions have been defined as not being religions so that they can be outlawed). Rocklin writes:

“The denial of the status of religion became a dehumanizing justification for the enslavement, colonization, and repression of peoples of African descent around the globe, a denial that still haunts the category of religion.”

The link between the category of religion and colonialism is well known, but what’s new here is the detail these two scholars offer about specific religious traditions and their battle for religious freedom with colonial powers. Fascinating reading.

AAR religious literacy guidelines

The American Academy of Religion (AAR) has released a set of “Religious Literacy Guidelines” setting minimum standards for all graduates of two- and four-year colleges in the United States. An excerpt from these guidelines summarizes the minimum knowledge about religion that all college graduates should have:

“‘Religious literacy’ helps us understand ourselves, one another, and the world in which we live. It includes the abilities to:
— Discern accurate and credible knowledge about diverse religious traditions and expressions;
— Recognize the internal diversity within religious traditions;
— Understand how religions have shaped — and are shaped by — the experiences and histories of individuals, communities, nations, and regions;
— Interpret how religious expressions make use of cultural symbols and artistic representations of their times and contexts;
— Distinguish confessional or prescriptive statements made by religions from descriptive or analytical statements…”

It turns out that in 2010, AAR released a set of religious literacy guidelines for K-12 students. The K-12 guidelines are also well worth reading. They include some basic premises from the scholarly discipline of religious studies, premises which AAR considers essential for teaching religious literacy:
— religions are internally diverse;
— religions are dynamic and changing; and
— religions are embedded in culture.

Anyone who has gained basic familiarity with religious studies at any time in the past 20 years will find no surprises in either set of guidelines. For example, even though these guidelines are new to me, I’ve been using the underlying premises for at least a decade, as I develop curriculum on religions. But though there’s nothing new here, by formulating these guidelines, AAR has done us all a favor: now we have checklists that we can use to assess how well curriculums promote religious literacy.

We can also use these guidelines for some rough-and-ready assessment. When I look at these guidelines, I see that for the most part Unitarian Universalist adults do not have solid religious literacy, e.g., many UU adults are unaware of the immense religious diversity within Christianity, many UU adults are not able to discern accurate and credible knowledge about religious traditions, etc. This becomes problematic when adults with a low degree of religious literacy teach religion to children; and this suggests that curriculum development needs to include basic religious literacy knowledge for adults teachers, as well as content for children.

Book to look for

A recent article from Religion News Service highlights the challenges for progressive Christian parents: these parents are looking for children’s books “that represent diversity — including race and gendered language used to describe God. And they want resources that stress social justice.”

This is a very similar problem to that facing Unitarian Universalist parents (and UU religious educators): how to find children’s books about religion that aren’t riddled with conservative religious thinking. Maybe you want to improve a UU child’s religious literacy by introducing them to stories from the Hebrew Bible and Christian scriptures — oops, too bad, nearly all the children’s books of Bible stories are heteronormative, binary gendered, patriarchal, with pronounced Euro-centric and white biases. It’s like queer theology, feminist and womanist theology, black liberation theology, etc., never existed.

The Religion News Service article reports on one interesting book that’s due out soon, “Holy Troublemakers and Unconventional Saints.” This book for middle grades was funded through Kickstarter, and will have stories about Maryam Molkara, Bayard Rustin, and Rabbi Regina Jonas, among other stories of “women, LGBTQ people, people of color, indigenous people, and others often written out of religious narratives.” Sounds pretty awesome; I’m looking forward to seeing it when it’s published.

Mapping lived religion

“What does religion look like to you? Taste like? Smell like?” So asks Pauline Lee, associate professor at Saint Louis University (SLU) — as she and Pauline Lindsey, an assistant professor at SLU, create a digital database of lived religion in St. Louis, Missouri. A press release from SLU dated Nov., 2018, says in part:

“Our hope is to tackle preconceived notions about this thing we call ‘religion’,”Lindsey said. “What does the study of religion look like when we shift public attention from shared beliefs (be they theological, moral, or civic) to shared spaces? And more than that, what does religion do in these spaces?”

A recent article from Religion News Service (RNS) reports on the progress of the project, called Lived Religion in the Digital Age. According to the article, “Lived Religion is a method of studying religion that focuses on religious practices and beliefs in everyday life — not only those that take place in a church or during a religious celebration.”

The RNS article reports how the researchers are documenting what’s going on a Centenary United Methodist Church, which continues to house a church, but also houses a bakery staffed by ex-felons and run by a Buddhist priest. After noting that Centenary Church is LGBTQ-friendly, the article quotes Lindsey as saying, “then you have these stories of Buddhism and social justice all happening in the same place and in conversation with each other, and it’s hard to think about this using the categories that we typically use to study religion.”

This approach to religion has implications for how we teach religious literacy to Unitarian Universalist children and teens. It is tempting to teach children about religion based on the old categories we Unitarian Universalists have inherited from our Protestant past, which emphasize belief and hard boundaries between religions. However, in an increasingly multi-cultural world, those old categories are becoming less and less useful for understanding how people are doing religion today. In addition, we Unitarian Universalists are also likely to believe that, while religions may be different on the surface, they all have the same goal. Yet as the world becomes increasingly multi-cultural, it becomes increasingly difficult to maintain the fiction that religions as diverse as Cao Daism, Scientology, Santeria, fundamentalist Christianity, and Therevada Buddhism are pretty much like Unitarian Universalism.

These days, when I teach or write curriculum for Unitarian Universalist kids, I try to point out both the similarities and the differences between religions. For example, I’ve been developing (and am currently co-teaching) a curriculum with the working title “Neighboring Faith Communities” which invites middle schoolers to explore the emotional, social, and material dimensions of nearby faith communities. Exploring the social dimension of other faith communities can help reveal differences such as treatment of men and women and non-binary genders, differences of treatment of races (yes, we do explore just how white Unitarian Universalism is), attitudes towards various sexual orientations, etc. And another aspect of the social dimension of religion, how a faith community tries to affect the world outside it, can reveal commonalities such as a shared desire to assist people who are poor, homeless, or hungry. I have come to feel that in order to teach about other religions, the teacher must cultivate in students both an understanding of the profound strangeness of other religious traditions (Confucian priests put out bowls of celery in certain rituals), and the commonalities between religious traditions (Sikh gurdwaras provide free meals to all comers, mainline Protestant Christians are committed to helping the poor, etc.).

At the same time, the growth of digital resources allow us teachers to present students with more than written statements and religious texts. As a teacher, I can always use more resources that present lived religion digitally, because those digital resources allow students to see in new ways how people are actually living their religions. Unfortunately, there’s very little about lived religion yet posted on the Lived Religion in a Digital Age Web site — let’s hope they begin posting their video documentation, and crowd-sourced photos of religion, soon.

Learning from the Gadfly Papers controversy

I have been following, at a distance, the controversy about the publication and distribution of The Gadfly Papers, a book of essays critical of the UUA’s antiracism approach, written and self-published by Todd Eklof, the minister at the Spokane, Wash., Unitarian Universalist church. Eklof distributed the books at General Assembly (GA), the annual meeting of the Unitarian Universalist Association (UUA); GA was held in Spokane this year.

As someone who didn’t go to GA, and as someone who doesn’t trust social media for reliable information, it wasn’t easy to figure out what went on. So far, UUWorld.org, usually an excellent source of information about GA, has not reported on what happened; instead, in their media round-up column, they pointed to an article from the local newspaper.

That local newspaper, the Spokesman-Review of Spokane, Wash., published an article on June 25 titled “Unitarian Universalist minister in Spokane stirs controversy for calling church too politically correct.” The article gives a basic outline of the story. Unfortunately, while they interviewed Eklof, they didn’t interview anyone opposing him, relying instead on public statements issued on social media platforms. (The simple, non-conspiracy-theory, explanation is that the reporter was under deadline pressure, interviewed the local guy, and relied on public statements to fill out the opposing side.)

If you want to see some of those public statements, UUWorld.org provides links to statements from Diverse Revolutionary Unitarian Universalist Multicultural Ministries (DRUUM), and the Unitarian Universalist Ministers Assoc. (UUMA) People of Color and Indigenous Chapter, and an “Open letter from white Unitarian Universalist ministers,” as well as a letter from the Board presidents of the Liberal Religious Educators Association. Elswewhere, I found a statement from the Allies for Racial Equity, and most recently a UUMA letter formally censuring Eklof.

What about the book itself? Well, I refuse to buy a copy: Eklof self-published the book on Amazon, and I won’t buy books from Amazon because they reduce the already meager incomes of working authors. I haven’t talked to anyone who has actually read the entire book. And most of the online reviews of the book that I have found simply state that it represents a white supremacist point of view, but don’t offer critiques of the actual arguments of the book.

However, Scott Wells did read the entire book, and posted a two-part review of the book on his blog: part one and part two. Scott reports: “It might surprise non-readers that he [Eklof] has ideas for dismantling racism, and to continue to work on not being racist. … You might think them hogwash (or wonderful) but they’re there. ” However, says Scott,”some terms Eklof uses, such as political correctness  and safetyism, are used by other authors to dismiss or belittle critics,” meaning that Eklof’s sugestions for anti-racism probably aren’t going to be heard. The book also offers at least one solution that I can only characterize as bizarre: in one essay, Eklof proposes splitting the UUA back into separate Unitarian and Universalist denominations, which Scott sums up as “Swiftian fancy, or simply romantic misreading” of Unitarian and Universalist history. Scott does not seem to care much for the book; if I were to pick one statement from his review to sum up the book, it would be this: “This is a work of controversy.”

After Scott’s dismissive review, I concluded I won’t spend my limited free time reading this “work of controversy.” And if I haven’t read the book, I don’t feel qualified to comment on it. But I do feel qualified to comment on the controversy surrounding the book, from my perspective as a religious educator.

Progressive religious educators like me spend a lot of time thinking about how to move people to a place of greater understanding; how to get people to change their perspective; and how to get people to act in more humane ways. While a confrontational approach utilizing a “work of controversy” might work in a few educational situations, if the goal is to move people towards greater understanding and more humane action, then there are many situations where a confrontational approach will not be effective. One such situation is when you, as the educator, are talking about racism and anti-racism and the U.S. today, and your auditors include people who have been rubbed raw by racism; in that situation, a confrontational approach is less likely to lead to greater understanding or more humane action, and more likely merely to piss people off. Thus, speaking as an educator, passing out a “work of controversy” on the subject of racism seems to me to be a waste of everyone’s time.

So where do we go from here? As a religious educator, I’d say it’s fairly obvious we in the U.S. all need to deepen our understanding of how racism has affected us, and continues to affect us. And I believe we would all like to figure out a more humane way to act with one another. The Gadfly Papers has proved yet again that controversy is not a particularly useful anti-racism strategy here in the U.S. — but that doesn’t mean we should give up.

Still speaking from an educator’s perspective, I would suggest that race is such a difficult topic here in the U.S. that we are going to need a wide range of strategies to address it; no one strategy is going to work for everyone and in every situation. But how do we judge what is a good strategy? I would propose a pragmatic criterion: if an educational strategy reduces systemic racism in a measurable way, then it is a good educational strategy. For example, for a religious educator working within a majority-white local congregation, if an anti-racist educational strategy leads to an increased proportion of non-white people in the congregation without a decline in absolute numbers of white people (beyond the usual losses to death or moving away), that strategy has succeeded quite well indeed.

Speaking from my own experiences in several local congregations, I believe that educational strategies based on behaviorist models (where we modify external behaviors) are generally more successful than therapeutic models (where we attempt to influence the way people feel). Similarly, educational strategies based on progressivist models (where we work together to confront or reduce racism in the wider world) generally work better than models based on logic or rhetoric (where we try to get people to think differently about racism). While I am not good at creating educational strategies at the denominational level, I suspect the same will hold true there; in which case, books about racism, or blog posts about racism, or social media chatter about racism, are not going to be particularly effective, except where they show us how to change behaviors and increase external action.