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COMMUNITY BUILDING AND PEACEMAKING THROUGH INTERFAITH DIALOGUE, RELIGIOUS EDUCATION AND SOCIAL JUSTICE ACTION A Professional Project presented to the Faculty of the Claremont School of Theology In Partial Fulfillment of the Requirements for the Degree Doctor of Ministry by Loletta M. Barrett May 2009 CLAREMONT SCHOOL OF THEOLOGY This professional project, completed by Loletta M. Barrett has been presented to and accepted by the Faculty of the Claremont School of Theology in partial fulfillment of the requirements for the degree of DOCTOR OF MINISTRY Faculty Committee: Ellen Ott Marshall, Chairperson Frank Rogers, Jr. Dean: Dennis R. MacDonald May 2009 Abstract Community Building and Peacemaking through Interfaith Dialogue, Religious Education and Social Justice Action Loletta M. Barrett The thesis for this project is that peace on a global level can only be achieved through a foundation of peace in the individual, faith community, and inter-religious community. The project is based upon a practical application of the intersection between ethics and religious education. Research included a survey of current interfaith efforts through internet web search and contact with local interfaith groups. Information on these groups included the purpose, resources, and programs offered by the groups. A review of literature was conducted on peacemaking, ethics, community services/community building/community organizing and religious education, specifically focused on interfaith activities. Interviews were also conducted with scholars and practitioners in these areas, as well as spiritual leaders and religious educators in various traditions regarding their thoughts, writings, program designs, curriculum, and the applicability of the model proposed by this project in their context. Finally, a model for an interfaith program is presented, as well as resources for faith communities who seek to implement the model. The model is a one-year program for two faith communities and includes religious education, fellowship/worship, and social justice action components. Acknowledgements Thank you to the following teachers and mentors for the encouragement and excitement that you have shown for my project: Dr. Ellen Ott Marshall, Professor, Claremont School of Theology Frank Rogers, Professor, Claremont School of Theology and Rev. Dr. Elizabeth Conde-Frazier, Dean of Students, Esperanza College Thank you to all the amazing people who have touched my life- spirit to spirit. Haitham, Tom, Bernie, Barbara, Ramborhu, Tat, Salma, Tarek, Sandia, Noura, Adelia, Dixie, Elizabeth, Salma, Glorria, GQ, Halley, Jerry and Sis, Art, Beth, Anna, Sophia, Donna, David, Beverli, Dayo, all my biological and chosen family, Archbishop Abuna Chacour, Al, Jeff, Amelia, Kathe, Art, Rosario, Petra, Donald, and the people of: Irvine UCC, Bethel Congregational UCC, Bloomington Congregational UCC, San Marino Congregational UCC, the World Parliament of Religion, Barcelona Spain 2004, InterSem, The NCCJ House of Worship Tour, and the Southern California Chapter of the World Parliament of Religion. May we work, play, and worship together to find and build the peace that we all know is possible. iii Table of Contents Page Chapter 1. Telling Stories of Interfaith Experiences for a Doctoral Project 1 2. Introduction 32 Overview Introduction Our Current Status in Interfaith Programs in the United States 33 Resources for a New Interfaith Program Model 39 More than Just a Transforming Program- A Project That Transformed 41 Project Overview 43 3. Existing Programs 46 Research Conducted 46 Dialogue 47 Educational Resources 51 Charitable Activities 53 Combined Types 55 Discussions with Others 56 Goals for a New Type of Program 60 4. Epistemological, Pedagogical & Religious Education Considerations 63 IV Introduction 63 Hospitality & Religious Education in Building Interfaith Relationships 65 Exploring Our Tradition with Others 66 Exposure to Other Traditions 67 Spirituality 68 Transforming Our Faith Community 68 Tools for Living 69 Crafting a New Model- Harnessing the Power of Religious Education 69 Foundational Models 71 Applying the Models 76 Components and Characteristics 78 The Role of the Religious Educator 90 5. Ethical Grounding for Building Safe Space and Community 95 The Ethic of Care 98 The Ethic of Risk 106 An Ethic of Just Peace 113 6. Social Justice Action 118 v Getting Real: Beyond Academics and Mystical Exercises 118 An Eleven Phase Community Organizing Approach 124 Making Faith Relevant, Radical, and "In Beyond" 128 7. A Model Combining Dialogue, Religious Education, and Social Justice Action 130 Introduction 130 Ten Steps 134 Classroom 139 Holy Days, Celebrations, Fellowship, Worship 141 Social Justice Action 143 Other Considerations 145 8. Addressing Obstacles and Barriers 150 9. Conclusion 171 Appendixes A. Theologies of Religions-4 Models, by Paul Knitter 184 B. Partial List of Spiritual Leaders and Religious Educators Interviewed 186 C. Research Component 188 vi D. Peace Organizations Project 197 E. Five things that religious people can offer by Ellen Ott Marshall... 200 F. Examples of Texts and Teaching Based on the Golden Rule 203 G. White Identity Theory: Origins & Perspectives by Rita Hardiman and William E. Cross 212 Bibliography 213 vii In honor and memory of my Dad who told me, 'The world will be a very different place in fifty years." William Charles Barrett November 25,1935- October 23,2007 And in honor of my Mom, Marilyn Claire Barrett, who taught me, "There is always room in the inn." May you both be proved to be absolutely right, again. Dedicated to the people of all religions and no religion everywhere in the world. And to the next generation represented in my life by Halley, Travis, Nicole, Natalie, Tyler, Kyle, Sophia Annabella, and Noura. I pray that the need for, and a project like this, become archaic in your life time. CHAPTER 1 Telling Stories of Interfaith Experiences for a Doctoral Project "Just tell the stories." - Rev. Dr. Elizabeth Conde-Frazier I have a fairly photographic memory. I can "see" whole pages of notes I have written by hand. This helped me pass all the tests in which the teachers and professors required us to absorb and repeat the concepts and ideas they presented. Although good for short term challenges such as tests, those memories are long gone. The memories that are most overwhelming, enduring, most absorbing, and most influential in my life have been what I would call "moments of relationship realized". Those times in which I have felt a connection with another person, that was so touching, it can never be lost or forgotten. That is what this project is about. Creating "moments of relationship realized" that will transform individuals, groups, communities, and over time, the world. One life, one memory, one relationship at a time. I am not an academic writer. In trying to find a way to create the document you have before you, I was completely intimidated. My advisor Ellen Ott Marshall has exhibited complete confidence in me, and for that I am both grateful and truly puzzled. It was the reader for this project Professor Elizabeth Conde-Frasier who reminded me that I had many wonderful experiences of interfaith encounters and suggested that I write the stories. 1