FAITHFUL JOURNEYS
A Tapestry of Faith Program for Children
SESSION 8: SEEK TRUTH
BY BY ALICE ANACHEKA-NASEMANN AND LYNN UNGAR SUSAN DANA LAWRENCE, DEVELOPMENTAL EDITOR JUDITH A. FREDIANI, DIRECTOR OF LIFESPAN FAITH DEVELOPMENT
© Copyright 2009 Unitarian Universalist Association.
Published to the Web on 11/7/2014 3:32:31 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
Friend, I have lost the way.
The way leads on.
Is there another way?
The way is one ... .
I cannot find the way.
The way leads on.
Oh, places I have passed!
That journey's done.
And what will come at last?
The way leads on.
— excerpted from "The Way" by Edwin Muir , in Singing the Living Tradition
The session introduces our fourth Unitarian Universalist Principle, a free and responsible search for truth and meaning, through the story of Egbert Ethelred Brown, a Jamaican man who converted to Unitarianism. Though he experienced many hardships to fulfill his calling to the Unitarian ministry, Brown devoted his life to inviting others to learn about our free faith.
In this session the children explore the basics of a Unitarian theology. They engage in their own search for truth and meaning and investigate the concept of a call to ministry. We add the signpost "Seek Truth" to our Faithful Journeys Path.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Opening | 3 |
Activity 1: Faithful Footprints | 5 |
Activity 2: Move It! Scarf Search | 8 |
Activity 3: Story Basket and Centering | 5 |
Activity 4: Story — Finding Your Way: Egbert Ethelred Brown | 13 |
Activity 5: Truth and Meaning Treasure Hunt | 19 |
Faith in Action: Promotional Poster | 20 |
Closing | 7 |
Alternate Activity 1: Conversation with a Minister | 20 |
Alternate Activity 2: My Ministry Books | 15 |
SPIRITUAL PREPARATION
If it would be helpful in creating sacred space, light a candle or chalice.
Look for your own experience of our fourth Principle in your relationship with Unitarian Universalism. How did you first encounter our faith? Did you discard earlier beliefs as you embraced Unitarian Universalism? Was Unitarian Universalism an affirmation of beliefs you had long held? If you were raised as a Unitarian and/or Universalist, have your beliefs — your ideas about what is true — changed significantly over time?
Have you met any challenges during your search for truth and meaning in our faith? What sacrifices have you made, or considered making, in order to be true to your beliefs?
What images does the word ministry call up for you? Do you consider yourself to have a ministry? Is there something you feel called to do (whether or not it is your paid employment)? In what ways does your calling involve sharing your own discovery of truth and meaning with others?
In this session, you will lead children to consider their own search for truth, their own special gifts, and ways they may be called to share these with others. Prepare to greet the children as truth-seekers and potential ministers today.
SESSION PLAN
OPENING (3 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle. Light the chalice. Point out the chalice-lighting words on the newsprint and invite the group to read together:
We light this flame for the light of truth, the warmth of love, and the energy of action.
Indicate the poster(s) of the Unitarian Universalist Principles. Or, give each child a copy of the handout. Ask a volunteer to read the fourth Principle in the adult language. Ask a second volunteer to read the children's version of the fourth Principle. Then, say:
Today we will learn about this Unitarian Universalist Principle — what it means, and what kinds of actions show it. Let's get started.
Collect handouts for reuse.
Including All Participants
If not all participants are fluent readers, take the time to teach the group to say the opening words from memory.
If the group has children who are sensitive to perfumes or other chemicals, use unscented candles or an electric or battery-operated flame. An electric flame is also recommended if you may not use open flames or if any participants are afraid of fire.
ACTIVITY 1: FAITHFUL FOOTPRINTS (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity reinforces children's learning as they model translating faith into action for one another. To strengthen children's Unitarian Universalist identity, help participants see how their own behavior demonstrates specific Principles.
Gather in a circle. Point to the Faithful Journeys Path and say:
Together we are taking a journey to learn what it means to live as Unitarian Universalists. Each time we meet, we talk about ways our actions show our beliefs about what is right and good. This is called "putting our faith into action."
When you share about something you have done that shows what you believe, you can choose a footprint or wheelchair to put on our Faithful Journeys Path.
Hold up the footprint you made of your own faithful action. Tell what you did and how it represents your Unitarian Universalist beliefs. If you can connect your action to a Principle, briefly explain. For example:
Ask the children to think of an act they have done, since you met last, that reflects Unitarian Universalism. You may wish to prompt:
As participants name their actions, write a word or phrase describing the action on a footprint or wheelchair cutout. Invite children to write their names on their cutouts and post them on the Faithful Journeys Path. Have them progress along the path over the course of the program.
To stay within the time frame for this activity, use these guidelines:
It is very important to avoid judging participants, either with criticism or praise. Avoid phrases like "Great job!" or "You're fantastic!" which might suggest that acts of faith vary in their value or encourage children to compete to share the "best" act.
You should, however, respond to each child's contribution. Listen carefully to what a child tells you. After each child shares, say something like, "Thank you for sharing," followed by a summarizing sentence, such as:
Identify the Unitarian Universalist Principles each act represents; refer to the Principles poster if the room has one or indicate a relevant signpost on the Faithful Journeys Path. By responding specifically to each child's faithful actions, you will help them feel pride, a sense of accomplishment, and their own empowerment as agents whose actions and choices reflect Unitarian Universalist beliefs and values.
Including All Participants
Along with cut-out footprints (Session 1, Handout 3, Faithful Footprints), provide wheelchairs (Session 1, Handout 4, Making Tracks for Faith) in the same colors of paper. Encourage all the children — not just those who use wheelchairs for mobility — to sometimes use a wheelchair instead of footprints to represent their faithful actions.
ACTIVITY 2: MOVE IT! SCARF SEARCH (8 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Have the children sit in a tight circle. Explain that a volunteer will wear a scarf over their eyes so they can't see. You will then drop another scarf somewhere inside the circle. The child whose eyes are covered will use intuition, hearing and touch to try to find the scarf. The searcher must remain on hands and knees at all times. Children in the circle must use their bodies as a barricade to keep the searcher safe, but not otherwise help the searcher. If time allows, give each child who wants to the opportunity to be the searcher.
You may wish to invite children to share afterward about their experience of searching. Did anyone have a gut sense of where the scarf might be? How did it feel to know that what you were looking for was nearby, but you didn't know exactly how to find it? Did it help to know the scarf would not move while you were looking for it?
Including All Participants
For children who use wheelchairs or have limited mobility, hold the scarf somewhere within their reach and invite them to find it with their eyes closed or covered.
ACTIVITY 3: STORY BASKET AND CENTERING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle in your storytelling area. Show them the storytelling basket. Say something like, "Let's see what's in our story basket today."
Tell the group the items in the story basket will be placed on the altar or table after the children have passed them around the circle. Take the story-related items from the basket, one at a time.
Briefly name each item and pass it around. Objects that are fragile or should not be passed around for any reason can be held up for all to see and then placed directly on the altar. As items come back to you, display them on the altar for children to look at as they listen to the story.
Explain that although there were no Unitarian churches where he grew up in Jamaica, Ethelred Brown felt called to become a Unitarian minister, and struggled against all odds to bring Unitarianism to his community, first in Jamaica, and later in New York City.
Now remove the sound instrument from the story basket. Tell the children that every time you tell a story in Faithful Journeys, you will first use the instrument to help them get their ears, minds, and bodies ready to listen. Invite them to sit comfortably and close their eyes (if they are comfortable doing so). You may tell them that closing their eyes can help them focus on just listening.
In a calm voice, say:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice and then say:
Now you are ready to listen. When I hit the chime (turn the rain stick over), listen as carefully as you can. See how long you can hear its sound. When you can no longer hear it, open your eyes and you will know it is time for the story to begin.
Sound the chime or other instrument. When the sound has gone, begin telling the story.
Including All Participants
If anyone in the group is unable to hold or pass items, or cannot see the items, make sure you or a child in the group offers the person a chance to see and touch each object, as needed.
Some people do not feel safe closing their eyes in a group. If any children resist, respect their resistance and suggest that they find a single point of focus to look at instead.
If you have a basket of fidget objects for children who may listen and learn more effectively with something in their hands, make the fidget object basket available during this activity. Remind children where it is before you begin the "centering" part of this activity. For a full description of fidget objects and guidance on using them, see Session 2, Leader Resource 2.
ACTIVITY 4: STORY — FINDING YOUR WAY — ETHELRED BROWN (13 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
A story of Egbert Ethelred Brown presents someone from our Unitarian Universalist heritage whose choices and actions exemplify our fourth Principle, a free and responsible search for truth and meaning.
Before you begin, look around the room and make eye contact with each person. Read or tell the story.
Sound the instrument to indicate that the story is over. If you have chosen to sing "I'm on My Way," lead the song. Then, guide a brief discussion using these questions:
Be sure to accept all beliefs and explanations the children offer about God. Affirm that, in our faith, everyone's ideas about God have equal merit.
ACTIVITY 5: TRUTH AND MEANING TREASURE HUNT (19 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell the group:
To explore our fourth Principle — a free and responsible search for truth and meaning — we will have a special kind of treasure hunt with two different parts. The first part of the treasure hunt is for seven slips of paper hidden in this room. Each slip of paper has a word on it that represents one of our UU Principles — ideas we believe are important and true. When you find a slip of paper, come back and sit down. When all seven have been found, we can have the second part of the treasure hunt.
If the group has fewer than seven children, you can let some children find more than one slip of paper.
After children have gathered with the slips of paper they found, ask each one to read aloud the word that they found. Now say:
The next part of our treasure hunt is a bit more complicated. Each person (or pair/team) is going to search for some item they think can show the word they have on their slip of paper.
Offer some examples to help children conceive how an object can represent an abstract idea such as respect, fairness, or connection. For instance, tape, glue, or a paper clip might symbolize connection; a book might symbolize curiosity; a Braille hymnbook might symbolize fairness.
Tell the children where they may (and may not) search and, if they are leaving the meeting space, when they must return. As they search, engage in conversation to draw out children's creativity. If children have difficulty finding an item, offer them the option of drawing something that shows their word. Children who return quickly with an item can also be given the option of drawing a representation of their word while they wait for the others to return.
Gather the group and ask them to share what they chose and why. If you have time, ask them to also share an example of an action they could do to demonstrate their word. Leave time for the children to return the items to the locations where they found them.
Including All Participants
If the group includes children who are visually impaired or have limited mobility, pair children to ensure that each team has a member who can search by sight. Make sure children work together, so all are fully included.
Some children may need an adult to walk with them to make sure that they stay quiet and on task and do not disrupt other children or adults.
CLOSING (7 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity helps children get used to practicing a closing ritual as a way of affirming their belonging in the faith community.
Gather the group in a circle. Thank the children for participating and sharing their stories and ideas in this session. Tell them something you liked about the way they worked together as a community.
Point out the Faithful Journeys Path. Say:
Our Faithful Journeys Path shows our journey to live our lives and act in ways that reflect our Unitarian Universalist beliefs and faith. The signposts direct us by reminding us about our Principles.
Today's signpost is "Seek Truth." It is for our fourth Unitarian Universalist Principle, a free and responsible search for truth and meaning. It means that as Unitarian Universalists we are always trying to understand the world better. We are open to other people's different ways of understanding the world. And, we are open to ways our own understanding may change as we grow and learn.
Attach the signpost to the Faithful Journeys Path.
Remind the children that the next time they meet they will have a chance to add Faithful Footprints to the Faithful Journeys Path. Encourage them to try to do an action during the week that shows they seek truth and value others' ideas of what is true. Brainstorm together what sorts of action might reflect free, responsible truth-seeking. You might suggest: talking with a friend or family member about big questions such as "How did the world begin?" and "Where do people come from?" and sharing your different answers; listening to someone else's side in an argument; or reading a book, visiting a website, or watching a television program to learn about something new.
Point out the words to the UU Principles Song. Tell the children it is sung to the tune of "Old McDonald Had a Farm." Lead the children in singing the verse about the fourth Principle. Then, sing the entire song together. Explain that you will learn about all of the Principles during the Faithful Journeys program.
Distribute the Taking It Home handout. Thank the children, tell them you look forward to seeing them next time, and dismiss the group.
FAITH IN ACTION: PROMOTIONAL POSTER (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Egbert Ethelred Brown spent much of his life building congregations by inviting people in, not so they would believe as he believed, but so they would find encouragement to discover their own truths. This activity gives children an experience of ministry as they think about why and how they might encourage people to visit your congregation.
Invite children to brainstorm what they like about your congregation, what is special about it, and what they think others might like to know about the congregation. When the list is complete, children can either make individual posters or cooperate on making one large poster with a heading such as "Come to (your congregation's name) because ... " or "We like (your congregation's name) because ... "
Engage children in deciding where the poster might be displayed in service of the congregation, such as a fellowship hall or entranceway. You might also photograph or scan the poster to post it on the congregation's website, as encouragement to people considering a visit.
LEADER REFLECTION AND PLANNING
Take a few minutes to evaluate the session with your co-leader immediately afterward, while it is fresh. Share your thoughts with any other team co-leaders and your director of religious education. You might find it helpful to consider these questions:
TAKING IT HOME
Friend, I have lost the way.
The way leads on.
Is there another way?
The way is one ... .
I cannot find the way.
The way leads on.
Oh, places I have passed!
That journey's done.
And what will come at last?
The way leads on.
— excerpted from "The Way" by Edwin Muir , in Singing the Living Tradition
IN TODAY'S SESSION... We focused on Egbert Ethelred Brown, born in Jamaica and the first black Unitarian minister, ordained in 1912. Facing racial prejudice, economic hardship, and the challenge of holding a minority theological perspective, he devoted his adult life to sharing liberal religion with others, first in Jamaica and later in Harlem. We talked about Ethelred Brown as a model of our fourth Principle, a free and responsible search for truth and meaning. We went on our own truth and meaning treasure hunt, searching first for words that reflect our seven Principles, and then for objects to serve as symbols for those words. Our signpost to help guide us in faithful action was "Seek Truth."
EXPLORE THE TOPIC TOGETHER. Talk about... the concept of ministry. Many people understand ministry to be not only the work of ordained clergy, but of all people who feel called to share their gifts in a special, positive way. If this idea resonates for you, tell your child what you feel your ministry to be. Ask them to reflect on their personal gifts and how they can share them with others.
EXTEND THE TOPIC TOGETHER. Try... An evangelist in a liberal religious context, Ethelred Brown dedicated his life to inviting others to seek truth and meaning. How do you share your beliefs?
Talk with your children about any person or family you know that might enjoy experiencing your congregation. Discuss how you might, in a respectful way, invite this person or family to join you for worship or another congregational event. Follow through and issue the invitation. Afterward, regardless of how the invitation was received, discuss as a family how it felt to ask another person to experience your beliefs and faith community. Was it embarrassing? Empowering? Might you like to try it again?
FAMILY ADVENTURE
As part of your family search for truth and meaning, experience a religious service with an unfamiliar worship style and/or theology. Afterward, discuss what each of you liked, did not like, agreed with, and disagreed with.
A FAMILY RITUAL
As your child leaves for school in the morning, place your hand on their head and offer the blessing, "Be curious today."
A FAMILY GAME
Play Truth Hide-and-Seek. As in traditional Hide-and-Seek, designate hiders and a seeker. Play as usual, except that, to be released, a person who is found must say one thing they believe is true, such as a scientific fact or an ethical or theological belief.
FAMILY DISCOVERY
Continue the theological inquiry begun in this session by sharing a book such as What Is God? by Etan Boritzer, illustrated by Robbie Marantz (Buffalo, NY: Firefly Books, 1990).
ALTERNATE ACTIVITY 1: CONVERSATION WITH A MINISTER (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Engage children's curiosity about the work and faith journey of your congregation's own ordained clergy.
"Free and responsible search for truth and meaning" is an ongoing aspect of Unitarian Universalist ministry. Invite your guest to tell how they seek truth and meaning in the context of their faith lives and how they support others to find their own truths.
Before the minister arrives, brainstorm questions children would like to ask. Record their questions on newsprint. When the minister comes, call on children to ask these or additional questions.
Invite the minister to ask the children about their individual searching for truth and meaning. Explicitly ask children how their attendance at your faith home supports their search. Listen to children's comments; some may belong as Faithful Footprints on the Faithful Journeys Path.
Including All Participants
Children who have difficulty sitting still to listen may benefit from having access to fidget objects (Session 2, Leader Resource 2).
ALTERNATE ACTIVITY 2: MY MINISTRY BOOKS (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell the children that while some people feel called to serve congregations as ministers, every person can have some kind of ministry, a special way they share themselves with the world. Tell them they will each create a "My Ministry" book to help them look inside for gifts of ministry they might have to share.
Distribute blank books (or handouts, scissors, and staplers for children to make their own). Suggest they decorate the front cover last. Lead the group to start on the second page ("I love to ... ") by describing or drawing something they love to do. On the third page ("I'm good at ... "), they may describe or draw something they feel they have a special skill or talent for. On the fourth page ("I can share my gifts by ... "), invite them to describe or draw a way they can imagine sharing with others what they enjoy or are good at. Encourage them to use their imaginations, rather than reporting ways they have already shared their gifts.
Give a five-minute warning to make sure all children have some time to work on the cover of their books.
FAITHFUL JOURNEYS: SESSION 8:
STORY: FINDING YOUR WAY — ETHELRED BROWN
By Janeen K. Grohsmeyer.
One morning, more than a hundred years ago on the island of Jamaica, a boy named Ethelred Brown went to church. Usually at this church, the people sang their creed, their list of what they believed. But that morning was Easter Sunday, a special Sunday, and so instead of singing the creed, the pastor said one line of it, and the people would repeat it.
This is some of what Ethelred heard:
And Ethelred thought, "What?" He liked math, and he knew how to add. He knew that three wasn't the same as one. How could you have a unity in trinity or a trinity in unity? How can three things be one thing? How can one thing be three? It didn't make sense to him.
So right there, sitting in church, while everyone else was still saying they believed in a unity in trinity and a trinity in unity, Ethelred decided that he didn't believe that. He couldn't agree with what everyone else in the church was saying. He would have to find his own way.
That afternoon, he went to his uncle's house. On the table was a booklet with the words, "The Lord our God is one God." And Ethelred thought, "Yes, that makes sense." He borrowed the booklet from his uncle and took it home to read. That booklet was by the Reverend William Ellery Channing, who was a Unitarian minister in the United States. After reading it and some other books, Ethelred decided he was a Unitarian, too. But there were no Unitarian churches in Jamaica, and so Ethelred knew he would have to find his own way.
So that's what he did, for years and years. He still liked numbers, and when he was a grown-up he became an accountant, helping other people keep a good track of their money. He got married, and he and his wife had four children. Then, when Ethelred was thirty-two years old, he decided to become a Unitarian minister and start a Unitarian church in Jamaica. He didn't even know any other Unitarians, but Ethelred Brown didn't let that stop him. He found his own way. He wrote a letter to "Any Unitarian Minister in New York City," and he put it in the mail.
Eventually, he got a letter back, telling him he had to go a school in the United States to become a Unitarian minister. Now, Ethelred didn't have much money, and he'd never left Jamaica. But he didn't let that stop him. He found a way. He asked people to give him money; he said good-bye to his wife and children, then got on a boat to go the United States.
When he finally got to the United States, they didn't let him stay because he didn't have the right papers. Ethelred didn't let that stop him, either. He found a way. He went back to Jamaica, fixed his papers, and saved more money. Finally, three years after he had decided to go, he arrived at the school. He spent two years there, learning to be a Unitarian minister, and he was ordained in 1912. He was the first Jamaican to go to that school. He was also the very first black person to become a Unitarian minister.
One hundred years ago, that made a difference. Back then, people of different colors didn't mix. The teachers at the minister school told Ethelred that he couldn't be at a church with white people; they would want a white minister. Because he was black, he had to be a minister at a church with black people. Except there weren't any Unitarian churches with black people. So the Unitarian teachers didn't think he could be a minister after all.
That didn't stop Ethelred. He found a way. He went back to his wife and children in Jamaica, and he started a Unitarian church there. It wasn't easy, because the church didn't have many people or much money, and he didn't get much help from other Unitarians, but Ethelred had made his dream of being a Unitarian minister come true.
After eight years, he decided to start another church, this time in the United States. He and his family moved to New York City, and he started the Harlem Community Church in 1920. It wasn't easy there, either. They still didn't have much money, and they still didn't get much help. His wife became sick, and one of his children died. Besides being a minister, Ethelred had to work long hours at an extra job he didn't like.
But somehow, Ethelred found a way. For the next thirty-five years, Ethelred was the minister at the Harlem Community Church. Over the years, hundreds of people found their way there to pray and learn, worship and sing. Just like we do at our congregation.
In fact, one of the songs we sing has a tune named after the Reverend Ethelred Brown. It's in our Singing the Living Tradition hymnbook, and it's called "I'm on My Way."
Ethelred Brown always found a way to do what he believed in, and so should we.
FAITHFUL JOURNEYS: SESSION 8:
HANDOUT 1: MY MINISTRY BOOK
FAITHFUL JOURNEYS: SESSION 8:
LEADER RESOURCE 1: TRUTH AND MEANING TREASURE HUNT
RESPECT
KINDNESS
ACCEPTANCE
CURIOSITY
FAIRNESS
PEACE
CONNECTION
FAITHFUL JOURNEYS: SESSION 8:
LEADER RESOURCE 2: PICTURE OF ETHELRED BROWN
FAITHFUL JOURNEYS: SESSION 8:
LEADER RESOURCE 3: SIGNPOST FOR SESSION 8
Cut out the signpost to add to your Faithful Journeys Path.
FIND OUT MORE
Egbert Ethelred Brown
Egbert Ethelred Brown is featured in Black Pioneers in a White Denomination by Mark Morrison-Reed (Boston: Skinner House, 1994).
Biographical information (at www.philosopedia.org/index.php/Egbert_Ethelred_Brown) about Egbert Ethelred Brown is available online.
Call to Ministry
A reading (at www.uua.org/spirituallife/worshipweb/readings/submissions/108230.shtml) by Gordon McKeeman beautifully describes ministry in a broad sense.