Backyard to the Universe
Small Group Ministries
Equity, Compassion, Peace, Liberty
The goal of world community with peace, liberty, and justice for all.
We are fair and kind to others. We help to make the world a better place for everyone.
Opening Words/Lighting candle/chalice
Children are expected to develop their own opinions, but we can share our thoughts.
It is OK if we do not have answers. We can assist in finding the resources.
It is OK if we haven't formed an opinion. We don't have to have opinions on everything.
It is OK if a topic is not important to us. We can accept the importance to the child.
It is OK to state that things are ‘right’ or ‘wrong’, and our reasons for these positions.
We may disagree with others, without saying that ours is the only or best way.
We answer from our experience at a point in time. We may give different answers at different times. Helen Zidowecki
Check-in: How are things going for you today?
Topic/Activity
What questions have you been asked, or what dialog have you had with children on spiritual or ethical issues?
How did your Unitarian Universalist faith influence your responses?
Consider any of the following topics, or another one suggested by a participant:
♦ War and peace—focusing on a current world situation
♦ Homosexuality, gay rights, homophobia, transgender issues
♦ Varying abilities or people with special needs, including children
♦ Survival-poverty, hunger, homelessness
♦ Violence in society, from television and games to domestic violence
♦ Racial and ethnic differences
If you were to be asked about the topic by a child today,
What are your immediate reactions around the topic?
Where did these reactions come from?
What factors that you would consider in responding?
How can you relate your response to the Affirmations?
Are there stories or readings that you would share with children around this topic?
Closing Words:
From children we learn as define our own thoughts and opinions.
To children we give as we share of ourselves and our life’s wisdom.
Together we learn from each other.
Likes and Wishes: How was the session for you?
Dialog With Children
Each of us has a different personality mix and style that influences how we receive and process information, interact, and understand. There is increasing understanding of "multiple intelligences" and "varying abilities". How we interact with others, including children, is influenced by the individuality of the people involved. How we talk with children about religious questions, models our respect for them as individuals. Making time for them demonstrates their importance to us and the importance of spiritual journeys and religious pursuits to us.
Discussions involve sharing ideas and information, and possibly, consciously or unconsciously, attempting to influence others. Dialog involves sharing ideas with the intent of also learning, so that the ideas of each person may change. Dialog encourages continuing exploration for parent and child.
Adults can show a willingness to talk about issues.
• Listen when a question is asked; acknowledge the question.
• If you do not understand the question, ask to have it repeated.
• Answer the question when it is asked, if possible. If there is not time, plan a time to discuss as soon as possible, and keep this commitment.
Try to determine the context for the question and how much information is really wanted.
• Keep the answers short, simple and age-specific. Elaborate on answers, as the child continues questioning.
• Some questions will be asked repeatedly at different ages, and the answers may change depending on the situation and age of the child.
Think of many sides of an issue, some of which may become apparent as you talk. The content of the dialogue will depend on the age of the child and one's own spiritual journey. However, presenting options encourages thinking beyond the sometimes obvious factors and even beyond the immediate dialogue.
REFERENCE FOR DISCUSSIONS Being a Unitarian Universalist Parent. "Discussing Questions with Our Children," p. 10. See also Religious Education At Home, by Betsy Hill Williams, CLF, 1994, Chapter 2.
Zidowecki January 2006