Category: Religion

On wickedness

I’m preparing to write a sermon on the Unitarian Universalist Association’s purposes and principles, titled “Why the Seven Principles Must Change.” I’m thinking of using one of several passages from Agatha Christie’s murder mystery A Pocketful of Rye as one of the texts on which the sermon will be based; Christie, whatever her faults may be, is fairly sound on the topic of wickedness. At this point, I think the second passage below best captures what I’m trying to say in the sermon. If you have any similar quotes that could serve as a necessary corrective to the excessive optimism of the “Seven Principles,” I’d love it if you left them in the comments.

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1. Calming himself, [Inspector Neele] said, “Oh, there are other possibilities, other people who had a perfectly good motive.”

“Mr. Dubois, of course,” said Mis Marple sharply. “And that young Mr. Wright. I do so agree with you, Inspector. Wherever there is a question of gain, one has to be very suspicious. The great thing to avoid is having in any way a trustful mind.”

In spite of himself, Neele smiled.

“Always think the worst, eh?” he asked. It seemed a curious doctrine to be proceeding from this charming and fragile-looking old lady.

“Oh yes,” said Miss Marple fervently. “I always believe the worst. What is so sad is that one is usually justified in doing so.”

———

2. “It sounds rather cruel,” said Pat.

“Yes, my dear,” said Miss Marple, “life is cruel, I’m afraid….”

———

3. “…It’s very wicked, you know, to affront human dignity….”

———

4. “…One needs a great deal of courage to get through life….”

“The problem of retention in Unitarian Universalism”

Here’s a link to an important paper by Rev. Christana Wille-McKnight on how few of our Unitarian Universalist children and youth we retain once they grow up — “The problem of retention in Unitarian Universalism.” Here’s the first paragraph of the paper, to get you interested:

Over the last 40 years, Unitarian Universalism has emerged as a transformative movement in the United States. Our denomination has become a haven for people from a variety of faith backgrounds, well regarded for its acceptance of people regardless of race, creed, ethnicity, sexual orientation or physical or mental ability. Despite our success in welcoming people from other faiths into the Unitarian Universalist fold, we have not been as successful retaining as adult members people who have been raised from childhood as Unitarian Universalists. The cost of losing so many of the adult children that are raised in our faith is staggering….

This is for participants in the Renaissance module on ministry with youth that I am co-leading with Betty-Jeanne Rueters-Ward at Ferry Beach this week. Christana is now working on a UU church start in Norton, Massachusetts.

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”

Tidbit on William Jackson

I’m still finding out bits about the life of Rev. William Jackson, the African American minister, abolitionist, and military chaplain who declared himself a Unitarian in 1860, and was ignored by the American Unitarian Association.

I had Jackson’s birth date — 16 August 1818 — but not his date of death. Everett Hoagland, poet, retired professor, and UU, writes to me that Jackson died 19 May 1909, according to the reference librarian at the New Bedford Public Library.

Jackson is well worth a full book-length biography. He, with some others, helped to forcibly free an escaping slave imprisoned under the new Fugitive Slave Law in Philadelphia. He may have been a conductor on the Underground Railroad. He was converted to Unitarianism by Frances Harper, but was rebuffed by the A.U.A., and so remained a liberal Baptist. He was the first person of color to receive a commission as an officer in the U.S. Army, and served briefly as chaplain to the famous 54th Massachusetts Volunteer Infantry, before being transferred to the 55th when it was formed. And in the late nineteenth century, he was one of those middle class African Americans who began summering on Martha’s Vineyard. His life would make a great Ph.D. dissertation, or a great book.

More than a sermon

Scott Wells has started me thinking about what I’d like to do to introduce an online component to sermons. Here are some preliminary ideas:

  • On Thursday (the day I usually write a sermon), post a reading and a question for reflection on a sermon blog; the reading would be used during the service three days hence.
  • On Sunday morning, just before preaching, post the reading text of the sermon on the same sermon blog. The sermon would have embedded hyperlinks, and bibliographic references for further reading as relevant.
  • In addition to comments on the sermon blog, the order of service would give a hashtag for a Twitter conversation. The sermon would be streamed live online, so shut-ins and people who were traveling could hear the sermon, and participate through Twitter and online comments.
  • After the Sunday service, comments would remain open on the sermon blog, and I’d join in the online conversation when it made sense to do so.

This would fit into my normal weekly work flow: I have often posted a reading or reflection question a few days before I preach a sermon, and I already post a text of my sermons online before I preach them. At present, I don’t have comments enabled on my sermon blog (because I got too many comments by evangelical Christians and Hindus who wanted to argue without listening to anyone else), but it wouldn’t be a big deal to enable comments once again. The only thing listed above that I can’t do right now is stream the sermon live online (yes, I know I’m at a Silicon Valley church, but we don’t have the volunteers who could oversee the streaming, and our Internet connection is woefully slow). And for you diehard Facebook people, there could be a Facebook page with the sermon blog’s RSS feed.

The real question is: would anyone actually participate in a Twitter conversation, or read the sermon online and comment on it? Would you? Or is there some other online enrichment strategy that I’m missing?

Robert Gould Shaw, liberal religious patriot

For Independence Day, here’s the story of Robert Gould Shaw to inspire you. Excerpted and slightly modified from a sermon I delivered yesterday at the Palo Alto church.

Robert Gould Shaw was born in Boston in 1837 to a wealthy Unitarian family. His parents were Francis George Shaw and Sarah Sturgis; they had inherited money from Francis’s father, and Francis was involved in business and philanthropy. When Robert was five, the family moved to West Roxbury, near the famous Brook Farm community; and when Robert was in his teens, they moved to Staten Island, where the family helped found the Staten Island Unitarian church. The Shaws were abolitionists, and they may have been active in the Underground Railroad, helping escaping slaves to flee to the northern states.

Given the wealth and influence of the Shaw family, Robert surely could have avoided military service during the Civil War. But he chose to enlist. On April 19, 1861, Shaw joined the private Seventh New York Volunteer Militia. That short-lived unit disbanded after a month or so, and he joined the Second Massachusetts Volunteers (Infantry), and was commissioned as Second Lieutenant on May 28, 1861. He became First Lieutenant on July 8, 1861, and Captain on August 10, 1862. While with the Second Massachusetts, he took part in several battles, including the battle at Antietam. In late 1862, he was offered the chance to command a regiment made up entirely of free African Americans from the north. He became Colonel of Fifty-fourth Massachusetts Volunteer Infantry on April 17, 1863.

A small volume titled Memoirs of the War of ’61, published in 1920 by George H. Ellis (who was the printer for Unitarian tracts and books), tells the story of Shaw’s military service through excerpts from his lettersBelow are the excerpts relating to the 54th Regiment, which show his courage, and his growing realization that the men under his command were indeed his equals; for even though he was an abolitionist, like most white people of his day, he began by thinking African Americans his inferiors:

[Upon accepting command of the 54th Regiment, February 5th, 1862. Shaw wrote:] “There is great prejudice against it — at any rate I shan’t be frightened out of it by unpopularity.” March 25: “The intelligence of the men is a great surprise to me.” March 30: “The mustering officer who was here to-day is a Virginian, and he always thought it was a great joke to make soldiers of ‘n——s’ [African Americans], but he tells me now that he has never mustered in so fine a set of men, though about 20,000 have passed through his hands since September. The skeptics need only to come out here to be converted.” Morris Island, July 18: “We are in General Strong’s brigade. We came up here last night in a very heavy rain. Fort Wagner is being heavily bombarded. We are not far from it. We hear nothing but praise for the Fifty-fourth on all hands.”

Shaw was offered the post of greatest danger and greatest honor in the assault on Fort Wagner, and accepted immediately. Here is a contemporary account of what happened, written from South Carolina on July 22 by an unidentified person attached to General Strong:

The troops looked worn and weary; had been without tents during the pelting rains of the two previous nights. When they came within six hundred yards of Fort Wagner they formed in line of battle, the Colonel heading the first and the Major the second battalion. With the Sixth Connecticut and Ninth Maine and others they remained half an hour. Then the order for ‘charge’ was given. The regiment marched at quick, then at double-quick time. When about one hundred yards from the Fort the rebel musketry opened with such terrible fire that for an instant the first battalion hesitated; but only for an instant, for Colonel Shaw, springing to the front and waving his sword, shouted, ‘Forward, Fifty-fourth!’ and with another cheer and shout they rushed through the ditch and gained the parapet on the right. Colonel Shaw was one of the first to scale the walls. He stood erect to urge forward his men, and while shouting for them to press on was shot dead and fell into the fort.

Thinking to humiliate Shaw and his family, the Confederate Army, shocked that a white man would serve with African Americans, buried Shaw in a common grave with his soldiers. But his parents were pleased by this, and wrote:

We can imagine no holier place than that in which he lies, among his brave and devoted followers, nor wish for him better company — what a body-guard he has!

The story of Robert Gould Shaw is a classic story of patriotism. He gave his life in service of his country; more to the point, he gave his life while serving the highest ideals of his country, the ideals of freedom and equality for all persons. And in this case, the ideals of his country, and the ideals of his Unitarian faith, were clearly aligned. It is a classic story of patriotism, yet even so, Shaw’s patriotism questioned a dominant notion of his day: that African Americans could not serve with distinction in the military. So you see, this is a story of how a religious liberal pushed the boundaries of patriotism.

Notes:

Quote from Shaw’s parents from Seeking the One Great Remedy: Francis George Shaw and Nineteenth-century Reform, by Lorien Foote (2003: Ohio University Press). Other quotes by and information about Robert Gould Shaw from Memoirs of the War of ’61 (1920: George Ellis); the online biography of Shaw at the UU Historical Society Web site; and other online and printed sources.

The last of my general assembly reporting

A few last posts by me on the uuworld.org GA blog:

Scholars of color assess UU history, report on brief talks by Rev. Mark Morrison-Reed, Rev. Monica Cummings, and Rev. Patricia Jimenez.
Music and cultural change in UUism, interviews with UU musicians Nick Page and Jeannie Gagne.
Commission on Appraisal continues study of ministry and authority, covering the Commission on Appraisal’s report to GA, and brief interview with Megan Dowdell of the Commission.
Moderator’s report: All of us working together, covering Gini Courter’s report to GA.

As before, comment here, or comment on the posts themselves.

(Earlier links to my reporting are here, and here.)

More of my General Assembly reporting

Some more of my reporting on General Assembly is up on the uuworld.org blog:

The continuing power of liberal theology today, lecture by Gary Dorrien, with responses by Rebecca Parker and Dan McKanan.
UUA Financial Advisor reports a brighter situation, report from Plenary this morning.
Faith formation in a multi-cultural world, conversation with Mark Hicks, professor of religious education at Meadville/Lomard Theological School.
The cultural challenge of digital media, conversation with Rev. Scott Wells.
Report of the president of the UUA, report from Plenary this afternoon.

As before, comment here, or comment on the posts themselves.