Reading the Qur’an as a Quaker

April 26, 2018

Earl­ham col­lege pro­fe­sor and Quak­er author Michael Birkel decid­ed to reach across reli­gious divides by sim­ply talk­ing to his neigh­bors, a project which came to span the Unit­ed States: Read­ing the Qur’an as a Quaker

What is it like to read some­one else’s scrip­ture? I think it’s quite pos­si­ble that it can change you in ways that I can’t pre­dict for any read­er, except to say that it will make your life richer.

In addi­tion to the Quak­er­S­peak video there’s also a book of Birkel’s project, Qu’ran in Con­ver­sa­tion.

Teaching Quakerism again

October 5, 2006

Quakerism 101 classes at Moorestown Meeting NJGet­ting right back on the horse, I’m teach­ing Quak­erism 101 at Moorestown NJ Meet­ing Wednes­day evenings start­ing in a few weeks. The orig­i­nal plan was for the most excel­lent Thomas Swain to lead it but he’s become rather busy after being tapped to be year­ly meet­ing clerk (God bless ‘im). He’ll be there for the first ses­sion, I’ll be on my own for the rest. A rather small group has signed up so it should be nice and intimate.

For the last year I’ve been pon­der­ing the oppor­tu­ni­ties of using mid-week reli­gious edu­ca­tion and wor­ship as a form of out­reach. Emer­gent Church types love small group oppor­tu­ni­ties out­side of the Sun­day morn­ing time slot and it seems that mid-week wor­ship is one of those old on-the-verge-of-death Quak­er tra­di­tions that might be worth revi­tal­iz­ing and recast­ing in an Emergent-friendly format.

Last Spring I spent a few months reg­u­lar­ly attend­ing one of the few sur­viv­ing mid-week wor­ships in the area and I found it intrigu­ing and full of pos­si­bil­i­ties but nev­er felt led to do more. It seemed that atten­ders came and went each week with­out con­nect­ing deeply to one anoth­er or get­ting any seri­ous ground­ing in Quakerism.

Reflect­ing on the gen­e­sis of a strong Philadel­phia young adult group in the mid-1990s, it seemed like the ide­al recipe would look some­thing like this:

  • 6pm: reg­u­lar reli­gious ed time, not super-formal but real and pastoral-based. This would be an open, non-judgemental time where atten­ders would be free to share spir­i­tu­al insights but they would also learn the ortho­dox Quak­er take on the issue or con­cern (Bar­clay essentially).
  • 7pm: mid-week wor­ship, unprogrammed
  • 8pm: unof­fi­cial but reg­u­lar hang-out time, peo­ple going in groups to local din­ers, etc.

Unpro­grammed wor­ship just isn’t enough (just when y’all thought I was a dyed-in-the-plain-cloth Wilbu­rite…). Peo­ple do need time to be able to ask ques­tions and explore spir­i­tu­al­i­ty in a more struc­tured way. Those of us led to teach­ing need to be will­ing to say “this is the Quak­er take on this issue” even if our answer would­n’t nec­es­sar­i­ly pass con­sen­sus in a Friends meeting.

Peo­ple also need time to social­ize. We live in an atom­ized soci­ety and the brunt of this iso­la­tion is borne by young adults start­ing careers in unfa­mil­iar cities and towns: Quak­er meet­ing can act as a place to plug into a social net­work and pro­vide real com­mu­ni­ty. It’s dif­fer­ent from enter­tain­ment, but rather identity-building. How do we shift think­ing from “those Quak­ers are cool” to “I’m a Quak­er and I’m cool” in such a way that these new Friends under­stand that there are chal­lenges and dis­ci­plines involved in tak­ing on this new role.

Per­haps the three parts to the mid-week wor­ship mod­el is head, spir­it and heart; what­ev­er labels you give it we need to think about feed­ing and nur­tur­ing the whole seek­er and to chal­lenge them to more than just silence. This is cer­tain­ly a com­mon mod­el. When Peg­gy Sen­ger Par­sons and Alivia Biko came to the FGC Gath­er­ing and shared Free­dom Friends wor­ship with us it had some of this feel. For awhile I tagged along with Julie to what’s now called The Col­legium Cen­ter which is a Sun­day night Catholic mass/religious ed/diner three-some that was always packed and that pro­duced at least one cou­ple (good friends of ours now!).

I don’t know why I share all this now, except to put the idea in oth­er peo­ple’s heads too. The four weeks of Wednes­day night reli­gious ed at Moorestown might have some­thing of this feel; it will be inter­est­ing to see.

For those inter­est­ed in cur­ricu­lum details, I’m bas­ing it on Michael Birkel’s Silence and Wit­ness: the Quak­er Tra­di­tion (Orbis, 2004. $16.00). Michael’s tried to pull togeth­er a good gen­er­al intro­duc­tion to Friends, some­thing sure­ly need­ed by Friends today (much as I respect Howard Brin­ton’s Friends for 300 Years it’s get­ting old in the tooth and speaks more to the issues of mid-century Friends than us). Can Silence and Wit­ness anchor a Quak­erism 101 course? We’ll see.

As sup­ple­men­tary mate­r­i­al I’m using Thomas Ham­m’s Quak­ers in Amer­i­ca (Colum­bia Uni­ver­si­ty Press, 2003, $45), Ben Pink-Dandelion’s Con­vinced Quak­erism: 2003 Wal­ton Lec­ture (South­east­ern Year­ly Meet­ing Wal­ton Lec­ture, 2003, $4.00), Mar­ty Grundy’s Quak­er Trea­sure (Bea­con Hill Friends House Weed Lec­ture, 2002, $4.00) and the class Bill Tabor pam­phlet Four Doors to Quak­er Wor­ship (Pen­dle Hill, 1992, $5.00). Atten­tive read­ers will see echos from my pre­vi­ous Quak­erism 101 class at Med­ford Meet­ing.

Quakerism 101

August 10, 2004

In Fall 2005 I led a six-week Quak­erism 101 course at Med­ford (NJ) Month­ly Meet­ing. It went very well. Med­ford has a lot of involved, weighty Friends (some of them past year­ly meet­ing clerks!) and I think they appre­ci­at­ed a fresh take on an intro­duc­to­ry course. The core ques­tion: how might we teach Quak­erism today?

This is the pro­pos­al for the course. I start­ed off with a long intro­duc­tion on the his­to­ry and phi­los­o­phy of Quak­er reli­gious edu­ca­tion and ped­a­gog­ic accul­tur­a­tion and go on to out­line a dif­fer­ent sort cur­ricu­lum for Quak­erism 101.

I took exten­sive notes of each ses­sion and will try to work that feed­back into a revised cur­ricu­lum that oth­er Meet­ings and Q101 lead­ers could use and adapt. In the mean­time, if you want to know how spe­cif­ic ses­sions and role­splays went, just email me and I’ll send you the unedit­ed notes. If you’re on the Adult Reli­gious Ed. com­mit­tee of a South Jer­sey or Philadel­phia area Meet­ing and want to bring me to teach it again, just let me know.

Thoughts on a Quak­erism 101 Course

Over the last few years, there seems to be a real groundswell of inter­est in Quak­ers try­ing to under­stand who we are and where we came from. There’s a revival of inter­st in look­ing back at our roots, not for his­to­ry or ortho­doxy’s sake, but instead to try­ing to tease out the “Quak­er Trea­sures” that we might want to reclaim. I’ve seen this con­ver­sa­tion tak­ing place in all of the branch­es of Friends and it’s very hopeful.

I assume at least some of the par­tic­i­pants of the Quak­erism 101 course will have gone through oth­er intro­duc­to­ry cours­es or will have read the stan­dard texts. It would be fun to give them all some­thing new – luck­i­ly there’s plen­ty to choose from! I also want to expose par­tic­i­pants to the range of con­tem­po­rary Quak­erism. I’d like par­tic­i­pants to under­stand why the oth­er branch­es call them­selves Friends and to rec­og­nize some of the pec­u­lar­i­ties our branch has uncon­scious­ly adopted.

Ear­ly Friends did­n’t get involved in six-week cours­es. They were too busy climb­ing trees to shout the gospel fur­ther, invit­ing peo­ple to join the great move­ment. Lat­er Qui­etist Friends had strong struc­tures of record­ed min­is­ters and elders which served a ped­a­gog­ic pur­pose for teach­ing Friends. When revival­ism broke out and brought over­whelm­ing­ly large num­bers of new atten­ders to meet­ings, this sys­tem broke down and many meet­ings hired min­is­ters to teach Quak­erism to the new peo­ple. Around the turn of the cen­tu­ry, promi­nent Quak­er edu­ca­tors intro­duced aca­d­e­m­ic mod­els, with cours­es and lec­ture series. Each of these approach­es to reli­gious edu­ca­tion fid­dles with Quak­erism and each has major draw­backs. But these new mod­els were insti­tut­ed because of very real and ongo­ing prob­lems Friends have with trans­mit­ting our faith to our youth and accul­tur­at­ing new seek­ers to our Quak­er way.

The core con­tra­dic­tion of a course series is that the leader is expect­ed to both impart knowl­edge and to invite par­tic­i­pa­tion. In prac­tice, this eas­i­ly leads to sit­u­a­tions where the teacher is either too dom­i­neer­ing _or_ too open to par­tic­i­pa­tion. The lat­ter seems more com­mon: Quak­erism is pre­sent­ed as a least-common-denominator social group­ing, form­less, with mem­ber­ship defined sim­ply by one’s com­fort­a­bil­i­ty in the group (see Brin­ton’s Friends for 300 Years.) One of the main goals of a intro­duc­to­ry course should be to bring new atten­ders into Quak­er cul­ture, prac­tice and ethics. There’s an implic­it assump­tion that there is some­thing called Quak­erism to teach. Part of that job is teas­ing out the reli­gious and cul­tur­al mod­els that new atten­ders are bring­ing with them and to open up the ques­tion as to how they fit or don’t fit in with the “gestalt” of Quak­erism (Grundy, Quak­er Trea­sures and Wilson’s Essays on the Quak­er Vision).

The great­est irony behind the Quak­erism 101 class is that its seemingly-neutral edu­ca­tion­al mod­el lulls proud­ly “unpro­grammed” Friends into an obliv­i­ous­ness that they’ve just insti­tut­ed a pro­gram led by a hireling min­is­ter. Argu­ments why Q101 teach­ers should be paid sounds iden­ti­cal to argu­ments why part-time FUM min­is­ters should be paid. A Q101 leader in an unpro­grammed meet­ing might well want to acknowl­edge this con­tra­dic­tion and pray for guid­ance and seek clear­ness about this. (For my Med­ford class, I decid­ed to teach it as paid leader of a class as a way of dis­ci­plin­ing myself to prac­tice of my fel­low Philadel­phia Year­ly Meet­ing Friends.)

The stan­dard Quak­erism 101 cur­ricu­lum com­part­men­tal­izes every­thing into neat lit­tle box­es. His­to­ry gets a box, tes­ti­monies get a box, faith and insti­tu­tions get box­es. I want to break out of that. I can rec­om­mend good books on Quak­er his­to­ry and point par­tic­i­pants to good web­sites advo­cat­ing Quak­er tes­ti­monies. But I want to present his­to­ry as cur­rent events and the tes­ti­monies as min­istry. The stan­dard cur­ricu­lum starts with some of the more con­tro­ver­sial mate­r­i­al about the dif­fer­ent braches of Friends and only then goes into wor­ship, the meet­ing life, etc. I want dis­cus­sion of the lat­ter to be informed by the ear­li­er dis­cus­sion of who we are and who we might be. The course will start off more struc­tured, with me as leader and become more par­tic­i­pa­to­ry in the lat­er sections.

Cur­ricu­lum:

What I want to do is have one sol­id overview book and sup­ple­ment it with some of those fas­ci­nat­ing (and coversation-sparking!) pam­phlets. The overview book is Thomas Ham­m’s Quak­ers in Amer­i­ca. Pub­lished last year, it’s the best intro­duc­tion to Quak­erism in at least a gen­er­a­tion. Hamm wrote this as part of a reli­gions of Amer­i­ca series and it’s meant as a gen­er­al intro­duc­tion to con­tem­po­rary Quak­erism. His lat­er chap­ters on debates with­in Quak­erism should be easy to adapt for a Q‑101 series.

Ses­sion I: Introductions

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Ohio Year­ly Meet­ing ses­sions, p. 1), reflec­tions. (maybe start this class 2?)
  • Intro­duc­tions to one another.

Ses­sion II: What Are Our Models

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of First Friends Church of Can­ton, p. 3), reflections.
  • What are our mod­els? Role­play of “What Would X Do?” with a giv­en prob­lem: JC, George Fox, Methodists, Non-denominational bible church, col­lege. Also: the “nat­ur­al break­ing point” mod­el of Quak­er divisions.
  • Read­ing for this class: “Con­vinced Quak­erism” by Ben Pink Dandelion

Ses­sion III: The Schisms

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Wilm­ing­ton Year­ly Meet­ing ses­sions, p. 5), reflections.
  • Read­ing for this class: Quak­ers in Amer­i­ca chap­ter 3, “Their Sep­a­rate Ways: Amer­i­can Friends Since 1800,” about the branches

Ses­sion IV: Role of our Institutions

  • Wor­ship
  • In-class read­ing of two pages from Quak­ers in Amer­i­ca (pro­file of Lake Erie Year­ly Meet­ing, p. 7), reflections.
  • Read­ing for this class: “The Author­i­ty of Our Meet­ings…” by Paul Lacey

Ses­sion V: Con­tro­ver­sies with­in Friends

  • Could pick any 2 – 3 con­tro­ver­sies of Ham­m’s: “Is Quak­erism Chris­t­ian?,” “Lead­er­ship,” “Author­i­ty,” “Sex­u­al­i­ty,” “Iden­ti­ty,” “Uni­ty and Diver­si­ty,” “Growth and Decline.” Ear­ly in the course I could poll the group to get a sense which ones they might want to grap­ple with. The idea is not to be thor­ough cov­er­ing all the top­ics or even all the intri­ca­cies with­in each top­ic. I hope to just see if we can mod­el ways of talk­ing about these with­in Medford.
  • Read­ing for this class: Quak­ers in Amer­i­ca chap­ter 5, “Con­tem­po­rary Quak­er Debates,” p. 120

Ses­sion VI: Role of wor­ship, role of min­istry, role of witnesses.

  • Focus­ing on Worship/Ministry (Witness)/MM Author­i­ty (Elders). If the cal­en­dar allows for eight ses­sions, this could eas­i­ly be split apart or giv­en two weeks.
  • Read­ing for this class: “Quak­er Trea­sures” by Mar­ty Pax­ton Grundy, which ties togeth­er Gospel Order, Min­istries and the Testimonies.

Ses­sion VII: What kind of reli­gious com­mu­ni­ty do we want Med­ford MM to be?

  • This should be par­tic­i­pa­to­ry, inter­ac­tive. There should be some go-around sort of exer­cise to open up our visions of an ide­al reli­gious com­mu­ni­ty and what we think Med­ford Meet­ing might be like in 5, 10, 25 years.
  • Read­ing for this class: “Build­ing the Life of the Meet­ing” by Bill & Fran Taber (1994, $4). I’ve heard there’s some­thing recent from John Pun­shon which might work better.
  • Also: some­thing from the emer­gent church move­ment to point to a great peo­ple that might be gath­ered. Per­haps essays from Jor­dan Coop­er & some­one at Cir­cle of Hope/Phila.

Books Used:

  • “Quak­ers in Amer­i­ca” is Thomas Ham­m’s excel­lent new intro­duc­tion to Friends is a bit pricey ($40) but is adapt­ing well to a Q101 course.
  • “Con­vinced Quak­erism” by Ben Pink Dan­de­lion mix­es tra­di­tion­al Quak­er under­stad­ings of con­vince­ment with Ben’s per­son­al sto­ry and it sparked a good, widerang­ing dis­cus­sion. $4.
  • “Quak­er Trea­sures” by Mar­ty Grundy. $4
  • “The Author­i­ty of Our Meet­ings…” by Paul Lacey. $4
  • “Build­ing the Life of the Meet­ing” by Bill and Fran Taber. $4

Con­sid­ered Using:

  • “Why Friends are Friends” by Jack Will­cuts. $9.95. I like this book and think that much of it could be used for a Q101 in a liberal-branch Friends Meet­ing. Chap­ters: “The Won­der of Wor­ship,” “Sacred Spir­i­tu­al Sacra­ments,” “Called to Min­istry,” “Let­ting Peace Pre­vail,” “Get­ting the Sense of the Meet­ing,” “On Being Pow­er­ful” – I find the mid­dle chap­ters are the more interesting/Quaker ones).
  • Silence and Wit­ness by Michael Birkel. I haven’t read through this yet, but in skim­ming the chap­ters it looks like Birkel shys away from chal­leng­ing the Quak­er sta­tus quo. With­in that con­straint, how­ev­er, it looks like a good intro­duc­tion to Quak­erism. $16.
  • “Quak­er Cul­ture vs. Quak­er Faith” by Samuel Caldwell.
  • The Philadel­phia Year­ly Meet­ing Quak­erism 101 cur­ricu­lum. It’s not as bad as it could be but it’s too heavy on his­to­ry and tes­ti­monies and too focused on the Jones/Brinton view of Quak­erism which I think has played itself out. I’ve seen Q101 facil­i­ta­tors read direct­ly out of the cur­ricu­lum to the glazed eyes of the par­tic­i­pants. I want­ed some­thing fresh­er and less course-like.