Elective Competencies

Part of Skilled Level RE Credentialing Program

Choose one:

History & Philosophy of RE

“Understanding RE—where we come from and where we’re going”

Scope of Knowledge and Skills

  • Educational philosophy of key figures in U, U, and UU histories
  • Important persons in the development of Religious Education (RE) and types of Religious Education instruction (curricula, models)

Examples

  • Exposure to or use of curricula or models from UU circles
  • Collaborating with the RE Committee to articulate an overarching RE philosophy and vision for your community

Sexual Health (one Our Whole Lives Training counts as an elective Renaissance module)

“Nurturing healthy sexuality”

Scope of Knowledge and Skills

  • Inclusion of LGBTQ+ siblings and awareness of the danger they face in the United States (and/or Canada, as applicable)
  • Knowledge and use of Our Whole Lives curricula
  • Sexual harassment/misconduct prevention and response

Examples

  • Creating safe(r) spaces for LGBTQ+ siblings in our care
  • Supporting self-care/care for LGBTQ+ siblings in our care
  • Developing, implementing, and monitoring policies and procedures within the RE Program with regard to sexual harassment/misconduct prevention and response
  • Working knowledge of, and practice with, the Our Whole Lives curriculum

Sources of UU Inspiration

“Diversity of theological inspiration”

Scope of Knowledge and Skills

  • Familiarity with the diverse sources of inspiration as defined in Article 2
  • Awareness of one’s own UU theology and which sources are most prominent
  • Sensitivity to issues of cultural misappropriation
  • Working knowledge of the basic stories, beliefs, and holidays (as applicable) in:
    • Jewish and Christian traditions
    • Major world religions (e.g., Buddhist, Muslim, Hindu, Taoism)
    • Humanism
    • Earth-Centered Traditions (e.g., Native American, “Neo-Pagan”)

Examples

  • Developing lessons or worship services based on the stories and/or tenets of major world religions, humanism, or earth-centered traditions
  • Exercising sensitivity to cultural misappropriation when exploring other faiths
  • Preparing a youth group for a discussion of religious beliefs with a youth group of another faith, or for a visit to the house of worship of another faith
  • Emphasize pluralism as a central value of UUism

Systems & Conflict

“Managing change and conflict in a healthy way”

Scope of Knowledge and Skills

  • Systems thinking
  • Self-differentiated leadership
  • Levels of conflict
  • Covenanting & Re-Covenanting

Examples

  • Utilizing systems theory in problem solving
  • Conducting oneself with awareness of one’s potential impact on the congregational system
  • Articulating one’s own personal style with regard to conflict
  • Staying in right relationship with people with whom you disagree
  • Highlight use of covenant as a tool for conflict engagement

Worship

“Creating meaningful worship”

Scope of Knowledge and Skills

  • Goals and structure of worship
  • Inclusion of multiple learning styles in worship
  • Creation of ritual and worship elements

Examples

  • Participating on a worship team for a variety of worship experiences
  • Developing skills in storytelling and adapting stories or creating new stories