World Religions and Spirituality: Exploring and ExperiencingCurriculum

World Religions and Spirituality: Exploring and Experiencing

Curriculum

Contents

Introduction

How to Use These Materials

Program Structure

Course Schedule

Class Format/Lesson Plan/Agenda

Class Communications

Planning a Visit to a House of Worship

Finding a Guest Speaker

Module 1: Hinduism

Module 2: Buddhism

Module 3: Judaism

Module 4: Christianity

Module 5: Islam

Module 6: Humanism and Atheism

Module 7: Earth-Centered Religions

Final Class

Resources: Videos, Podcasts, Notes, PowerPoints, and Other Materials

Unitarian Universalist Congregation of FairfaxPage 1

World Religions and Spirituality: Exploring and ExperiencingCurriculum

Introduction

About the Authors

Linda Rothbartand Jennifer Yi are members of the Unitarian Universalist Congregation of Fairfax in Oakton, VA. They have taught numerous Religious Education classes for children and adults, including World Religions.

Acknowledgments

We would like to thank:

  • Stephen Prothero,a professor in the Department of Religion atBoston Universityand author of eight books on religion in America, including New York Times bestseller Religious Literacyand the book we use for this class, God Is Not One. Professor Prothero has been an invaluable resource to us throughout the process, responding to our questions and sharing his insights.
  • Dan Rothbart, Carol Campbell, and Carol Keeling for providing us with PowerPointsrespectively on Humanism/Atheism, Goddesses, and Islam.
  • AJ Bennet, Harvard Divinity School, who helpedus with fact checking.
  • Natasha Peterson, who edited the materials.
  • Sarah Creel, who updated and checked the links and documents.
  • UUCF Endowment Committeefor providing the funds needed to create this online course.
  • InterfaithVoices (NPR Radio program) for their excellent podcasts and images which we used for our classagendas.

The Program

“There is no use in entering into dialogue unless you want to be changed.”
Karen Armstrong at the 2011 UUA General Assembly

Similar to our Neighboring Faiths/Building Bridges class taught in UU Religious Exploration for children, this year-long course explores major world religions with readings from holy scriptures, discussions with guest speakers, and visits to their places of worship. We begin in the fall with the easternreligions Hinduismand Buddhism, moving to Judeo-Christian-Islam faiths in the winter and spring, and ending with Atheism and Humanism, Earth-Centered Religions, and our own UU faith. Modules maybe used in any order. For instance, we have not created modules for Confucianism and Daoism, although both of these are covered in God Is Not Oneby Stephen Prothero.

The course uses the bookGod Is Not One by Stephen Prothero to explore each world religion by asking the questions:

  • What problem is the religion trying to solve?
  • What solution does it offer?

In addition, we explore some of our own questions, such as:

  • What is it about each religion that makes it so engaging and compelling as to continue to attract millions of practitioners/believers?

Goals

Our goals are to develop a greater appreciation, respect, and understanding of the impact of world religions... and through them, explore our own faith.

Facilitators

Facilitators do not need to be knowledgeable about world religions to lead this program, but you do need respect, compassion,and curiosity.World Religions is designed for co-leadership. We have found it useful to divide up the modules among three or four facilitators. For example, one facilitator takes Hinduism (planning and presenting the curriculum, finding a guest speaker, and coordinating the field trip), while another takes the Buddhism module. In this way, each facilitator is responsible for only a few modules and can enjoy the other modules more or less as a participant. Another optionis to designate one person responsible for guest speakers and field tripswhile other facilitators are responsible for the classes.

Participants

The course is designed for adults who are interested in learning more about world religions. Participants are asked to:

  • Purchase or borrow the book God Is Not One by Stephen Prothero.
  • Read selections from God Is Not Oneand/or listen to the related podcasts from Interfaith Voices radio showin preparation for class discussion.
  • Visit houses of worship representing thereligions we are studying and that we will visit as a group. Most visits are either on Saturday or Sunday mornings.
  • Put aside prejudices, fears, and preconceptions in order to enter into true dialogue.

How to Use These Materials

This document serves as the foundation document for the course, and provides links to all other documents that you can download and customize for each class/module. It also provides tools for the facilitator such as customizable emails. NOTE: As described below in Program Structure, each module generally consists of two classes plus one field trip.

You will need Microsoft Word and PowerPoint in order to use the materials in this curriculum.

  1. About a month before you facilitate a particular module, look up its module in this document. That is where you will find everything you need to designthe two classesplus field trip.
  2. Under Resourcesin the module, you will find a link to the Lesson Plans/Agendas for both Class 1 and Class 2. These documents provide sample, customizablelesson plans and agendas for each class.
  3. They are downloadable documents so you can easily customize them based on your class plans and needs. For instance, switching a Guest Speaker to come during the first class instead of the second. This design also allows you to easily add in notes for your own activities. Once you have finalized a lesson plan, you may also wish to create a shorter agenda for participants by deleting sections such as the Bring to Class list and time allocations, which are for facilitators.
  4. Other documents (Thought Questions, Religion 101 PowerPoint, etc.) are also available for class use.
  5. Some modules include Notes for Facilitatorwhich provide additional background.
  6. Each moduleincludes a sample email that you can copy/paste, customize,and send to your participants as a reminder of the next class, field trip, and/or guest speaker.

Program Structure

Course Schedule

The course is composed of eightmodules, each one focuses on one religion, plus the Welcome Class and the Final Class. (Note: Christianity consists oftwo months since it is the majority religion in the U.S. and the foundation religion of many of our congregants.) Most modules encompass a month and include:

  • An initial class, introducing the religion and discussing the relevant chapter from God Is Not One;
  • A trip to a house of worship; and
  • A concluding class, often consisting of a guest speaker, although the guest speaker may visit the first class, depending his or her schedule.

See sample Course Schedule.

Class Format/Lesson Plan/Agenda

All classes follow the same structure:An opening and closing reading begins and ends each class to establish continuity, and help to define the religious education time as sacred. A typical class schedule for a 90-minute class is as follows:

  • Lighting the Chalice(5 minutes). Ask participants to sign up for a date to bring an opening and closing reading related to that month’s religion. Announcements(5 minutes). Take care of any administrative tasks or other announcements. You may want to wait until the end of class to discuss an upcoming visit as questions may have been answered during the class.
  • Gathering Activity(15-20 minutes). Go around the room to allow each participant an opportunity to share their name, experiences or questions. You may not want to include this on days with guest speakers. Set parameters on the amount of time each person should speak.
  • First Class in a Module. Participants share what experience they may have with the religion being introduced, e.g., from a Jewish family, lived next door to a mosque, and/or their comments on the readings.
  • Second Class in a Module. Participants share their impressions or questions from previous field trip.
  • Guest Speaker(45 minutes).
  • Discussion of Religion (30 minutes). This discussion is led by the facilitator providing information and insights into the religion.
  • One of the two classes in a module is led by a facilitator to introduce some basic ideas about the religion. This time is not intended to be a lecture, but is designed to allow the facilitator to spark discussion by asking questions. Resources, including the “Religion 101” PowerPoint, provideanoverviewto help this discussion.
  • PowerPoint Presentation. Eachmodule includes a PowerPoint that over time will allow participants to compare the various religions. The slides address the size, beliefs, scriptures, and general practices of the religions. This information is based on a number of resources, including but not limited to God Is Not One.
  • Other Options. If you have extra time, or if you do not have a guest speaker, below are some additional ideas for the class:
  • Discuss in more detail Prothero’s idea of the particular religion’s problem and solution.
  • Discuss in more detail a particular topic, e.g., role of women, relationship to other religions, role of culture vs. politics vs. religion.
  • Read and discuss a passage from one of the scriptures. See the Reading Scriptureexercise.
  • Using journaling and class discussion to explore one’s reactions to a particular topic. See the Exploring Our Lenses into Religion exercise.
  • Watch/read and discuss a video, article, or art from an Internet resource such as Interfaith Voices or BeliefNet or a reliable source of the religion you are studying.
  • Compare and discuss various aspects of several religious traditions. See the Patheos Library’s Side by Side Comparison.
  • Thought Questions (20 minutes). Each module contains thought questions to help participants explore ideas andpractices from the religion, including how they are similar or different to the UU faith. Throughout the year, use the questions to encourage participation from less vocal members.
  • Break into small groups (2-4 people) to discuss the same or different questions. You may bring them back as a group to share results of the discussion.
  • Discuss thought questions with entire class.
  • Reminders (5 minutes). Discuss upcoming field trip or how to prepare for the next class.
  • Extinguish the Chalice (5 minutes). Share closing reading.

See How to Use These Materials for additional guidance.

Class Communications

Because of the multiple trips the class takes, having a means of communicating is vital. In addition, facilitators and participants often want to exchange articles, recommend books, and engage in discussions outside of class.

Work with your congregation to see what resources are available, and discuss options with your class, keeping in mind that not everyone may use or have access to email or texting. Below are some options.

  • Email. Email may be the simplest way to communicate.In order to eliminate multiple emails, discuss rules for sharing information, such as placing messages on a shared drive. Consider designating one facilitator as the primary communicator.
  • SharedDrive or Cloud Storage. Use a web service, such as Google Drive or Dropbox, to store class documents, including the schedule, Lesson Plans/Agendas, thought questions, sign-up for opening/closing readings, additional readings,and recommended resources.Check with your congregation’s web administrator to see if they have any options.
  • Facebook. Create a group space to allow participants to discuss issues and share events between meetings.

Planning a Visit to a House of Worship

“Field trips” may well be the number one reason people sign up for this course. The purpose of a visit is not solely to observe, but to participate when invited,to the extent they invite participation.

The modules include ideas for visiting a house of worship.Below are some suggestions.

Finding a Place to Visit

At the beginning of the course, reach out to your minister, Religious Exploration administrator, or other people in the congregation to see if they can recommend some contacts. Many RE programs have a Neighboring Faiths or Building Bridges curriculum for youth that also includes visits, andthe teachers may havesuggestions. Be sure to coordinate schedules with them to be respectful of the time and resources of the people you will be visiting. Ask yourclass participants for ideas or contacts. If you cannot find any specific contacts, generally using the "Contact" page on an organization’s website will work as well.

Before reaching out, check their website for the dates that you are considering.Identifying special events may help decide the best time to attend. You may want to attend a holy day observanceor youmay prefer a more routine visit to get a better sense of their regular way of worship. Be open to visiting at a different time than they normally worship. If your class meets twice a month, it is best to schedule the visit inbetween classes.The first class discusses the religion and what to expect.The second class allows participants to share what they learned or address any questions.

The people you visit may be interested in learning about Unitarian Universalism. Consider bringing a UU brochure, and be prepared to give an “elevator speech” of what UU means.

Preparing to Visit


Below is a sample email to introduceyourself and request a visit.

Ask your contact in advance if there are restrictions on clothing and/or on what part of the service the class can participate. Their website may provide suggestions for visitors. The book How to Be a Perfect Stranger: The Essential Religious Etiquette HandbookbyStuart M. Matlins and Arthur J. Magidaprovides avaluable overview of what is expected of visitors for a number of different religions and denominations.

In addition to ritual, scripture, prayer, and belief, here areother areas to be aware of as you make visits throughout the year:

  • What speaks to you? What do you find compelling?
  • What is the general feeling, e.g., peace, excitement, awe, from the facility, leaders, or service?
  • How does the service involve each of your five senses?
  • What symbols, colors, images, and music are used? What are their effects? Why are they used?
  • Look at the bulletin boards and announcements. What do they tell you?
  • Besides services, what other ways do the members regularly worship or come together, e.g., Sunday School, small groups?
  • What role does architecture play? The outdoor environment?
  • What is the center of the worship space?
  • How formal are the service, clothing, and speech?
  • How are each gender, children, the elderly, spiritual leaders, and guests treated?
  • How large is the congregation? How does the size affect the worship service?
  • How does the service and place of worship reflect their members’ culture? What role do they play in their community?

After a Visit

Send a follow-up thank you email and card to the individuals who spoke with the group and/or arranged your visit, as well as the congregation as a whole. Many places will post your thankyou note on a bulletin board or read it to the congregation.

Use the check-in time during the next class to give participants an opportunity to share what surprised them, what they found compelling, what they enjoyed, or any remaining thoughts.

Finding a Guest Speaker

Look for opportunities to invite other voices into the class, both as formal speakers, but also as visitors who might share their experiences or answer questions. They may talk about their childhood in a particular religious community, discuss issues or concerns related to that religion, or speak on a topic you may never have known to ask. Below are some ideas for guest speakers:

  • Someone from the religious community (ideal);
  • Members of your UU congregation who grew up in another religion;
  • Referrals from class participants (or the participants themselves), who may have a family member, neighbor, or colleague willing to visit;
  • Someone who lived for a while in a country where the religion is practiced extensively;
  • A professor of religious studies; and/or
  • Someone from an interfaith alliance.


Below is a sample email to introduce yourself and request a guest speaker.

Welcome Class: Introduction

Purpose

●To help facilitators and participants become acquainted with each other

●Todevelop a group covenant

●To provide an overview of the course

Resources

  • Reading: God is Not Oneby StephenProthero,Introduction
  • Audio: Interfaith Voices, Why Schools Need Religion Class
  • Notes for Facilitator: Sample Class Covenant
  • Other: Sample Course Schedule

Preparation

As Participants Sign Up

Email class participants Welcome email (see sample below).

One to Two Weeks before Welcome Class

Finalize the Lesson Planand email participants the Agenda.

Print copies of the class covenant for participants.

PrintSign-Up Sheetfor Opening and Closing Readings.

Remember to attach World Religions Course Schedule.

Module 1: Hinduism

Problem: Samsara --the vicious cycle of life, death, and rebirth.

Solution: Moksha --spiritual liberation from this cycle.

Purpose

●To share personal experience with/exposure to Hinduism