"Words and deeds of prophetic women and men which challenge us to confront powers and structures of evil with justice, compassion, and the transforming power of love." – UUA Bylaws
Reading: Part II, Chapters 3 and 4 (pp. 41-77)
1. Which ideas in Part II were most provocative for you? Did you strongly agree or disagree with any of the points of view expressed by Forrest Church or John Buehrens?
By yourself: Make an entry in your notebook in response to Step 1 above.
With a group: Share comments on a voluntary basis.
2. Given the Unitarian and Universalist traditions of emphasizing the goodness and minimizing the sinfulness of humanity, we are often accused of sidestepping the problem of evil. What is your view of sin or evil? What is the source of evil in today's world? What is your view of human nature? Are we born basically good or basically sinful?
By yourself: Open your notebook and draw a line across the page to represent a continuum between two positions on human nature. One end of the line represents the idea that human nature is basically good unless warped by circumstances, and the other end, the idea that human nature is basically bad unless corrected or controlled. Place an X somewhere on the line to represent your own position. Write a paragraph about experiences you have had which led you to that position.
With a group: You might line up across the room to represent your positions on the question of human nature. Have one side of the room represent the belief that human nature is basically good unless warped by circumstances, and the other side of the room represent the belief that human nature is basically bad unless corrected and controlled. The imaginary line between forms a continuum of positions from those who feel strongly on one side of the question through those who feel that there is something to be said for both positions and on to those who feel strongly on the opposite side of the question. Share the personal experiences which led you to take your positions.
With a group or by yourself: Consider the following questions:
3. Chapters 3 and 4 include the stories of several activist Unitarians and Universalists of the past and present. Names like Bellows, Livermore, Parker, Barton, Davies, Young, and Reeb are mentioned, along with Dix, Mann, Anthony, and Stowe. Do their examples of living out their highest values have an influence on you? Perhaps another famous person is an inspirational hero or heroine for you, as John F. Kennedy and Martin Luther King, Jr., were for John Buehrens. Identify one such person and, using your notebook, write that person a letter telling him or her what his or her example has meant to you.
With a group: Take turns reading your letters aloud if you like.
4. James Luther Adams is quoted in Chapter 4 as having said, "By their groups shall ye know them." In your notebook, list the activist and/or advocacy groups to which you belong or contribute financially.
By yourself: Add to your list of activist/advocacy groups the number of hours or dollars you give each one in the course of a year. Can you tie each of the groups you support to one or more of the beliefs which you identified as important to you in Session 1? Are there changes you might make in your pattern of giving and participation to act more fully on your beliefs? In your notebook, record any changes you decide to make.
With a group: Share your lists on the chalkboard or a sheet of newsprint. Note those organizations supported by more than one person in the group. How many of you listed your Unitarian Universalist congregation?
5. In Chapter 4, John Buehrens discusses four ways in which a congregation may respond to social justice issues: through social service, moral reflection and education, support of individual witness, and corporate action (pp. 69-71).
With a group: Discuss how you feel about the kind and amount of social activism in your congregation. Allowing for differences of opinion, what changes might be made in the social witness role of UUs in your community?
6. Closing (with a group): Share, or have a participant share, a reading.
7. For next session, read Part III, Chapters 5 and 6 (pp. 81-116). If you're leading a group, remind participants of the reading and bring enough colored pencils or markers for everyone.
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