Religious education is an important commitment that we make to our children, ourselves, and our community. Indeed, it is a major reason -- often the major reason -- that many people seek and join religious communities. It is, therefore, essential that the planning, development, delivery, and evaluation of religious education programs be taken very seriously.

This note is intended to work on two levels. First, it outlines what we personally feel should be the objectives and philosophy of Unitarian Universalist religious education. Pursuit and hopefully achievement of these objectives are necessary for us to feel that our children and our family are well served by Unitarian Universalist religious education.

We expect that many Unitarian Universalists will disagree with the specific objectives that we propose, perhaps desiring more purely humanistic programs. Regardless of this disagreement, the second purpose of this note is to illustrate how objectives and philosophy can be stated, as well as the implications of such statements.

Learning Objectives
We strongly feel that the following five learning objectives are essential for Unitarian Universalism to fulfill its role as a liberal religion:

• Develop a deep understanding of Unitarian Universalism and what it means to be a Unitarian Universalist
• Develop a thorough knowledge of Judeo-Christian history, literature, art, and music and their relationships with Unitarian Universalism
• Develop a broad appreciation of the world's religions, especially the similarities and differences with Unitarian Universalism
• Develop abilities and skills to address contemporary life challenges as a Unitarian Universalist
• Develop strong bonds with the community of children, youth, and adults in mutual pursuit of these learning objectives
  

Educational Philosophy
These five learning objectives should guide religious education programs for all children, youth, and adults -- ranging from toddlers in the nursery, to teenagers as they move out into life, to adults facing life's many joys and woes. However, the pursuit of these objectives should be tailored to the stage of psychological development of the learners. For example, young children will interpret Bible stories literally. Teachers should not focus on whether these stories are "true." Instead, the focus should be on underlying truths and their value for young children. Older children will respond well to hands-on projects and other structured activities. If given a choice between a hands-on project and developing their own theology, they will pick the project almost every time. Youth will value shared experiences with their peer group. They are also skeptical and full of book learning. Efforts to develop a strong sense of a peer group are essential to succeeding with more programmatic activities.

It is crucial that teachers understand how to teach the level of students for which they are responsible. They need to be more than friends and role models--they need to teach!

These learning objectives and educational philsophy have strong implication for the contenz t of programs and how these programs are taught:

• It is essential that content explicate, illustrate, and motivate Unitarian Universalism in the context of its rich Judeo-Christian roots. To the extent that Unitarian Universalism education is limited to the ethical and moral principles of humanism, the learning objectives will not be achieved.
• It is essential that teachers value and extol the learning objectives and educational philosophy, as evidenced by their strong commitment to gaining the knowledge and skills necessary to deliver religious education programs, and as supported by strong and thorough teacher training provided by the Congregation.
• It is essential that the members of the Congregation be very active participants in the planning, development, and evaluation of religious education programs to assure that clear expectations are created of the nature and extent of commitments needed from students, parents, teachers, and the whole Congregation.

What is Means to Be a Unitarian Universalist
The meaningfulness and likely success of the objectives and the philosophy outlined -above depends on being able to define Unitarian Universalism This presents a dilemma in light of the great value the denomination places on everyone defining their own theology. There is a very great risk of religious education being without any religious content because "everyone has to decide for himself or herself."

The simple fact is that children cannot decide for themselves. If we try to leave them "blank slates" until they are prepared to create their own theologies, they will be forced to create something from nothing. If we try to provide a buffet of all religions and philosophies, they will view religion as a wardrobe of fashions to select rather than a deeply ingrained social and cultural heritage of liberal religion. Religious education has to help our children find their religious center. They need teaching, coaching, and mentoring in this process. They need to relate to the Congregation as a liberal religious community, not as just a group of friendly, ethical, and moral people. They need help in addressing life's central questions.

All religions -- if they are to merit being called religions -- must address several central and fundamental questions:

• What sources of power or order create and sustain us?
• What is the meaning and significance of life and death?
• What life forces affect us and how are these forces manifest?
• What relationships involve us and what roles do we play?
• What stories and myths capture our timeless truths?

All religions, one way or another, must provide answers to these questions. Unitarian Universalism risks being just a philosophy or code of ethics to the extent that it says to our children (or to each other), "Choose any answers you want." We need to be much more specific.

What Sources of Power or Order Create and Sustain us?
Traditional religions would answer this question simply--God. Many Unitarian Universalists would reject this simple answer. On the other hand, many others would simply define God to mean the unfathomable source of power and order underlying nature and the universe. Some would answer this question with models and equations from particle physics or biology.

All of these answers address central questions of humankind. What does the wonder of our world and the universe mean? Why are we here and what is our role? A religious education program that fails to help our children deal with these questions is not serving the congregation's needs.

What Are the Meaning and Significance of Life and Death?
What happens when we are born? What happens when we die? Does the spiritual die with physical? Are resurrection and rebirth possible? Are we in any way immortal? What do heaven and hell mean? Is there any ultimate reward or judgment? What is sin?

Religious education should help people of all ages address these questions. Children want to understand where they-or their new little sister or brother--come from. Older children and youth inevitably face the death of relatives and family friends. As we age, we increasingly face disease and death. Religion is supposed to help us deal with this.

What Life Forces Affect Us and How Are These Forces Manifest?
What are love, forgiveness, faith, and grace? What is worship and prayer? What sacraments do we hold dear? What do we celebrate and why? How are our celebrations similar and different than those of other religions? What are the reasons for these similarities and differences?

Religious education should emphasize Unitarian Universalist heritage in these areas. We have a rich Judeo-Christian heritage but seem unwilling to embrace it. Instead, we often flirt with other forms of worship, sacraments, etc., perhaps hoping to avoid the baggage of previous experiences. However, religious education should help us deal with this baggage so that we can experience the richness of our own heritage.

What Relationships Involve Us and What Roles Do We Play?
How do we relate to other people, all living things, the world, and the universe? What are our responsibilities to each other, the earth, and the world? How do we relate to people of other religions? What does community and connectedness mean, both locally and globally?

Unitarian Universalism places a great emphasis on individualism and each person developing themselves and their theology. However, we are to a great extent defined by our relationships with others and the broader web of life. Religious education should teach Unitarian Universalist principles and practices regarding relationships with family, friends, community, and society.

What Stories and Myths Capture Our Timeless Truths?
The above questions are much easier to pose than answer. All religions face this difficulty. Consequently, most religions use stories and myths as a primary means to address these questions. Christians use the Bible. Jews use the Torah. All religions have sacred texts.

Unitarian Universalists seem to peruse all sacred texts in general and avoid the Bible in particular. The result is a lack of use of stories and myths to help children, youth, and adults address the above fundamental questions. This leaves everything to reason which, perhaps unfortunately, is completely inadequate for addressing these questions.

Religious education needs to tell and retell Unitarian Universalist stories and myths. They should be part of our history, literature, and art. We should act them out together. While we should appreciate others' stories and myths, we should not avoid embracing our own.

The Dilemma of Deciding
Religious education, and education in general, involves teaching so that children, youth, and adults gain knowledge and skills. We cannot do this without deciding what knowledge and skills matter. We cannot succeed trying to provide religious education that is free of religious content. Thus, we have to decide.

However, we immediately face a dilemma. How can we possibly reach consensus? How can Unitarian Universalist Christians, humanists, pagans, to name a few, possibly agree on the content of religious education? Certainly many will disagree with any particular set of answers to the above questions. Many are likely to disagree with the questions themselves.

Thus, there are strong social pressures working against deciding. Unfortunately, if these pressures prevail, the result will be religious education in name only. What we will have, at most, is ethics and morals education devoid of liberal religious content.