DOCSLIB.ORG

Interfaith Children's Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Interfaith Children's Curriculum Interfaith Children’s Curriculum (For Grades 1 – 3) Copyright 2016: Living Interfaith Church, Lynnwood, WA TABLE OF CONTENTS Introduction: Welcome and How to Use This Curriculum …… 1 – 11 Session 1: “Welcome/Welcome Back!” – Friendship …… 12 – 19 Session 2: “Family Is Important” …… 20 – 24 Session 3: “We’re In This Together” – Community …… 25 – 31 Session 4: “It’s a Great Big World!” …… 32 – 37 Session 5: “Thankfulness” …… 38 – 42 Session 6: “Celebrate!” …… 43 – 47 Session 7: “Exploring Judaism” …… 48 – 54 Session 8: “Exploring Christianity” …… 55 – 59 Session 9: “Exploring Wicca” …… 60 – 65 Session 10: “Exploring Baha’i” …… 66 – 70 Session 11: “Exploring Hinduism” …… 71 – 75 Session 12: “Exploring Islam” …… 76 – 80 Session 13: “Exploring Humanism” …… 81 – 84 Session 14: “Exploring Buddhism” …… 85 – 90 Session 15: “The Golden Rule” …… 91 – 97 Session 16: “You Can Make a Difference!” …… 98 – 104 Session 17: “Be the Light” …… 105 – 111 Session 18: “Interfaith Kids” …… 112 – 115 Holidays of the World Religions …... 116 – 118 Introduction: The Living Interfaith Church is very pleased to make this interfaith curriculum available. Thank you for reaching out to us. The material is copyrighted to protect the content, but all of good will are welcome to receive and use it without cost after signing a simple agreement. Living Interfaith Church began in 2009 with the strong belief that our diverse faiths reflect our common humanity and should be a cause for joy, not division – that praying together and learning about each other is a positive way to change the world. At Living Interfaith, we acknowledge that each of us approaches the sacred in our own way. The question we ask is not “What do you believe?” but rather “What do you do with your beliefs?” In our quest to live our Interfaith, we seek to come together to listen to each other, respect each other, and work together to help make the world more loving and compassionate. This is why we celebrate each other’s spiritual traditions and holidays. This is also why we believe a respectful curriculum for learning about our diverse spiritual paths and traditions is both needed and important. Quite simply, a curriculum for teaching children about the commonalities as well as differences between our diverse spiritual paths, a curriculum that teaches our children how to discuss our spiritual differences as well as our common humanity with respect, does not yet exist. What we believe to be crucial is not simply learning about one another, but learning how to discuss our differences with joy and respect, not fear or dismissiveness. What do the diverse members of our church believe? We embrace Interfaith as a faith. We embrace the teaching of all spiritual paths that will lead us to a life that seeks justice for all; of giving and caring about our common humanity and our planet, even as each of us walks our own spiritual path (Christianity, Buddhism, Islam, Judaism, Secular Humanism and so many others). The curriculum, which when completed will include grades 1-12, is intended both to help a student better understand his or her own spiritual tradition as well as learn about the profound beauty of other traditions: 1 “Part One”, now available, is for grades 1-3 and explores the core beliefs that form the foundations of each of our spiritual paths (love, compassion and community). Differences are not blurred, but neither do they become walls of division. “Part Two”, will cover grades 4-7. Here children will learn about their family’s spiritual path from both parents and clergy from their own traditions. But all the children will come together at least every other month both to reconnect with one another and to participate in a community project that reflects their shared values (helping feed the hungry, helping the homeless, visiting a hospital?). “Part Three”, will cover grades 8-10, and once again all the children will be together. The differing spiritual traditions will be co-taught by teachers and students from that tradition. There will also be opportunities to learn about traditions not represented by the attending students. And again, at least every other month there will be participation in a community project. “Part Four”, will cover grades 11 and 12 and be “Faith in Action”. Every week the students will participate in community projects that they themselves help to determine. And once a month there will be a group discussion about justice issues, such as Civil Rights, Women’s Rights, Gay Rights, Causes of Hunger and Homelessness. For these discussions there will be suggested books. Rev. Steven Greenebaum Living Interfaith Church 2016 Important “Before You Begin” Information (For Teachers and Organizers) Welcome! We are pleased that you are considering using this curriculum and hope that it will prove to be a rewarding experience for teachers and children alike. If this is your first time leading a children’s group, congratulations! Building relationships with children and committing to their moral development are 2 important endeavors that any adult can undertake! As a children’s group leader for over twenty years, I have found time and time again that I have learned more from the children entrusted to me than I have taught them. I believe in the “It takes a whole village to raise a child” proverb. No matter how big or small your role is in instructing the children with whom you are working, you have a tremendous opportunity to make an impact in their social, moral, and emotional development. It is our hope that this curriculum will help guide you, inspire you, and assist you in your work. Blessings to you on your journey! How Do I Get Ready? As a teacher you may be asking what you need to begin a children’s program. I am hopeful that the following information may help put your mind at ease that running a children’s program doesn’t have to be overwhelming. The Tools of Preparation: These are the items I have found important to have on hand. As you read through the curriculum, the items needed for any activity will be noted. Following is a list of items that should be kept on hand. Take advantage of back-to-school sales whenever you can! Glue – both glue sticks and liquid glue should be available; each has its place for different projects. It would also be beneficial to have access to a hot-glue gun for projects that require quick drying and sturdy glue, but make sure the children know that the use of the hot glue gun is for adult leaders only. Scissors – I recommend the purchase of good children’s scissors. Cheap ones end up frustrating children because they don’t cut very well. I have found Fiskars-brand scissors to be reasonably priced, last a long time and are a great choice especially for new scissor users! Paper and Writing Objects – white paper as well as construction paper. Kids love lots of colors from which to choose! Crayons and markers are a must, but make sure you have a supply for now and a supply for later. As crayons get broken and markers dry up, you will want to have spare sets on hand. Also pencils and pens for projects that require writing or tracing. This-and-That – Start collecting magazines, scraps of ribbon and cloth, toilet paper and paper towel tubes, plastic jars and lids, yarn, etc….anything that you can gather that can be recycled into craft projects or used in games. A supply of stickers can be used in a variety of projects. 3 Craft Supplies – chenille sticks, craft foam, googly-eyes, large beads, etc. Ask for volunteers to pick something up the next time they go to their local craft store. Time-Fillers – For those moments when you are in between activities, or for children who get done a wee-bit early: stickers, Play-Doh-type molding clay, coloring pages, etc. Also, an object for an impromptu game of “Hot Potato” such as a small stuffed animal. Can also use the animal for a game of “Hide and Seek” if you can hide it for the children to find. CD or MP3 Player – Fill the air with music! Setting up the Learning Environment: Children don’t need large rooms with lots of toys and child-friendly décor. They need to know that they are safe and that the adult leaders are welcoming and truly happy to see them! It is not unusual for teachers to find themselves sharing space with other groups. Scanning the room for safety issues is important – ensuring that no objects can fall down on the children, walkways are clear, etc. There should be a space for the children to sit on the floor as well as an area (preferably a table) where they can do craft projects. Most of the activities presented in this curriculum can be completed in small areas. I recommend two adult leaders per class. This team-approach allows teachers to utilize their areas of strength. For example, I call my co-teacher the “Craft- Goddess” while my strength is leading discussion. Teaching as a team also ensures accountability, provides additional safety for the children, offers someone to bounce ideas off of and to prepare with, and gives you a break when you need one! Paperwork, Paperwork, Paperwork! It is important to have a binder with important student information. This binder should be placed in a location where all teachers know where it is and have access to it. Create a simple form to use as a Registration Form when students enter your program. The usual information….name, address, phone number and birthdate…should be at the top.
Load more

Recommended publications
  • Christian Sensitivity in Interreligious Relation
    The Asbury Journal 67/2:51-83 © 2012 Asbury Theological Seminary P A U L D. NUM RI CH Christian Sensitivity in Interreligious Relation/ Abstract This essay reflects on the implications of my mandate to guide seminary students "to think creatively and responsibly about how to proclaim the Christian gospel in multi-cultural contexts wi.th a sensitivity to interfaith perspectives." I ask the question, What does it mean for Christian seminarians-----{lnd Christians generally-to engage adherents of other faiths wi.th sensitivity to their perspectives? I offer a general definition of "sensitivity" and distinguish Christian sensitivity from other kinds, in that it is informed by the revelation of God in Jesus Christ and the continuing presence of the Holy Spirit in the living heritage of the Christian faith. I set forth three obligations in interreligious relations: (1) Christians must illlderstand other religions as they are; (2) Christians must recognize "the good things" in other religions; and (3) Christians must be prepared to receive critiques from other religions. I also discuss whether Christians might learn something new from other religions, something not contained in the Christian heritage. I conclude wi.th an application of 1 Corinthians 13 to interreligious relations. Key Words: Christian sensitivity, proclaiming the gospel, interreligious relations,l Corinthians 13 Paul D. Num.rich is Professor in the Snowden Chair for the Study of Religion and Interreligious Relations, Methodist Theological School in Ohio, and Professor of World Religions and Interreligious Relations, Trinity Lutheran Seminary. 51 52 I The Asbury Journal 67/2 (2012) My Mandate With my hiring in 2004, the Theological Consortium of Greater Columbus, a cooperative venture in seminary education by Methodist Theological School in Ohio, Pontifical College Josephinum, Trinity Lutheran Seminary, and affiliate member Bexley Hall Seminary, established the Program in World Religions and Interreligious Dialogue.
    [Show full text]
  • Is Interfaith Worship a Desirable Practice?", Interreligious Insight, Vol
    First Published in Interreligious Insight, The World Congress of Faiths' International Interfaith Journal - Please reference/quote with acknowledgement, as follows: Jenny Miller, "Is Interfaith Worship a desirable Practice?", Interreligious Insight, Vol. 18, No.1, (June 2020), 48-60. Is Interfaith Worship a desirable practice? Introduction In a beautiful poem, 'God Would Kneel Down', St. Francis of Assisi poetically tells us of his walk with God: God once 'asked me to join Him on a walk through this world'1 and, along the way, God 'gazed into every heart on this earth'.2 With poignant reverence, St. Francis continues: 'And sometimes when we passed a soul in worship God too would kneel down. I have come to learn: God adores His creation.'3 In desiring to kneel down in worship with 'every heart on this earth',4 St. Francis reveals the very 'Humility of God'5 that is showing us all the way of humility towards worshiping with people of all faiths because God 'gave birth/to all/religions.'6 In this light, Interfaith Worship can be seen as a manifest reflection of God's own humility and adoration of His/Her creation in kneeling with all souls in worship. 1 St. Francis of Assisi, God would Kneel Down, in Love Poems from God, Daniel Ladinsky, (New York: Penguin Group, 2002), 41. 2 Ibid. 3 Ibid. 4 Ibid. 5 Ilia Delio, The Humility of God: A Franciscan Perspective, (Cincinnati: Fransciscan Media, 2005). 6 St. Francis of Assisi, Because He Gave Birth, in Love Poems from God, Daniel Ladinsky, (New York: Penguin Group, 2002), 31.
    [Show full text]
  • Welcoming Each Other
    Welcoming Each Other Guidelines for Interfaith Education in the Schools of the Archdiocese of Melbourne Every Christian is called to go out to encounter others, to dialogue with those who do not think the way we do, with those who have another faith, or who don’t have faith. To encounter all because we all have in common our having been created in the image and likeness of God. We can go out to encounter everyone, without fear. Pope Francis (Speech to Pontifical Council for Promoting the New Evangelisation, 14 October 2013) Contents 2 Preface: The genesis of the Guidelines 3 Ten-point summary of the Guidelines 5 Introduction 9 PART 1: Formation for interreligious dialogue in a Catholic school 12 PART 2: Considerations for the care of students from other faiths who are in Catholic schools 19 PART 3: Principles of dialogue based on the official documents of the Church 23 PART 4: Curriculum resources for the study of world religions 1 PREFACE: The genesis of the Guidelines On 21 August 2007, the Most Rev. Denis J Hart, with teachers from primary and secondary Catholic Archbishop of Melbourne, launched the document schools and with clergy of the Archdiocese. All ‘Promoting interfaith relations: Guidelines for the these contributed to and reviewed the document. On parishes and agencies of the Archdiocese of Melbourne 18 July 2018, the Commission approved a final text. to assist in the promotion of interfaith relations in general and especially in the preparation of interfaith gatherings’. On 24 September 2018, during the first official visitation to Australia by the Pontifical Council for Interreligious It was very well received in Melbourne and around Dialogue, the Secretary of the Council, Bishop Miguel Australia, even in non-Church circles, and a slightly Ángel Ayuso Guixot MCCJ, presented the resulting revised second edition was approved by Archbishop document ‘Welcoming Each Other: Guidelines for Hart in 2009.
    [Show full text]
  • AMMA's DAUGHTERS: a TRANSMODERN STUDY of PERSONAL, GENDER, CULTURAL, and RELIGIOUS IDENTITIES AMONGST WOMEN in the AMMA COMMUNITY in UNITED STATES Bhavana Upadhyaya
    University of New Mexico UNM Digital Repository Communication ETDs Electronic Theses and Dissertations 2-9-2010 AMMA'S DAUGHTERS: A TRANSMODERN STUDY OF PERSONAL, GENDER, CULTURAL, AND RELIGIOUS IDENTITIES AMONGST WOMEN IN THE AMMA COMMUNITY IN UNITED STATES Bhavana Upadhyaya Follow this and additional works at: https://digitalrepository.unm.edu/cj_etds Recommended Citation Upadhyaya, Bhavana. "AMMA'S DAUGHTERS: A TRANSMODERN STUDY OF PERSONAL, GENDER, CULTURAL, AND RELIGIOUS IDENTITIES AMONGST WOMEN IN THE AMMA COMMUNITY IN UNITED STATES." (2010). https://digitalrepository.unm.edu/cj_etds/9 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Communication ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. -i- AMMA’S DAUGHTERS: A TRANSMODERN STUDY OF PERSONAL, GENDER, CULTURAL, AND RELIGIOUS IDENTITIES AMONGST WOMEN IN THE AMMA COMMUNITY IN UNITED STATES BY BHAVANA UPADHYAYA B.Sc., Zoology, University of Calcutta, 1994 B.C.J., Communication, University of Pune, 2001 M.C.J., Communication, University of Pune, 2003 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Communication The University of New Mexico Albuquerque, New Mexico December, 2009 -ii- © 2009, Bhavana Upadhyaya -iii- DEDICATION To Amma and to the “Amma” in all of us -iv- ACKNOWLEDGMENTS This dissertation has been written with the support, guidance, grace, and hard work of many people, some of whom I know personally and others I don’t. Of those whom I know, I wish to first and foremost acknowledge my advisor, my guru in academics, Dr.
    [Show full text]
  • MAT TYPE 001 L578o "Levine, Lawrence W"
    CALL #(BIBLIO) AUTHOR TITLE LOCATION UPDATED(ITEM) MAT TYPE 001 L578o "Levine, Lawrence W" "The opening of the American mind : canons, culture, and history / Lawrence W. Levine" b 001.56 B632 "The Body as a medium of expression : essays based on a course of lectures given at the Institute of Contemporary Arts, London / edited by Jonathan Benthall and Ted Polhemus" b 001.9 Sh26e "Shaw, Eva, 1947-" "Eve of destruction : prophecies, theories, and preparations for the end of the world / by Eva Shaw" b 001.942 C841u "Craig, Roy, 1924-" UFOs : an insider's view of the official quest for evidence / by Roy Craig b 001.942 R159p "Randle, Kevin D., 1949-" Project Blue Book exposed / Kevin D. Randle b 001.942 St97u "Sturrock, Peter A. (Peter Andrew)" The UFO enigma : a new review of the physical evidence / Peter A. Sturrock b 001.942 Uf7 The UFO phenomenon / by the editors of Time- Life Books b 001.944 M191m "Mackal, Roy P" The monsters of Loch Ness / Roy P. Mackal b 001.944 M541s "Meredith, Dennis L" Search at Loch Ness : the expedition of the New York times and the Academy of Applied Science / Dennis L. Meredith b 001.96 L891s "Lorie, Peter" Superstitions / Peter Lorie b 004 P587c "Pickover, Clifford A" Computers and the imagination : visual adventures beyond the edge / Clifford A. Pickover b 004.16 R227 2001 Reader's Digest the new beginner's guide to home computing b 004.1675 Ip1b3 2013 "Baig, Edward C" iPad for dummies / by Edward C. Baig and Bob Dr. Mac LeVitus b 004.1675 Ip2i 2012 "iPhone for seniors : quickly start working with the user-friendly
    [Show full text]
  • Thomas Merton and Inter-Faith Dialogue
    THOMAS MERTON, PROPHET-COLIN ALBIN 155 154 document in a publication entitled 'Relations With People Of Other Thomas Merton and Inter-Faith Dialogue: Faiths: Guidelines For Dialogue In Britain.' This has been widely Exploring a Way Forward accepted by Christians and people of other faiths throughout the world. The principles are as follows: 1 )Dialogue begins when people meet each other. 2)Dialogue depends upon mutual understanding and mutual trust. COLIN ALBIN 3)Dialogue makes it possible to share in service to the community. 4 )Dialogue becomes the medium of authentic witness. The main theological categories which have been set out are exclusivism, inclusivism and pluralism. These have been elaborated 4 Introduction in detail elsewhere and within a very short space of time they have been widely accepted as key definitions around which debates are ELIGious TRUTHS ARE A source of both passion and of conflict. centred. RBecause of this, religious people need to ~d ways of unde:­ Nevertheless, although the principles and theological approaches standing one another and of living in tolerance_ wi~h one _an? ther, m are helpful, there is a growing feeling that these are all, in some way, of harmony in mult1-fa1th soc1enes, such ord er to ensure Some Sort inadequate. In short, there is considerable uncertainty about the best the religiously plural global landscape. as our own, as we11 as On way to approach inter-religious encounters. To find a way through Religious tensions in Britain, Israel, the Balkans and el~~w here this current impasse, I want to suggest that we look more closely at alert us to the need for action as well as words.
    [Show full text]
  • Interfaith Engagement: How Theology Can Address Our Differences
    Interfaith Engagement: How Theology can Address Our Differences Allison Stickley-Miner February 12, 2019 Goucher Symposium 2019 Stickley-Miner 2 This paper, which is part of a much larger project, focuses on the role theology can play in deepening discussions in interfaith dialogue and engagement. By examining historical trends and current realities that show how interfaith engagement has grown and changed, I am able to set the stage for understanding the role of theology in the larger picture. This project is based largely in the idea that in interfaith cooperation and engagement, there is going to be disagreement. Interfaith asks and encourages people from very different worldviews to work together toward a common goal. People are bound to have differing opinions, ideas, and ideologies when asked to engage in dialogue with people from diverse religious and spiritual backgrounds. We all understand the world around us and engage with it according to our personal convictions and beliefs. By using theology as a tool, I believe there is a genuine opportunity to allow people to incorporate their individual identity and beliefs into understanding their role in the larger project of interfaith cooperation. Everyone brings something different to the table with them, whether that is the intention or not. Putting a focus on theology allows people to sit in the discomfort of deep disagreement with others, be honest about their points of view, and meaningfully examine and think about how their personal perspective influences their participation in interfaith engagement. Looking through a historical lens at interfaith work, I was able to discern two important threads that make up what we now see in current modes of interfaith work.
    [Show full text]
  • Study Centre at Selly Oak
    C.T.R. Hewer: An enduring vision: the Study Centre at Selly Oak This article was written by Chris Hewer as a contribution to the two-volume posthumous book to mark the contribution of Prof. David Kerr, the Founder-Director of the Centre for the Study of Islam and Christian-Muslim Relations in Selly Oak, Birmingham ( World Christianity in Muslim Encounter: Essays in memory of David A Kerr, Vol II, (ed.) Stephen Goodwin, London: Continuum, 2009 ). David died in his early sixties, just at the moment when he had settled to polish and publish the contributions that he had made to the field orally during four decades. The article seeks the rationale and spirit behind the founding of the Centre – as much needed today as when it was founded. An enduring vision: the Study Centre at Selly Oak Introduction For those of us involved in the world of Christian-Muslim relations, the name of David Kerr will for ever evoke the Centre for the Study of Islam and Christian-Muslim Relations that he founded at the Selly Oak Colleges in 1976. As the reality of the Centre passes into memory, it is important in the context of the current Festschrift to record something of that vision from early documentation and the memories of those involved over the first decade. The Federation of the Selly Oak Colleges was an ideal setting for the Centre. The Colleges grew up from the early 20 th century onwards around an original Quaker foundation. Each College was independent, formed by a particular Christian group, generally with the original vision of training missionaries for service overseas.
    [Show full text]
  • Gramstrup2017.Pdf
    This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Jewish, Christian, and Muslim Women Searching for Common Ground: Exploring Religious Identities in the American Interfaith Book Groups, the Daughters of Abraham Louise Koelner Gramstrup Doctor of Philosophy Thesis in Religious Studies School of Divinity The University of Edinburgh 2017 Word count: 92,381 Thesis Declaration Form This thesis is being submitted for the degree of PhD at the University of Edinburgh. I hereby declare that this PhD thesis is solely my own work and I am responsible for its contents. I confirm that this work has not previously been submitted for any other degree. This thesis is the result of my own independent research, except where stated. Other sources used are properly acknowledged. Louise Koelner Gramstrup July 2017, Edinburgh, U.K. ii LAY SUMMARY This thesis is an in-depth case study of the women’s interfaith book groups, the Daughters of Abraham, located in the Greater Boston Area.
    [Show full text]
  • Multi-Faith Centre Scientific and Cultural Organization
    United Nations Educational, Multi-Faith Centre Scientific and Cultural Organization International Symposium August 10-13 2005 Multi-Faith Centre, Griffith University, Brisbane, Australia Educating for a Culture of Peace through Values, Virtues, and Spirituality of Diverse Cultures, Faiths, and Civilizations SYMPOSIUM RECOMMENDATIONS The Symposium was organized by the Multi-Faith Centre, Griffith University with the support of the Pure Land Learning College, and UNESCO, various UNESCO National Commissions, Field Offices and Centers, and diverse faith and interfaith, civil society organizations/movements, educational and academic institutions Foreword On the 10-13th August 2005, over 120 delegates from 25 countries gathered at the International Symposium to share their inspirational insights and experiences on the theme of “Cultivating Wisdom, Harvesting Peace.” The Symposium was organized and hosted by the Multi-Faith Centre of Griffith University, Brisbane, Australia with the support of Pure Land Learning College, UNESCO and various UNESCO National Commissions, centres or offices, and numerous faith, interfaith, educational and civil society organizations and institutions. Reflecting a diversity of cultures, faiths and spirituality traditions, the delegates presented rich and empowering stories as well as critical analyses of how communities, institutions, civil society organizations, and international or global agencies have organized educational projects and programs to address the root causes of violence and conflicts and build a culture
    [Show full text]
  • Interfaith Dialogue Is Alive
    Number 13 March 2001 Interfaith Dialogue is Alive The “Editorial” in this issue is replaced by excerpts from the effect, changes in the way we view each other and the Introduction given at the LAUNCH OF THE WOMEN’S way we view ourselves. There is no genuine INTERFAITH NETWORK, by Dr, Rachael Kohn of the ABC. relationship which does not change the people involved. Her program on ABC National, THE SPIRIT OF THINGS Indeed, there would be absolutely no reason for will be known to many readers. cultivating relationships at all if they did not transform us Pauline Rae smsm in some beneficial way. I believe and always have done that looking afresh at There are misconceptions about religion – not only by our traditions is an essential responsibility in the those who blithely dismiss it as an obsolete hangover business of keeping them vital, meaningful, and from the premodern past, but also by those who accountable, not only to the community of believers, but zealously champion their religion in unthinking and brutal to the society which has given us the freedom and the ways. space to carry out our traditions unmolested and Traditions have existed for thousands of years, but none unencumbered. No one today can watch the news and of them have done so by remaining pure, unalloyed and not realise how precious and rare that gift is. We owe beautiful, nor by remaining rigid, blinkered and isolated. society something more than just being good Christians, Like anything that is alive, religious traditions grow, Jews, Muslims, and Hindus, etc.
    [Show full text]
  • Indifferentism Redux: Reflections on Catholic Lobbying in the Supreme Court of the United States Winnifred Fallers Sullivan
    Notre Dame Law Review Volume 76 Article 7 Issue 3 Propter Honoris Respectum 4-1-2001 Indifferentism Redux: Reflections on Catholic Lobbying in the Supreme Court of the United States Winnifred Fallers Sullivan Follow this and additional works at: http://scholarship.law.nd.edu/ndlr Recommended Citation Winnifred F. Sullivan, Indifferentism Redux: Reflections on Catholic Lobbying in the Supreme Court of the United States, 76 Notre Dame L. Rev. 993 (2001). Available at: http://scholarship.law.nd.edu/ndlr/vol76/iss3/7 This Article is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. INDIFFERENTISM REDUX: REFLECTIONS ON CATHOLIC LOBBYING IN THE SUPREME COURT OF THE UNITED STATES Winnifred Fallers SullivaW: Stephen Carter's Tl Culture of Disbelief was published in 1993. In subsequent years the book has attained almost iconic status. It need only be mentioned to receive a knowing nod of recognition and approbation. Carter's main point-that religious belief is scorned in American public life-is so widely accepted that its assertion is usually simply prologue to another point. All seem to assume that the only remaining question is what is to be done about it. This assertion and the assumptions that underlie it have also increasingly become a part of the discourse about religion in the Supreme Court of the United States. Chief Justice Rehnquist is probably the strongest voice on the Court for Carter's position. His dissenting opinion in Santa Fe Inde- pendent School District v.
    [Show full text]