Rainbowmaking: Intercultural and Interfaith Outreach for Canadian Unitarians and Universalists
Overview and First Two Sessions
By Harold Rosen
for the Canadian Unitarian Council
Funded by Fund for Unitarian Universalism and Unitarian Sunday School Society
Print-ready PDF version of this document.
Introduction: Preface by the Author
Purposes: Initiating Intercultural and Interfaith Cooperation
Overview: The Basic Shape of the Sessions
Guidelines: For Leaders of this Program
Sessions:
Session 1: Introduction to Rainbowmaking
Session 2: The Call to Rainbowmaking
Session 3: Celebrating our Rainbow Connections
Session 4: Rainbowmaking and You
Session 5: Rainbowmaking in Action
Session 6: Our Congregation as Rainbowmaker
Appendices:
Appendix # 1: Essay: Rainbowmaking in Context
Appendix #2: Background: The Evolution of the Rainbowmaking Project
Appendix #3: Rainbowmaking and the CUC Long Range Plan
Appendix #4: Acknowledgments: A Product of Many Minds, Hearts and Hands
Appendix #5: Bibliography
Resources:
Resource # 1: Sample Invitation Letter
Resource #2: Glossary of Key Terms
Resource #3: Ethnic Origin - Statistics Canada
Resource #4: Regional Notes
Resource #5: Rainbow Mosaic Model
© Canadian Unitarian Council, May 1995
ISBN O-919667-31-7
INTRODUCTION
Rainbowmaking is a coordinated outreach program developed for Unitarians in
Canada. Members participate in a series of six (or more, if they wish) sessions that
develop new insights into and skills with intercultural and interfaith issues. It is
anticipated that many of these participants will want to form a Rainbow Committee
within their own congregations at the end of this outreach program.
We use the term "rainbowmaking" to represent making intercultural and interfaith
connections, or working with people of other cultures and faiths within our
communities.
The rainbow was chosen as the symbol of this outreach program for a number of
reasons. There is the obvious association between the colours of the rainbow and the
racial colours found in a multicultural society such as ours. The rainbow also has a
religious and mythological tradition as symbol of promise and hope. There is also the
scientific reality that each of us sees a slightly different image of the rainbow
depending on the angle of refraction. Similarly, we maintain that multicultural
awareness varies according to individual perceptions.
Throughout this program, the term "Unitarians" is used to refer to Unitarians,
Universalists and Unitarian Universalists.
Many of us have been reluctant to undergo the awkwardness and vulnerability
required in order to connect with and befriend people of other cultures and faiths.
Some honesty and courage, some loosening up and playfulness, some new spiritual
disciplines, as well as the conscientious use of this program, will help us individually
and as a denomination to reach out into our communities and to be a role model for
the rest of Canada.
We hope that Rainbow Committees will lead their congregations in two forms of
outreach: cooperation on common purposes through existing agencies, and initiation
of new forms of rainbowmaking within their immediate and larger communities.
It is our hope that through the Rainbowmaking Program our religious movement will
make a significant and positive contribution to Canadian society.
Prepared for the Canadian Unitarian Council
Funded by Fund for Unitarian Universalism and Unitarian Sunday School Society
Harold Rosen and
Rainbowmaking Program contributors
North Vancouver, BC
May, 1995
PURPOSE
The primary purpose of the Rainbowmaking Program is to prepare Unitarians and
Unitarian congregations to reach out more effectively and work with diverse cultural
and faith groups within our immediate and larger communities.
In order to successfully fulfill this purpose, we need more than information and
understanding. We need to change how we act in the communities we serve. This
program sets out a practical plan to help us make intercultural and interfaith
connections in our communities. By establishing a Rainbow Committee within our
congregation, we will continue this outreach process. By reaching out to and working
with people of other cultures and faiths, we can help improve society.
The goals of the Rainbowmaking Program are:
- to reveal the rainbowmaking potential of the congregations of the Canadian Unitarian Council
- to explain and explore the meanings of and the reasons for rainbowmaking
- to promote better understanding, sensitivity and appreciation of multicultural and
multifaith diversity at the local, regional and national levels
- to expand our awareness of prejudice, discrimination and racism within ourselves,
our congregations, and our communities - attitudes and behaviors which we
resolve to eliminate
- to inspire and prepare our congregations to engage in effective intercultural and
interfaith outreach by establishing Rainbow Committees, which will lead to
contact and co-operation with others sharing our common purposes
- to play a meaningful and useful role in developing a multicultural Canada which
can inspire the rest of the world.
We believe there will be some significant benefits for our congregations and the CUC
as a result of this Rainbowmaking Program:
- increased involvement in congregational and denominational life
- new local and regional affiliations that will help increase our public profile
- eventual ethnocultural diversity within our congregations, as our friendship circles
expand
- valuable experience enabling the CUC to make a contribution to our emerging global religious movement.
Rainbowmaking (the program) will help get us started reaching out to others in our communities. Rainbowmaking (the outreach activities) will help the communities in which we live become models of how our world-family members should treat one another.
OVERVIEW
Each of the six sessions of this Rainbowmaking Program focus participants in a specific direction.
First we look across to each other, naming our unique experiences and shared values, while orienting
ourselves to the theme of the course. Next we look back to past involvements and achievements, and
then we look within, as we reflect on our gifts and limitations. Next we move outward to the
surrounding community. Finally, we are challenged to look ahead with others from our congregation,
making ongoing rainbowmaking contributions.
SESSION 1 - Introduction to Rainbowmaking
- helps participants get to know each other, especially their ethnocultural heritages and
- experiences with diversity
- introduces the purposes and goals of this Rainbowmaking Program
- explores various contexts of rainbowmaking (world, continental, national, etc.)
- reviews the reading material for this program.
SESSION 2 - The Call to Rainbowmaking
- helps participants clarify their personal motivations for taking this program
- explores the reasons for rainbowmaking (theological, spiritual, cultural, etc.)
- highlights the reasons why Unitarians are prime candidates for intercultural-interfaith
- outreach.
SESSION 3 - Celebrating our Rainbow Connections
- makes participants more aware of what they and their congregation have done and are
- doing in intercultural-interfaith relations
- clarifies past and present outreach connections by means of an Assessment
- celebrates these connections by creating a visually inspiring Rainbow Mosaic, showing our
- local contribution to Canada's mosaic and our rainbowmaking potential.
SESSION 4 - Rainbowmaking and You
- provides insight about the participants' personal strengths and weaknesses, gifts and
- challenges, as rainbowmakers
- facilitates sharing of our gifts and challenges as rainbowmakers
- reveals that all people have prejudices and racist tendencies, as well as rainbowmaking potential.
SESSION 5 - Rainbowmaking in Action
- deepens understanding about the various groups in the community
- reviews assigned visits and interviews in the community
- presents relevant demographic information (local and regional)
- provides opportunities to work through feelings of awkwardness and excitement in meeting new people and organizations.
SESSION 6 - Our Congregation as Rainbowmaker
- summarizes and celebrates the six session program
- facilitates the creation of a Rainbow Committee, if the group wishes to continue.
* Each of the sessions can be expanded, if participants so desire.
SESSION 1 - Introduction to Rainbowmaking
PURPOSE
The major themes of this program will be introduced in the opening session as
participants get to know each other in new ways. The symbolism of the rainbow and
the broad contexts of rainbowmaking will be explored.
The purpose of this session is to help participants:
- come to know each other better, including some of their ethnocultural heritages
and experiences with diversity
- gain an understanding of the purposes and goals of this program
- respond to and integrate the introductory readings with the help of a video
- explore the meanings of rainbowmaking from world, continental and national
perspectives.
PREPARATION
- Two weeks prior to the date for Session 1, distribute folders with copies of the Introduction, page 1; Purpose, page 2; Overview, page 3; Essay pages 53-64; Background, pages 65,66 for each participant to read prior to the first session.
- Read the Introduction, Purpose, Overview, Essay and Background of this program. Making your own notes on the Essay will help you guide the discussion well.
- Review the lesson plans for Sessions 1 and 2.
- Decide whether to present this session as a single event. or to expand it over two meetings. If the latter, determine which activities occur when.
- Supply notepaper and copies of the two handouts entitled: Essay Summary and Rainbow Connections Assessment for each participant.
- Prepare to create an appropriately stimulating environment by gathering a chalice, a variety of international or multicultural dolls, artifacts, and by making posters with magazine clippings.
- Contact the CUC office in order to borrow the video (416) 489-4121.
- Practice using the video equipment (or get help if needed) and view the whole video before presenting it.
- Prepare on newsprint (large and legible):
- nametag instructions (see Gathering, page 9)
- basic session format (see Introduction, page 9)
- Questions for Exploring I (see Exploring, page 11).
- Supply refreshments (this time only).
MATERIAL5
- nametag materials: 5"x7" index cards, fine point markers, straight pins
- video tape, VCR and monitor
- easel, newsprint, masking tape, large point markers l
- aesthetics: dolls, magazine clippings, artifacts, pictures
- folders, notepaper, pencils, handouts
- chalice, matches, copies of readings (if you've delegated them)
- refreshments
- *This session can be expanded if your group so desires.
GATHERING
(8 - 10 minutes)
Greet participants as they arrive. Invite them to make nametags and share their
nametag information as they mingle with others.
Refer to newsprint sheet with nametag instructions:
- centre: print my first name in large letters; under it, the year I first became
associated with a UU congregation
- upper left: the racial or ethnocultural make-up of my childhood/youth community
- upper right: the age at which I became aware of racial or ethnocultural differences
- lower left: the make-up of the community where I now live
- lower right: the initials of a person from another faith who has influenced me.
INTRODUCTION
(8 - 10 minutes)
Welcome the group formally to the Rainbowmaking Program! Introduce yourselves
as co-leaders, perhaps mentioning your personal interests in this program.
Present the outline of the session (posted on a newsprint sheet):
- Opening - responsive reading, chalice
- Connecting - nametag sharing
- Exploring - video, questions, Essay Summary
- Break - refreshments, more nametag sharing
- Integrating - small group and whole group sharing
- Reminding - Rainbow Connections Assessment
- Closing - inspirational reading, appreciations, chalice.
Briefly review the handouts that participants received two weeks before the program
began and which they should have read before this session. Emphasize the full name of
this program, "Rainbowmaking: Intercultural and Interfaith Outreach for Canadian
Unitarians and Universalists" - reaching out effectively to ethnocultural and faith
diversity in our larger community.
OPENING
(3 - 5 minutes)
Read responsively with the group, with your co-leader, or delegate to two others:
Let my life be like the Rainbow
Whose colours teach respect for all peoples
Whose beauty teaches unity.
Let me follow always the great circle
The roundness of power.
Make me one with the moon and the sun
The rippling of waters
Following the sacred way of honour
Guiding and protecting the weak.
Make me a rock of strength in my word
Saying no evil, no lie nor deception.
Let me remember always the Maker of All
Whose voice whispers to me in the breeze
Whose words come to me from the circles of life
And whose command is like thunder.
The great voice says:
Be kind and be brave!
Be pure and be humble!
As humble as the earth!
As radiant as the rainbow!
Let my life be like the Rainbow
Whose colours teach respect for all peoples
Whose beauty teaches unity.
(adapted from the Guami people)
Light the chalice with words like these:
May the radiant colours of the rainbow
be seen through the light of our chalice.
May waves of friendship in our community
begin as small ripples made here.
CONNECTING
(12 - 15 minutes)
If the group consists of eight or more members, break into smaller groups of three or four, with participants who know each other less well. Ask participants to share, at their own comfort level, what they have written on their nametags.
EXPLORING
(35 - 40 minutes)
If you choose to use the video:
Introduce the video entitled "It's About Time," explaining that it includes interviews of the author and some of the fieldtesters. View the video (30 minutes). After the video, begin discussion of Questions For Exploring I.
If you choose not to use the video:
Direct the group's attention to the Questions For Exploring I (posted on newsprint):
Note that each question correlates to a section of the Essay
- What does the rainbow symbolize for me in the context of the world-family and inter-group relations?
- Why is this decade a time of special rainbowmaking opportunity?
- What is the basic difference between Canadian and American perspectives of racism?
- Do I think of "multiculturalism" as a fact, an ideal, or a government policy?
- What are the strongest criticisms of Canada's multiculturalism policy and are there adequate defences?
Read through the questions together. Ask participants to spend a few minutes
responding to them individually and silently on notepaper. These questions will help explore the first half of the Essay. (If you choose to view the video, you will be a bit rushed in discussing the questions here, but there is more time available in Integrating.)
Distribute the Essay Summary to help explore the material in small groups. Form
groups of four to six that have gender, age and ethnocultural balance (if possible!).
Explain that we will have about 30 minutes to share our thoughts on these five
questions before the Break, with more time available afterwards.
BREAK
(8 - 10 minutes)
Leader provides refreshments (this time only).
Encourage participants to connect through nametag sharing with those they don't
know yet.
INTEGRATING
(35 - 40 minutes)
Return to the small groups for 25-30 minutes to continue discussing the Questions for
Exploring I and the first half of the Essay.
Bring everyone together to report on the emphases and insights of the small groups.
What themes or issues emerged that would be of interest to the whole group?
Encourage all who wish to share to do so for about 10 minutes.
REMINDING
(3 - 5 minutes)
About 10 minutes before the end of the session, bring the discussion to a close.
Review briefly what was done in Session 1: the nametag-sharing, the video and essay discussions (focusing on rainbow symbolism; historical, continental and national context; and multiculturalism). Include your own summation of the content explored and some areas of consensus and divergence in the group as a whole.
Homework: Distribute the Rainbow Connections Assessment, which will help
participants identify personal and congregational forms of rainbowmaking. Explain that they have two weeks to complete written responses in time for Session 3. Encourage them to write fairly complete answers but not to be concerned with those questions that don't apply.
Remind participants to bring their folders and nametags to each class. Encourage them to continue their home study of the reading material and handouts.
Recruit volunteers to supply refreshments for the next four sessions. (Session 6 may involve more elaborate refreshments if the group so decides during Session 5.)
CLOSING
(3 - 5 minutes)
Close this session with these words by Mark Morrison-Reed:
The central task of the religious community is to unveil the bonds that bind each to all. There is a connectedness that we can know only through the story of life. It is a relationship discovered amid the particulars of our own lives, and the lives of others. Once felt, it inspires us to act for justice, But it is the church, this loving, supportive association, that assures us that we are not struggling for justice on our own, but rather as members of a larger community. Thus, the religious community is essential, for alone our vision is too narrow to see all that must be seen, and our strength too limited to do all that must be done. But together, our vision widens and our strength is
renewed. (1)
Form a standing circle around the chalice, possibly holding hands or in a group hug (whatever feels appropriate).
Ask participants to share things they appreciate right now (including what led to this gathering, the participants, the possibilities).
Close the sharing of appreciations with words like these:
Blessed be the rainbows and the rainbowmakers in our midst.
Extinguish the chalice flame with words like these:
The flame leaves us now,
but the light and warmth kindled here
carries on, until we meet again.
REFLECTING & PLANNING
Consider these questions immediately after the first session and discuss them with your
co-leader:
- How do I feel about this session?
- What went especially well?
- What would I do differently next time?
- What do I need to do for Session 2? Should we commit another session to this
material?
SONG
Some groups may wish to incorporate a song into this session as part of the closing or
just before the break. We offer these suggestions:
- Come, Come Whoever You Are # 188 (Singing the Living Tradition, UUA
Hymnal, Beacon Press, Boston, Mass., 1993).
- We've Got the Whole World in Our Hands.
Handout 1-1 ESSAY SUMMARY
INTRODUCTION - Canada is to the family of nations as Unitarianism is to the family of world faiths:
small but respected, limited in resources but universal in outlook.
RAINBOW - Rainbows symbolize the promise of ongoing creation and abiding hope. Rainbowmaking
celebrates the many distinctive colours of humanity and the beauty of bridging cultural and faith
barriers.
WORLD HISTORICAL CONTEXT - "Kairos" (Greek) means the fullness of time or developmental
readiness. The 1990s are a kairos, a time of global interdependence. Despite rising divisive
nationalisms, there are important new initiatives in intercultural and interfaith outreach. It is an
excellent time for rainbowmaking.
CONTINENTAL CONTEXT - The American experience has been dominated by the Civil War and
continuing black-white tension. Canada has had more "equal opportunity racism" involving
aboriginals, East Indians, Asians, Africans, Southern and Eastern Europeans, all against a backdrop of
French-British tension. But many demographic factors shaping our congregations have been similar,
so that the "melting pot" and the "mosaic" are coming to resemble one another.
NATIONAL CONTEXT - 85% of Canadians say they are proud to be Canadians and proud of their
ancestry. The term "multiculturalism" has three different meanings: the fact of diversity, the ideal of
respect, and the government policy. The policy looks in two directions: back to our various heritages
and forward to a day of full participation and equality. Before World War II, immigration policies
were very racist, but since the 1960s they have undergone a laudable transformation. 1/6 of Canada's
citizens are "visible minorities;" 4/5 of us live in mixed ethnocultural neighbourhoods.
MULTICULTURALISM POLICY - Even among our congregants, the policy is controversial. There are
eight basic criticisms, with corresponding defences:
- It is divisive for the nation, threatening social cohesion, creating multiple solitudes; but these are
natural "growing pains" as we develop a new concept of nationhood.
- It marginalizes minorities, creating ghetto mentality, actually paying minorities to remain
peripheral; but without cultural support, minorities would remain marginal longer.
- It encourages infighting among minorities, importing discord from motherlands; but more bridges
are built than chasms opened.
- It obscures Quebec's status; but bilingualism is not affected.
- It is politically opportunistic; but a good program should not be held accountable for bad motives
manipulating it.
- It reinforces racial consciousness; but such consciousness is normal, becoming harmful only when
used to judge and oppress.
- It provides insufficient aid; but other levels (provincial and local) must add their contribution.
- It shouldn't be the government's business; but it's still too new to be left entirely to individual
initiative.
RELIGIOUS CONTEXT - Canada's religious landscape is diversified. Are our congregations the
ultimate caterers to individualism, pluralism and relativism? Or are we rainbowmakers, trusted
initiators of interfaith co-operation? Common purposes which we can pursue with other faiths are:
respect, freedom, alternatives to exclusively Christian influences in schools and public ceremonies,
human rights, immigrant services, youth, and earth cherishing.
THEOLOGICAL CONTEXT - Articulating our affirmations of faith is each person's responsibility. Our
rainbowmaking can be grounded in these affirmations: creation is incomplete and we are called forth
by the spirit of life as co-creators; because of the interdependent web, we are each part of the
problems and the solutions; truth, beauty and goodness are in all major religions and cultures.
ETHICAL CONTEXT - Reasoned principles of conduct are each person's responsibility. We have many
historical exemplars, and draw inspiration from words and deeds of prophetic women and men. We
are called to engage directly with society. Racism - unfair treatment based on race, colour or religion
- is a violation of our ethical standards, yet we all have racist tendencies to overcome.
SPIRITUAL CONTEXT- We have the deep need for intimacy with the primal sources of our being,
aiding us in our quest for transformation. Unceasing effort to do good (as in rainbowmaking)
inevitably leads to burnout, unless there are times of quiet and renewal.
CULTURAL CONTEXT - Key terms: "white privilege" - an invisible system conferring dominance on
white people in North American society; "Eurocentrism" - placing the values of Europeans above
those of Asians, Africans and Latinos; "intercultural competence" - behaviours, attitudes and policies
enabling people to work effectively in cross-cultural settings. Research on prejudice shows that social
contacts reduce prejudice when there is equal status, opportunity to know individuals, common
interests and co-operation. We are religiously marginal, ethically universal, socially privileged,
Eurocentric, credentials-and-competence-conscious; yet our backgrounds, contacts and principles
give us high rainbowmaking potential.
COMMUNITY CONTEXT - There is great cultural and religious diversity in our communities awaiting
our initiative and outreach. The ethnocultural demographics in the communities we serve suggest that
we befriend: Natives, Baha'is, Anglicans and United Church (in many locales); Asians, Sikhs and
Ismailis (in Vancouver); Ukrainians, Germans and Dutch (in the Prairies); Northern and Eastern
Europeans (in Thunder Bay and Winnipeg); Italians, Blacks and Caribbeans (in Toronto); French,
Africans and Latinos (in Ottawa and Montreal); Blacks and Buddhists (in Halifax). Outreach can take
many forms: visits, projects, forums.
CONGREGATIONAL CONTEXT - How will we integrate rainbowmaking into the lives of our
congregations? This requires a high level of self- awareness and commitment, and collectively
amounts to a profound change in Canadian Unitarianism. We can help Canada embrace her destiny as
the world's first "international nation."
Handout 1-2 RAINBOW CONNECTION5 ASSESSMENT
A. BACKGROUNDS
- What is your own ethnocultural background, and what significance does this hold for you?
- Do you identify yourself as a visible minority? If so, please specify.
- Are there others in your congregation whom you would identify as visible minorities? If so, please specify.
- What ethnocultural and faith backgrounds are you aware of in your congregation?
B. INVOLVEMENTS
- Do you have friends or close associates who are from diverse racial, ethnocultural or religious
backgrounds? If so, please specify.
- Have you participated in formal activities focused on (check the appropriate ones):
___ intercultural communication?
___ multicultural co-operation?
___ ethnic celebrations?
___ interfaith dialogue?
___ racial justice?
___ human rights?
___ immigrant services?
___ other related? (Please specify).
- Do you know people in your congregation who have participated in these kinds of involvements? (Specify).
C. SUNDAY SERVICES
- Has your congregation had guest presenters from minority ethnocultural 'and religious groups?
Specify.
- Does your congregation use worship-elements from non-Christian traditions? Specify.
- Has your congregation participated in joint/ worship with other religious groups? Specify.
D. RELIGIOUS EDUCATION
- Have the children and youth in your congregation studied world religions and other cultures? Specify.
- Have your children's classes and youth groups visited (or hosted) other religious and
ethnocultural groups? Specify.
- Have the adults in your congregation studied world religions and other cultures? Specify.
- Has your congregation had special programs for UN Day, religious and ethnic festivals, rainbow potlucks, etc.? Specify.
E. INTERCULTURAL CONTACT
- What ethnocultural groups live in your area, including visible minorities?
- Are there any nearby intercultural, multicultural, or heritage organizations? Specify.
- Have any members of your congregation worked with any of these organizations? Specify.
- Have your members befriended other ethnocultural groups through visits, workshops, co-sponsored
- projects, etc.? Specify.
- Has anyone in your congregation promoted a multicultural curriculum in the public schools?
Specify.
- Has anyone in your congregation participated in the UU-UNO or USC? Specify.
F. INTERFAITH CONTACT
- What faith groups live in your area - Christian and non-Christian?
- Are there any nearby interfaith organizations or agencies that are broadly ecumenical?
Specify.
- Do you know of any members of your congregation who have befriended other faith groups?
Specify.
- Has your congregation as a whole befriended any other faith groups through joint services,
visits, co-sponsored programs, etc.? Specify.
- Has anyone in your congregation promoted an interfaith curriculum in the public schools?
Specify.
- Has anyone in your congregation participated in the IARF? Specify.
G. RACIAL JUSTICE
- What local issues of racial justice (if any) have been of concern to your congregation?
- Are there any racial justice organizations in your area? Specify.
- Have members of your congregation been involved in any of these organizations? Specify.
H. OUTREACH
- What forms of intercultural and interfaith outreach seem most appropriate for your
congregation?
- Has any member initiated such intercultural-interfaith activities as:
___ networking?
___ forums?
___ workshops?
___ conferences?
___ petitions?
___ coalitions?
___ action projects?
___ other related? (Specify).
- Would it be helpful to have a Rainbow Committee in your congregation? If so, who are the most appropriate people to serve on it?
- Would you participate in its activities? If so, how?
1. PERSONAL EXPERIENCES OF INTERRACIAL, INTERCULTURAL AND
INTERFAITH DIVERSITY
Check the appropriate ones:
- I have made personal or informal connections through:
___ friends or associates
___ marriage or partnership
___ adoptive or foster children
___ hosting exchange students
___ other
- I have made congregational connections through:
___ Sunday services
___ children's and youth programs
___ adult religious education
___ social responsibility projects
___ membership activities
___ other
- I have made community or institutional connections through:
___ my work
___ ethno-specific agencies
___ multicultural organizations
___ individual faith groups
___ interfaith organizations
___ public schools
___ government agencies
___ community programs
___ racial justice organizations
___ immigrant services
___ other
SESSION 2 -The Call to Rainbowmaking
PURPOSE
In this session we explore the ideals of rainbowmaking as an expression of our higher
principles and aspirations. Opportunities to articulate our call to rainbowmaking - in
religious and ethical terms - will be offered. Also, there will be an evaluation of our
Unitarian fitness to reach out to groups of people who are very different from us.
The purpose of this session is to help participants:
- clarify their personal motivations for taking this program
- explore the reasons for rainbowmaking (theological, spiritual, cultural, etc.)
- appreciate the reasons why Unitarians are prime candidates for intercultural-interfaith
outreach.
PREPARATION
- Review the Essay, especially the second half, beginning with Religious Context
(page 59). Supplement this study by reviewing the second page of the Essay
Summary. Making your own notes will help you guide the discussion well.
- Decide whether to present this session as a single event or to expand it over two
meetings. If the latter, determine which activities occur when.
- Review the lesson plans for Sessions 2 and 3.
- Prepare on newsprint (large and legible):
- nametag instructions (see Gathering, page 20)
- basic session format (see Introduction, page 20)
- Questions for Exploring II (page 22).
- Set up the meeting space with chalice and multicultural aesthetics (as in the first
session).
- Remind volunteer about refreshments.
- Make sure there are extra folders with notepaper and pencils, and have extra
copies of the Purpose, Essay Summary and Rainbow Connections Assessment.
MATERIALS
- nametag materials: 5"x7" index cards, markers, pins
- easel, newsprint, masking tape, markers
- aesthetics: dolls, magazine clippings, artifacts, pictures
- extra folders, notepaper, pencils, handouts
- chalice, matches, copies of readings (if you've delegated them).
* This session can be expanded if your group so desires.
GATHERING
(8 - 10 minutes)
Greet participants as they arrive. Invite them to make nametags and share their
nametag information as they mingle with others.
Post newsprint sheet with nametag instructions
- centre: my first name in large letters
- upper left: a major reason I'm taking this course
- upper right: an example of "beauty" in rainbowmaking that I've experienced
- lower left: a strength of Unitarians for rainbowmaking
- lower right: a weakness of Unitarians for rainbowmaking.
INTRODUCTION
(3 - 5 minutes)
Welcome the group formally and anyone who is new to the Rainbowmaking Program!
Introduce yourselves as co-leaders, mentioning your enthusiasm for how it's going and
other personal interests in this course.
Present the outline of the session, (posted on newsprint sheet:
- Opening - responsive reading, chalice
- Connecting - nametag sharing
- Exploring - questions, Essay Summary, small groups
- Break - refreshments, more nametag sharing
- Integrating - small group and whole group sharing
- Reminding - Rainbow Connections Assessment
- Closing - inspirational reading, appreciations, chalice.
Reiterate the overall purpose of the Rainbowmaking Program: "To prepare Unitarians'
and Unitarian congregations to reach out more effectively and work with diverse
cultural and faith groups within our immediate and larger communities."
Today's focus is on the reasons for rainbowmaking and the reasons why Unitarians are
prime candidates for this outreach work.
OPENING
(3 - 5 minutes)
Read responsively with the group, with your co-leader, or delegate to others:
If not us, who?... If not here, where?... If not now, when?
If not Canadians, who will model for the world
A deep respect and appreciation for diverse peoples?
. .
If not Unitarians and Universalists,
who will celebrate the worldwide affirmations of faith
that nurture the human spirit?
If not on Canadian soil, where will justice
Between widely differing groups be built?
If not in our congregations,
where will the warmth and light
of inter-group co-operation
be kindled and tended?
If not now, when will Canada fully embrace her destiny
As the world's first 'international nation?'
If not in this moment of opportunity,
when will our religious movement
initiate the transformative outreach
to which our principles call us?
If not us, who?...If not here, where? ...If not now, when?
(from the Essay, page 53)
Light the chalice with words like these:
May the flame of our living tradition
help us hear the call to transformation:
If not us, who?... If not here, where?... If not now, when?
CONNECTING
(12 - 15 minutes)
In small groups of three or four, with participants who know each other less well, have
participants share, at their own comfort level, what they have written on their
nametags.
EXPLORING
(40 - 45 minutes)
This session continues to explore the essay material, focusing on the second page of
the Essay Summary, which addresses the reasons for and the challenge of
rainbowmaking.
Direct the group's attention to the Questions For Exploring II, Part 1 (posted on
newsprint):
- What is the primary role we can play in Canada in relation to other faith groups?
- What is the highest or ultimate reason for rainbowmaking from our faith perspective?
- What is our ethical tradition vis-a-vis race relations?
- How can we become renewed spiritually so as to enable ongoing rainbowmaking?
Read through the questions together, then ask the group to spend a few minutes
responding to them individually in writing on the notepaper provided.
Form small groups of four to six that are different from last session, but still as
balanced by gender, age and ethnoculture as possible. Explain that we will have about
30 minutes to share our thoughts on these questions before we gather again as a whole
group. Remind participants that the Essay Summary (page 15) will help them explore
this material. (Note that each question correlates to a section of page 2 of the Essay
Summary, i.e. Question #1 is about the section entitled "Religious Context.")
At about 10 minutes before the Break, bring everyone together for some reporting on
the most interesting themes and issues that emerged from the small group sharing.
BREAK
(10 - 12 minutes)
Thank the appropriate person(s) for the refreshments!
Announce that the break is a little longer today, providing more opportunity to
connect with participants we know less well. Using our nametags may be helpful.
INTEGRATING
(35 - 40 minutes)
Bring the whole group together and explain that we will continue our small group
sharing in response to the essay material, followed by some whole group sharing at the
end.
Direct the group's attention back to the Questions for Exploring II, Part 2 (posted on
the newsprint sheet):
- What are our primary challenges (liabilities) and strengths from a cultural
perspective?
- Considering the geographic locations of our congregations in Canada, what groups
are we in a position to befriend?
- What resources are available within our own congregation for rainbowmaking?
Read through the questions together. Ask participants to spend a few 'minutes
responding to them individually and silently, on notepaper.
Return to the small groups for about 25 minutes to share thoughts on these questions.
Bring everyone together to report on the most interesting themes and issues that
emerged from the small groups. Encourage all who wish to share to do so for about 10
minutes. Offer some of your own thoughts and observations about our cultural,
community and congregational fitness for rainbowmaking.
REMINDING
(3 - 5 minutes)
Review briefly what was done in Session 2: the nametag-sharing (focusing on our
motivations and denominational fitness for rainbowmaking), and the various reasons
for rainbowmaking - religious, theological, ethical, spiritual, cultural, community, and
congregational. Include your own summation of the content explored and some areas
of consensus and divergence in the group.
Homework: Remind participants that the Rainbow Connections Assessment, which
was distributed at the end of Session 1, must be completed this week. It will help us be
very concrete about our own specific rainbowmaking experiences. Encourage
participants to write fairly complete answers, but not to worry if some questions don't
apply to them and are left blank.
Remind participants to bring their folders and nametags to each class. Encourage
them to continue their home study of the reading material and handouts.
Remind volunteer to supply refreshments for the next session.
CLOSING
(3 - 5 minutes)
Close this session with these two readings, the first from the Baha'i Scriptures and the
second from the Navajo people:
The age has dawned
when human fellowship will become a reality.
The century has come
when all religions shall be unified.
The dispensation is at hand
when all nations shall enjoy
the blessings of international peace.
The cycle has arrived
when racial prejudice will be abandoned
by tribes and peoples of the world.
The epoch has begun
wherein all native lands
will be conjoined in one great human family.
For all humanity shall dwell in peace and security
beneath the shelter of the great tabernacle
of the one living God. (2)
* * *
Beauty is before me, and Beauty behind me.
Above me and below me hovers the Beautiful.
I am surrounded by it; I am immersed in it.
In my youth, I am aware of it,
and, in old age, I shall walk quietly
the Beautiful trail.
In Beauty it is begun...
in Beauty it is ended. (3)
Form a standing circle around the chalice, possibly holding hands or in a group hug.
Ask participants to share things they appreciate about this session.
Close the sharing of appreciations with words like these:
Blessed be the rainbows and the rainbowmakers in our midst.
Extinguish the chalice flame with words like these:
Carry the warmth and light until we meet again.
REFLECTING & PLANNING
Consider these questions immediately after this session and discuss them with your co-leader:
- How does this session feel as compared to the first?
- What's going well?
- What may need to be changed
- What significant developments are taking place?
- What do I need to do to prepare for Session 3? Should we commit another session to this material?
SONG
Some groups may wish to incorporate a song into this session as part of the closing or
just before the break. We offer these suggestions:
- Love Will Guide Us # 13 1 (Singing the Living Tradition, UUA Hymnal).
- Touch the Earth, Reach the Sky # 301 (Singing the Living Tradition).
Back to top |
