1. Online Renaissance Module Developing UU Identities
WELCOME!
UU Identity
Online Renaissance Module
Session Two:
Developing UU Identities
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2. Session 2 Agenda
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3. This session will be recorded. We will begin recording now.
Reminder!
This session will be recorded. We will begin recording now.

5. Opening Reading #691 by May Sarton
Help us to be the always hopeful
gardeners of the spirit
who know that without darkness
nothing comes to birth
as without light
Nothing flowers.
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6. Growing a UU identity… SAPLINGS
identify their faith in terms of what they don’t believe rather than what they do believe
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7. Growing a UU Identity… renaissance program
SAPLINGS identify their faith in terms of what
they don’t believe rather than what they do believe
GROWING is a person who is able
to define their beliefs in positive
terms and is likely to be actively
supporting the church in terms of time,
talent or treasure
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8. Growing a UU Identity… renaissance program
SAPLINGS identify their faith in terms of what they don’t believe rather than what they do believe
GROWING is a person who is able to define their beliefs in positive terms and is likely to be actively supporting the church in terms of time, talent or treasure
OLD GROWTH describes a person who has been there for the duration and weathered many storms; they have an awareness that Unitarian Universalism is much more than what they personally experience
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9. Discussion Questions
How does your drawing reflect where you are now in the process of growing your faith identity?
Did you learn anything new about yourself as in the meditation and drawing?
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10. Time to get creative! Grab a pen and paper
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11. Reflection on Congregations
Who are three people in your congregation whom you would identify as being “saplings,” “growing trees,” or “old growth” trees?
What are some of the gifts of each stage? What are some of the dangers?
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12. REMEMBER: AGE DOES NOT NECESSARILY EQUAL OLD GROWTH
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13. renaissance program Young children have to learn how to do religion
Older Children need to discern who they are as religious individuals
New Youth have to learn how to do religion as well as learn about the faith tradition and heritage
Long-term Youth have to figure out who they are as religious individuals, who they are as part of a faith community, and who they are as religious persons in the wider world
Deep Youth begin to apply theological reflection to their lives
New Adults
“Come-Outers” need to learn how Unitarian Universalists do religion
“Come-Inners” must also learn how Unitarian Universalists do religion
“Pass-Throughers” stay for a time at a Unitarian Universalist congregation but wind up moving on to another faith traditions
Long-Term Adults are somewhat active in their congregation but avoid greater depth of faith through discernment or theological reflection
Deep Adults face similar tasks as deep youth: theological reflection, practicing their faith, further discernment of who they are as persons of faith
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14. Discussion Questions renaissance program
How can you foster religious identity growth in youth when some of the members of your congregation’s youth group might be considered new youth, while others are long-term youth and a few are deep youth?
What possibilities for identity development exist for long-term adults and deep adults when so many of the adults in our congregations are new adults?
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15. Breaktime!
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16. Is there one Unitarian Universalist identity?
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17. Is there one UU identity?
Just like there is no ONE WAY to be a religious professional or serve a Unitarian Universalist congregation, there is no ONE WAY to be a Unitarian Universalist.
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18. Unitarians and Universalists
Honoring Both Roots of Identity
Reading: Themes in
North American UU History (moved to Forum)
What did you read in the story that inspired you?
What in the history challenged you?
What do you want to know more about?
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19. Scenario renaissance program
Some parents are upset that the fourth-grade curriculum for this year is about the life and teaching of Jesus. They complain, “I don’t bring my child to a UU church to learn about Christianity. I come here because it’s not Christian.”
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20. Scenario Reflection Questions
How would you handle this scenario if it happened in your particular UU context?
How is history shaping the person(s)’ UU identity?
How might the age or stage of faith development of the person in the scenario impact how you respond?
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21. Questions for Sharing renaissance program
Freedom of thought, or noncreedalism: How are early Unitarian and Universalist ideas reflected in your Unitarian Universalist congregation or community?
Ongoing revelation: Can you see ways that openness to different expressions of religion has shaped Unitarian Universalism?
The power of nature: Have you noticed any focus on nature or environmental concerns in your congregation?
Building the Beloved Community: Can you think of examples of this from your experience?
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22. Session 2 Reflection Questions
Despite our different theological beliefs, how is a distinct Unitarian Universalist identity formed?
How does the multiplicity of Unitarian Universalist identities affect identity formation of our youth and young adults?
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24. Reminder!

25. Closing Words by Rev Dr Elizabeth Strong
Our Unitarian Universalist heritage bids us light our chalice
In the name of freedom,
In the light of reason,
In actions of tolerance.
We gather in community to celebrate a heritage of freedom, reason, and tolerance.
In the name of faith,
In the light of hope,
In actions of love.
We gather in community to celebrate a heritage of faith, hope and love.
Let us bring this Unitarian Universalist heritage into our world and our lives today.