WINDOWS AND MIRRORS: SESSION 2: LEADER RESOURCE 1: GUIDE FOR ADULT GUESTS

Read about Thich Nhat Hanh on the Plum Village Practice Center (at www.plumvillage.org/HTML/ourteacher.html) website or Wikipedia (at en.wikipedia.org/wiki/Nhat_Hanh).

The 10-minute "Walking Meditation" (at www.mindfulnesscds.com/author.html) on the CD Guided Mindfulness Meditation, Series 3 (at www.mindfulnesscds.com/) by Jon Kabat-Zinn (at www.mindfulnesscds.com/author.html) guides you through a walking meditation that you can do anywhere.

Unitarian Universalism finds strength in explicitly welcoming diversity. It is well known that many of us bring identities and beliefs that are Christian, Jewish, Buddhist, Muslim, Humanist or Pagan to our Unitarian Universalist religious lives. There are also many lifelong UUs, and UUs with neither training in nor attachment to another theology or faith heritage.

In our congregations, however, diversity of faith heritage and belief is not always visible. Yes, many congregations celebrate holidays and draw from religious practices of a wide variety of faiths. But, do we actively engage and affirm each individual's faith heritage and personal religious beliefs?

This session lifts up our denomination's pluralism of faith heritage and theological belief for participants to examine and affirm within themselves, among the group, in their families and in the congregation. Affirming one another's meaningful faith traditions, theological questions and beliefs is a way to affirm one another as truth-seekers—our fourth Principle. It also expresses our third Principle, that we accept every individual and encourage their spiritual growth.

The session introduces the six Sources that support and nurture Unitarian Universalist faith. Children will explore how the Sources embrace a variety of faith traditions, including Unitarian Universalism itself. A story about Thomas Starr King illustrates that to follow one's own faith path is not only allowed but a core value in Unitarian Universalism.

Faith Heritage Letter to Parents

Children will need information about their family's faith heritage to be well prepared for this session. Some may wish to include photos or other items from home in their Window/Mirror panel or a Faith Family Tree (Faith in Action or Alternate Activity 2). Adapt and distribute Leader Resource 1, Faith Heritage Letter to Parents, at least two weeks ahead. During the session that precedes this one, remind children to ask their parents about their faith heritage.

This session will:

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  Affirm children as religious beings, with individual religious beliefs and identities
  
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  Introduce the concept of faith heritage as a legacy from parents/caregivers that may shift its role in one's life, as faith develops
  
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  Demonstrate that Unitarian Universalism encourages and guides us to examine our own beliefs, where our beliefs come from, and how those beliefs continue to mesh with our developing faith in an ongoing, individual search for truth and meaning
  
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  Introduce the six Unitarian Universalist Sources; demonstrate how they guide us to look to diverse faith traditions as we develop and affirm our individual and collective faith.
  

Participants will:

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  Identify their individual faith heritage and some of their beliefs, and explore how these are connected and reflected in their lives as Unitarian Universalists
  
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  Learn about major faith traditions represented in Unitarian Universalism and identify symbols associated with Christianity, Judaism, Islam and Buddhism
  
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  Recognize theological and faith heritage diversity in the group and in the congregation
  
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  Understand how embracing diverse faith heritages and beliefs in our congregations honors our fourth Principle, the free and responsible search for truth and meaning, and our third Principle, acceptance of one another and encouragement of spiritual growth
  
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  Learn about Thomas Starr King, who brought a Universalist faith heritage with him when his faith journey carried him into Unitarianism.
  

Find a place where you can be quiet with your thoughts. Make yourself comfortable, lighting a candle to mark the time differently than you do for other activities. Close your eyes and breathe deeply for about five minutes, perhaps repeating a word or phrase to separate you from the activities of the day.

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  How do your beliefs guide your expectations and choices in life?
  
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  In what ways do you find your beliefs affirmed in Unitarian Universalism, perhaps anchored in some of our Sources? In what ways not?
  
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  Might your beliefs ever change? What might change them?
  
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  Where did you learn your beliefs? If you were not raised a UU, what other faith traditions influenced your beliefs?
  
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  What do you consider your faith heritage? In what ways do you carry your faith heritage into your religious life today? How do you express or affirm your faith heritage in your life in the UU congregation?
  
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  Is it easy or hard for you to see children as religious beings, with beliefs which are as true and powerful to them as yours are to you?
  

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  Chalice or LED/battery-operated candle
  
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  Large, round mirror to hold the chalice
  
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  Reflective materials, such as beads or pieces of stained glass
  
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  Newsprint, markers and tape
  
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  Opening Words Basket and opening words (see Session 1, Leader Resource 1 (included in this document) )
  
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  Optional: A copy of the Unitarian Universalist hymnbook, Singing the Living Tradition
  
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  Optional: Bell , chime or other sound instrument
  

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  Set up the chalice on the mirror to enhance its reflection. The chalice may be filled with reflective materials, such as beads or pieces of stained glass, to represent the idea of light, reflection and mirrors.
  
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  Write the words to "Spirit of Life," Hymn 123 in Singing the Living Tradition, or another hymn you prefer, on newsprint, and post.
  
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  Obtain a basket to hold numerous slips of paper with opening words. Print out Session 1, Leader Resource 1, Opening Words for Basket, cut out the short readings and place them in the basket. Of course, feel free to add your own.
  
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  Prepare to lead the group in singing "Spirit of Life" or another song commonly sung in your congregation. Optional: Arrange to have someone else musical lead the singing, perhaps with instrumental accompaniment.
  

This ritual welcoming reminds participants of the relational nature of the group experience. Gather the children in a circle around the chalice. Invite them to take a deep breath and release it, and create a deep silence for a moment.

Ask a volunteer to take a reading from the Opening Words Basket and read it aloud. Invite another volunteer to light the chalice. Then, lead a greeting:

Now we will take a moment to greet the people next to us. If you are next to someone who is new to our group, offer a welcome, tell them your first and last name, and learn their name.

Lead the group in singing the hymn you have chosen. Singing a congregational favorite helps children grow in their sense of belonging in congregational life. If you choose not to sing, use a bell to ask the group to still themselves for another moment of silence.

Ask the child who lit the chalice to extinguish it. Ask the child who read the opening words to return the reading to the Opening Words Basket.

If you have a non-sighted participant who reads braille, obtain the braille version of Singing the Living Tradition from the UUA Bookstore. The bookstore orders from an outside publisher, so order several weeks ahead.

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  Copies of Handout 1, Faith Symbols, (included in this document) for all participants
  
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  Optional: Newsprint, markers and tape
  

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  At least two weeks before this session, ask participants to find out from their parents about their family's faith heritage(s). Adapt and distribute Leader Resource 1, Faith Heritage Letter to Parents.
  
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  P\rint out and copy the handout.
  
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  Optional: Post blank newsprint.
  

Distribute copies of Handout 1, Faith Symbols. Explain that later in the session they may cut out or draw these faith symbols or others for their Window/Mirror panels.

Point out the Buddhist prayer wheel, the Christian cross, the Jewish Star of David and the Islamic crescent moon and star. Ask the group to identify the symbol that represents Unitarian Universalism; affirm that it is the flaming chalice. Ask if participants have any ideas why the flaming chalice is represented in the center of the handout. Say:

Unitarian Universalism respects all faith traditions and has a rich history and tradition of its own. Unitarian Universalists bring beliefs and practices from many different faith traditions to the religious community we share.

Invite participants to share about other faith symbols they may know, including their own experience with that faith.

Encourage children to share their knowledge of their own faith heritage. If you wish, collect their contributions, phrasing them briefly on newsprint.

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  Newsprint, markers and tape
  

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  If you have extra time, consider expanding this activity to incorporate Alternate Activity 1, Listening Activity — Supporting Theological Diversity; children articulate a faith belief to a partner or small group and practice respectful, affirmative listening.
  
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  Post blank newsprint.
  

Tell the children:

Let's practice "theological reflection"—that means thinking about a religious question.

Ask the children to consider what they think they believe about God. Have a moment of silence and reflection on this question. You may use a bell or chime to signal the need for silence at the beginning of the time for reflection. Ring the bell or chime again to signal the end of the time for reflection.

Now, invite the children to share their thoughts on what they believe about God. Allow all volunteers to share, yet move conversation along—the focus here is not on the beliefs, but how children came to them. Affirm all contributions succinctly. Make it clear there is no "right" answer. Tell the group, "In our faith, we understand that what people think about God often changes over the course of time in their lives."

Now ask the children to think about how they came to their beliefs. Write their answers on newsprint, in the order in which you hear them (no ranking by importance or tallying to mark a repeated response). Make certain that everyone has a chance to speak.

Some answers you may hear are:

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  My parents gave me an idea about God.
  
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  I do not believe in God.
  
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  I am not sure I believe in God.
  
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  I used my own experience to decide about God.
  
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  I read a book that helped me learn about God.
  
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  I decided about God because of something I learned in church.
  
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  I think that you should choose a religion that makes sense to you.
  
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  The idea of God is not believable.
  

You may wish to introduce terms such as "deist," "humanist," "skeptic" or "agnostic" if you are comfortably sure of their meanings. However, avoid characterizing children's beliefs by denomination—e.g., Christian, Buddhist—based on this brief information from them.

Point out the diversity of the beliefs children have shared. Ask, "If we opened this discussion to the whole congregation, might we find even more beliefs?"

Emphasize that beliefs can change as we learn and have new experiences in life. You may say:

No matter how your beliefs may change, you are always welcome here. People can believe in different religious ideas and still remain in the same Unitarian Universalist congregation because of some beliefs we all share: We believe in the value of a free and responsible search for truth and meaning. We believe in the right of individual conscience in our faith choices. We believe in respecting everyone.

Including All Participants

Do not put children on the spot by going around in a circle for responses. It is more important to demonstrate welcome to all religious beliefs and faith traditions, than to make sure all children share with the group.

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  Newsprint, markers and tape
  
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  Handout 2, Unitarian Universalist Sources (included in this document) , and pencils, for all participants
  

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  Print and copy handout for all participants.
  
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  Post a sheet of blank newsprint to record notes from each small group you will form.
  
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  Be ready to help small groups with examples that help illustrate each Source, for example, "The Golden Rule" for Jewish and Christian teachings, respect for the environment from Earth-based religions, etc.
  

Ask the group what "sources" are, as you distribute handouts and pencils. Affirm that a source is "someplace you can get something you need." Tell the group:

Now we are going to look at our Unitarian Universalist Sources. These are places where we look for what we need in faith—answers to our religious questions and guidance about how to live our lives.

Form small groups of three to five participants. With six small groups, assign each group a Source to discuss. With four groups, you might assign direct experience (first Source), words and deeds (second), wisdom (third) and teachings (fourth, fifth and sixth). If the entire group is too small for four small groups, work as one group to consider direct experience, words and deeds, and "teachings and wisdom."

Invite participants in small groups, to apply these questions to their Source:

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  What does this Source mean? What are some examples of it?
  
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  What happens in our congregation that seems connected to this Source? Think about our worship, religious school, social justice activities, holiday and holy day celebrations, special events.
  
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  Is the Source missing in our congregation? What would you like to learn more about or see more of, related to this Source?
  
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  Can you think of a way this Source is connected to any beliefs you or others shared during this session? (For example, does your belief about God come from a Christian or Jewish bible story? from the statements of someone prophetic, either ancient or contemporary? from a folk tale from another world religion your parents or grandparents may have told you?)
  

To conclude, point out that people may hold different beliefs, learn from different faith traditions, and look to different Sources for truth, and still remain in the same Unitarian Universalist congregation. Say:

In our religion, we do share many beliefs. We believe in the inherent worth and dignity of everyone. We believe that everyone is free and responsible to search for truth and meaning, and we believe in following our own individual conscience to make our faith choices. And, we believe our members' different faith paths enrich the faith of the whole congregation.

ACTIVITY 4: STORY — THOMAS STARR KING (10 MINUTES)

Materials for Activity

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  A copy of the story "Thomas Starr King (included in this document) "
  
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  A bell, chime, rain stick or other musical noisemaker
  

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  Read the story "Thomas Starr King," a few times. Consider telling it dramatically, rather than reading it from the page. Practice telling it. Claim the storytelling; for example, try adopting different voices for different characters. The stories here are written for a Story for All Ages moment—part performance, part ministry.
  
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  For storytelling, be ritualistic. Create a mood and time that is different from other moments in the session. For example, turn overhead lights off and use lamps. Position yourself where all can see and hear you. You may wish to wear a storytelling shawl.
  
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  Review questions and choose some you think might resonate with the group and help these particular children interpret the story and relate it to their own lives.
  
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  If the group is very large, plan to form smaller groups (no less than three participants) for discussion. An adult leader should facilitate each small group.
  
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  Consider what this story means to you in relation to the purpose of this session. Articulate this in a one- or two-word sentence that you can share with the group at the end of the discussion.