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To provide a basic youth survey on the Church which can be done in interview form with 1-3 young people or as a group/class project

To provide a basic youth survey on the Church which can be done in interview form with 1-3 young people or as a group/class project.

OVERVIEW

The following questionnaire will provide a good foundation upon which a youth worker can begin to build relationships and curricula for effectively reaching youth. Modify as appropriate.

YOUTH QUESTIONNAIRE

Please respond to the following statements honestly. Circle the letter which best reflects how you feel. These surveys will remain anonymous and confidential. Any results will be discussed in general terms of the entire group participating in the survey.

1. It doesn't make any sense for there to be so many different kinds of churches.

a) strongly agree
b) agree
c) no opinion, neutral
d) disagree
e) strongly disagree



2. I could explain why there are, in fact, various denominations and religions.

a) could do it well
b) could explain vaguely
c) could not at all



3. If I had my way, I would put all the Christian churches together in one.

a) strongly agree
b) agree
c) no opinion, neutral
d) disagree
e) strongly disagree



4. I think church is an adult affair, by adults and for adults. Young people are neither needed nor would be missed much.

a) strongly agree
b) agree
c) no opinion, neutral
d) disagree
e) strongly disagree



5. If you took a survey in your school, about what percentage of students would think church is important for them?

a) 80%
b) 65%
c) 50%
d) 35%
e) 20%



6. How many students in your school usually go to a church or religious function once a week?

a) 80%
b) 65%
c) 50%
d) 35%
e) 20%



7. I think my religious faith is stronger than most of my friends at school.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



8. I feel embarrassed or uneasy when I think of sharing my faith with friends at school.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



9. I can explain what it means to be a Christian and how to become one.

a) can do so clearly and confidently
b) can do so somewhat
c) don't know, neutral
d) not sure it would be clear
e) could not



10. I think my religious faith is stronger than my parents' faith.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



11. What I like most about church is

a) the music
b) the sermon
c) praying
d) seeing my friends
e) other (explain)___________________________



12. I most like to go to

a) Sunday morning worship
b) youth group
c) Sunday School
d) other (choir, acolytes, etc.)__________________



13. What I need most from church is

a) encouragement
b) challenge
c) peer support
d) adult attention to me as a person
e) religious or spiritual information and instruction



14. My parents are not especially concerned with the religious faith of my close friends.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



15. My faith doesn't have anything to do with the way I dress, what I buy, if I cheat on homework, how I feel about the world, if I use drugs and alcohol, what I watch on TV, or how far I go sexually.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



16. When comparing my values to those of my parents, our values are

a) very similar
b) similar
c) don't know, neutral
d) different
e) very different



17. I think I can talk to my parents comfortably about how much money I spend or would like to spend on clothes and things.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



18. I think I can talk to my parents comfortably about times I have cheated or have been tempted to cheat.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



19. I have cheated on homework or quizzes.

a) in the past, but not recently
b) recently
c) never



20. I have used alcohol or non-prescription drugs.

a) in the past, but not recently
b) recently
c) never



21. I think I can talk to my parents comfortably about my using alcohol or drugs.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



22. I think I can talk to my parents comfortably about my sexual standards and behavior.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



23. My sexual experience has gone as far as

a) not ready yet
b) special smiles, phone calls, notes, and having fun
c) holding hands with a special person
d) kissing
e) necking
f) petting to orgasm
g) intercourse



24. I think I am good looking.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



25. I think I am smart.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



26. I think I have a good personality, and I am a desirable date and friend.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



27. I am afraid of death.

a) strongly agree
b) agree
c) don't know, neutral
d) disagree
e) strongly disagree



28. Think about the most sensitive issue in your life. With whom could you most comfortably discuss it?

a) your father
b) your mother
c) a relative
d) an adult friend other than parent or relative
e) a friend close to your own age



29. Who is the adult with whom you share most deeply?

a) a school teacher
b) a pastor or priest
c) a counselor
d) a youth leader
e) other (specify)________________________



30. Rank the following in the order you see them as important to cover in your teenage Sunday School class: (1 is high importance; 9 is low importance)
____ Bible study
____ How to grow to mature womanhood and manhood
____ How to be a better Christian disciple
____ Personal ethics (standards of life)
____ Sexuality
____ Communicating with parents
____ Understanding worship
____ Understanding the Christian religion
____ A Christian view of world problems

Please list your age ____, school grade ____, and gender ____.

Thanks so much!

Dean Borgman cCYS

Attributes of faith

Borgman, D. (1986). Attributes of faith. S. Hamilton, MA: Center for Youth Studies.

OVERVIEW

Faith is usually considered to be belief in God and religious teachings. It implies acceptance of something one holds without demonstrable evidence or proof.

In a way, all human beings have faith. They accept things they cannot logically explain. They use television, computers, and electricity without technical knowledge. In a deeper sense, no one fully understands electricity, or the micro- or macro-structure of the universe. And who would say "I fully understand and can prove love?"

It takes an axiom (a statement assumed to be true without proof) to reach any mathematical conclusion. All human reason begins with some presupposition "accepted by faith." We must first believe in a rational universe and accept some correspondence between what we and others are thinking and the reality of the outside world. Then we can move toward rational conclusions.

The technological age should not make faith obsolete or hard to understand. Most of us use electronics, lasers, and many other things beyond our understanding. Furthermore, we exhibit great faith in X-rays, elevators, airplanes, and high speed vehicles. A slight mechanical defect or human error could take our life on the highway. Business can grind to a halt in a country where there is a very low level of trust.

Religious faith is belief in transcendent reality. It holds that there is meaning in the world, rationality, and morality because of its source. A Creator's nature is reflected in the nature of the universe. And revelation about that fact gives faith its basis.

The great western error is to think of faith as primarily personal and mental. It is both of these. But eastern and biblical thoughts see faith as a matter of the heart-a total commitment of soul and spirit. Lifestyle and actions should be inseparable from faith. And biblical faith always joins believers in Covenant to a people of faith. Faith does not operate in a vacuum or in isolation.

Dean Borgman cCYS

Taking God to the streets: Religious education for high-risk kids

Carotta, M. (1990, Summer). Taking God to the streets: Religious education for high-risk kids. Youthworker, pp. 58-62.

(Download this research as a PDF)

OVERVIEW

A great deal is being said about high-risk youth. Only a few studies have come from a specifically faith-based perspective.

DESIGN

Boys Town conducted a 2 1/2 year study (1988-1990) surveying more than 822 high-risk youth who had not been in any of their previous religious-education programs. The ethnic demographics of study participants follows: 55% Caucasian, 45% African-American, 3% Native American, and 3% Hispanic (the final two groups comprise an insufficient number for a scientific sample). The questions were designed to gather data about self-esteem, interests, worries, moral values, one’s relationship with God, religious beliefs, attitudes, and behaviors.

"At-risk youth" are defined as young people about whom two or more of the following are true:

  • Dropped out of school.
  • Live in dysfunctional families.
  • Are involved in substance abuse.
  • Are sexually active.
  • Lack positive relationships with significant adults.
  • Break the law.

FINDINGS

Self-Esteem. The level of self-esteem is very high among peers of special youth culture and when a survival coping mechanism highly developed. Also, African-American youth reported higher self-esteem than did Caucasian youth, and girls reported lower self-esteem than boys.

Experience with God. Participants related to God mostly during troubled times. They also shared time with God when alone and quiet, in church, or with family. Girls more interested in God than boys. Only 10% reported no experience with God.

Image of God. Eighty percent felt loved unconditionally; still, few felt that their religious faith helped them in times of trouble.

Faith. Faith is privatized and relational having little to do with behavior, interpersonal relations, or world at large. Many teens who professed faith in God are not morally opposed to X-rated materials or pre-marital intercourse.

Religious influence. Religion positively influences suicidal thoughts and substance abuse. Depression is more likely among youth with low self-esteem who feel that no one understands them, have little sense that God loves them, feel that their lives have no purpose, worry about feeling sad all the time, and are lonely.

 

IMPLICATIONS

  1. With budget cuts in economically strained times, churches and religious organizations are needed to help such young people.
  2. Obviously, we should do everything possible to prevent young people from falling into high risk. The most effective prevention is systemic: strengthening the family and other services that socialize our young. Giving individual attention to young people is key to preventing high risk behavior.
  3. Churches and religious organizations must develop skills and resources necessary to serve at-risk youth.

Dean Borgman cCYS


Evangelical Ethics: Issues Facing the Church Today

Davis, J.J. (1985). Evangelical Ethics: Issues Facing the Church Today (pp. 129-157). Phillipsburg, NJ: Presbyterian and Reformed Publishing Company.

Read more

A Christian discussion on globalization

 

Fletcher, Andrew. "A Christian discussion on globalization." S. Hamilton, Center for Youth Studies.

The photo hangs on my office wall-a traffic control policeman in Shanghai, standing on a raised platform the middle of a busy intersection directing traffic, playing the role of stoplight. Behind him in bright and garish colors is the marquis of some sort of shop. The sign reads "Hollywood Wonders" in English.

I took that picture on the same trip when I ate at the most and least expensive McDonald's restaurants in the world-the first in Geneva, the second in Hong Kong. I ate what was apparently the same Big Mac in both places, drank the same chocolate milk shake. That was just after I went T-shirt shopping in Hanoi, where I bought some for my kids-one each of a "Hard Rock Café: Hanoi" and a "Planet Hollywood: Hanoi" (neither of which existed in Hanoi at the time). At the new five star hotels in Shanghai, all of the Chinese native hotel workers have adopted English names (which they often cannot pronounce themselves) in order to adapt to the English-driven international visitors' needs.

Globalization is upon us, and as usual, we in the Christian community seem to think that our homage to globalization is calling baseball's premier event, The World Series. We note with pride how many people around the world are reported to be watching the Super Bowl, forgetting to note at all that the best our U.S. sportswriters can do is call soccer's World Cup boring.

In truth, the only Christians who are taking globalization seriously spend their time and ink writing about the Trilateral Commission and a one-world government, trumpeting simultaneously about the divine necessity of free market economics. Ironically, if globalization holds any prophecy about the future, it is that free market economics probably will be the beginning of the end of meaningful governments of any type-it is already true in more ways than we know.

Globalization-what is it? It is probably not the evolution of a world government under the auspices of the United Nations, a body that will grow even more helpless to resist the inevitable. It is far more than being able to find a clean restroom (at last!) in every major city in the world-inside the local McDonald's-or being able to buy a Coke in the most remote of locations.

Globalization has unprecedented tendrils in every aspect of our human existence-economic, political, sociological, linguistic. The world is changing in a way that is unique in all of history, and absent an unprecedented global disaster on the order of the Black Plague or that shown by the movies about killer asteroids and comets from space, there will be no turning back. If we as Christians do not recognize what is happening just off our TV screens with local news and sports, we will be no more able to take our faith to that world than to the distant reaches of space. The American Century is coming to a close, and with it American primacy.

Though we could spend some time detailing the evolution of globalization, we would profit better by talking about how we are swept along in its wake and how we must adapt our methods of evangelism to fit. First, though, the Brave New World:

We now have a global economy. No longer does one nation dominate, though the U.S. does still wield enormous influence. Used to be, when the U.S. economy sneezed, the rest of the world caught cold. Now it works both ways-when Asia sneezed, the U.S. caught cold, along with Europe, Africa, Latin America and everywhere else. The national economies are so intermingled that companies are no longer bound by borders. Multinational companies and transnational corporations (TNCs) operate with a global web of connections-raw materials from multiple sources, factories moving to find the cheapest labor pools, markets in every country, prices for the same product set at different levels according to differing tax laws, outsourcing from literally any point of the planet. TNCs control fully one-quarter of the world's production and enjoy assets and profits larger than countries themselves. The communists have noticed-in the 1998 "Statement of the International Committee of the Fourth International", they write that "the vast changes in production processes, communications and international finance over the past 20 years have rendered the nation-state increasingly obsolete…It is a basic fact of economic life that transnational corporations exploit the labor power of workers in several countries to produce a finished commodity, and that they distribute and shift production between their plants in different countries and on different continents in search of the highest rate of profit."

Jed Greer and Kavaljit Singh write in Corporate Watch (off the Web, 1998, September 4) that "the 300 largest TNCs own or control at least one-quarter of the entire world's productive assets, worth about U.S. $5 trillion…TNCs operations span the globe. The Swiss electrical engineering giant ABB has facilities in 140 nations, for example, while Royal Dutch/Shell explores for oil in 50 countries, refines in 34, and markets in 100." TNCs avoid national taxes and in some cases determine the fates of nations-ITT and Chile is the most memorable example. And even China has 900 out of the nearly 40,000 TNCs worldwide. But not a single TNC is located is based in Africa, the Middle East, or any of the poorest countries.

The advent of computer technology, coupled with movies, television, email and the Internet, is having an equally remarkable impact on the world-the lingua franca is rapidly becoming English. The July 3 issue of Asiaweek writes it thus: "…the eight-year-old son of the Kyrgyzstan president informed his father, 'I have to learn English.'…President Askar Akayev wanted to know why. The reply: 'Because, father, the computer speaks English.'…English. It is the default language of choice."

This generation of children from the industrialized nations will speak English-even now they are attending international elementary, middle, and high schools, over 1100 of them globally, where the majority of them study in English (though it is not necessarily their mother tongue), and the rest are learning English. The French have passed language purification laws to try to prevent French from becoming Anglicized, "Franglish." The Germans have not yet passed laws, but language preservation organizations exist to discourage the use of "Denglish." It is all to no avail-the youth are awash in English. Many of them will attend universities in the United States and the United Kingdom. The language of business and diplomacy is English. The language of the Web is English. English-language movies and videos sweep the planet. Nearly every country has access to English-language television, news, and film and music videos. Whether for good or for bad, English is and will be the language of the future world leaders in all fields-business, diplomacy, technology, science. Above all, it is the computer that drives this reality, and the computer is here to stay.

Since the next generation of world leaders will be coming from the international school communities, it is certain that the postmodern ethic of those communities will hold great sway over the ways we approach life. In many ways, this holds promise for the planet-kids who have grown up in international schools with classmates from all religions, national backgrounds, skin colors, and political beliefs will understand at a deeper level the tragedies of war, famine, natural disasters, and terrorism, and may more than any other people in history work hard to create and preserve peace.

A woman I sat next to on a flight out of Denver is illustrative-in her early 50s, she as a Norwegian had lived in Norway only six years of her life. Her father was a diplomat; she has lived in 22 countries, speaks eight languages fluently, lives now in Singapore with her Danish husband and 11-year-old American-Danish-Norwegian son (a student at the Canadian International School), keeps a yacht in Denmark, and is a General Manager for Hewlett-Packard. She is the next Citizen of the World, living within it, but having few loyalties for any nation.

The future heads of TNCs will note as well that war is bad for business when one's business is dependent on peace in what could be potential warring nations, and they may have the influence to head off such wars. Remember that TNCs have the wealth of nations without being bound by borders to a particular geography. They are the ultimate nation states, with economic power on a global level and the mobility of Bedouin tribesmen-they are the new colonial powers who do not conquer but co-opt. One might be bold enough to say that our chances for having another global conflict involving the industrialized nations are far smaller than ever. However, in the cold hard light of the bottom line, regional war is good for business, especially when it involves the developing world.

America's role has been to take over the pop culture of the world. An article by the Washington Post Service in the October 26, 1998 International Herald Tribune (the newspaper of the international community) said that "Entertainment around the world is dominated by American products…'Today's young people' quoting MTV president Tom Preston, 'have passports to two different worlds-to their own culture and to ours.' " The kids in the international community have even more passports than these, since they literally belong to multiple countries, are tremendously westernized and Americanized by their third culture, and have few loyalties to any country at all.

Ultimately, what the U.S. markets with its products and entertainment are "many of the appealing themes and myths of the United States itself: individuality, wealth, progress, tolerance, optimism…Says Mr. (Todd) Giltin, sociologist, "We are good at producing themes and story lines that appeal to a global sensibility: freedom, freedom of movement, freedom from family, from place, from earth, from roles."

Though this may sound and be generally positive, the worldwide marketing of America's entertainment industry has the potential for dire results. Much of the fundamental Islamic movements around the globe are driven by a reaction against the immorality of America's film and culture-nudity, drunkenness, sexual promiscuity, spiritual emptiness, materialism, all of these feature prominently in the America the world knows best. When I was living in Japan twenty years ago, studying with other American students, Japanese men assumed that our American coeds were just like women in the movies; that is, they would cheerfully have sex with anyone who asked.

On a more subtle level, our adolescent and individual-obsessed culture will tend to erode valuable aspects of collective cultures-the commitment to community, the concern for one's actions on the society at large, a respect for parents, family, and authority figures. Materialism will figure prominently in a devolutionary process into exaltation of the individual and denigration of culture. I was asked by some gentlemen in a Bible study once what I thought about the process of the capitalization of China. Having just returned from that country, I remarked that China seemed to me to be on course to change from godless communism to godless capitalism. The men present, mostly wealthy and convinced that capitalism was from God, could not even understand the phrase "Godless capitalism." So how does this impact us as believers? We must adapt to the New World in all of our thinking. There will be no way to resist it-it is already here, and, like most historical changes, full of both positive and negative aspects. We will have a unique opportunity to take our faith to a world that will be speaking English and familiar with parts of our culture-no longer will it be necessary to learn a new language and live in a country for 20 years to have an impact for Christ.

But it will be a world with believers in relative ethics and reactionaries into fundamentalism. It will be a material world, focused on production, acquisition, and consumerism. Since we as American Christians are little different from our pagan fellow-citizens in this regard, our credibility as followers of Christ will be damaged, as it has been damaged already. Relative ethicists will call us intolerant, looking at our history of racial and economic bigotry and projecting that into new fields such as homosexuality.

Fundamentalists of other faiths will call us weak and uncommitted, afraid to stand for our faith if it means sacrificing creature comforts. And still we bicker with each other inside the faith, one side evangelistic but greedy, the other side compassionate but thin on theology.

We must not, finally, miss the irony that the economic system which many conservative Christians believe is ordained of God -  capitalism - will be the dominant economic system of the transnational world, and will ultimately unite the world together as one global marketplace. Some have been afraid of one-world government, seeing in it the signs of the Apocalypse. At this moment in history, those who fear government and exalt the free market may be planting the seeds for the Apocalypse, rooted in the very church itself. The world may one day be under one government, but it will become one marketplace first, and that market will write the play that so many see as they look in the wrong direction altogether.

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What are your thoughts on globalization?
  2. Do you see globalization as a neutral, benign process, a positive one or a negative one? Why?
  3. How does the Christian faith shed light on this subject?
  4. How are teens especially affected by globalization?

 

                                                                                                                                                

 Andrew Fletcher cCYS


RELIGION RESOURCES

 

RELIGION RESOURCES

See also our world religion facts.

 

WEBSITES

Belief.net


Offers many articles and links on various faith traditions. Coming from a multi-faith background.

Religion Gateway

Religion & Ethics News Weekly - PBS

 

ORGANIZATIONS

National Study of Youth and Religion

The National Study of Youth and Religion is a research project being conducted at the University of North Carolina, Chapel Hill under the direction of Dr. Christian Smith, Professor in the Department of Sociology. This 6-year project, funded by Lilly Endowment, Inc., began in August 2001 and will continue until December 2007. This project is designed to enhance our understanding of the religious lives of American adolescents and includes a national telephone survey of youth and their parents, as well as in-depth interviews with a sub-sample of these youth.

 

BOOKS

 

Bowker, John Westerdale. (1997) World Religions. Dorling Kindersley Publishing, 200pp.

 

Groothuis, D. (1998) Confronting the New Age. Downers Grove, IL: InterVarsity Press.

 

__________ (1986). Unmasking the New Age. Downers Grove, IL: InterVarsity Press.

 

___________ (1990) Revealing the New Age Jesus.  Downers Grove, IL: InterVarsity Press.

 

Martin, W. (1989). The New Age cult. Minneapolis: Bethany House Publishers.

 

Miller, E. (1989). A crash course on the New Age movement. Grand Rapids, MI: Baker Book House.

 

Novak, Phillip. (1995) The World's Wisdom: Sacred Texts of the World's Religions. HarperSanFrancisco, 448pp.

 

Smith, Huston. (1991) The World's Religions: Our Great Wisdom Traditions. HarperSanFrancisco, 416pp.

 

Snyder, Gail. (2004) Teens, Religion & Values. Gallup Youth Survey. Mason Crest Publishers, 112pp.

 

REPORTS

Kinnaman, David. (Jan2006). Ministry and Mosaics: Teens and the Supernatural. The Barna Group, 37pp.

VIDEOS

 

The Wisdom of Faith  This five-part series with Huston Smith and Bill Moyers is available for $399. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6233. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com. The separate videos in this series are as follows:

Hinduism and Buddhism mThis video explores the two great religions to come from India. Describing the chanting he discovered in Tibetan lamas, Smith says it is "the holiest sound I have ever heard." In this video, Smith recounts his ten weeks of training under a Zen master and his 8 hours of daily meditation during that time. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6234. 58 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

Confucianism Smith, who was born in China of missionary parents, grew up learning the Chinese language, culture, and religion. Here, he explains how the intertwining of opposites is a key to the great religions of China—Confucianism, Taoism, and Buddhism. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6235. 58 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

Islam An American born to missionary parents in China, Huston Smith discovered Islam as an adult. Its concepts of order, justice, mercy, and compassion so impressed him that he still prays five times a day as Muslims do. Mystics with trance-inducing dance, bring God into their immediate experience. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6237. 58 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

Christianity and Judaism When Huston Smith’s daughter married a Jew, Smith came to appreciate the Jewish faith and shabbat (sabbath). He was comforted by Jewish mourning rituals after his daughter’s death. Here are his observations about Christianity and Judaism. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6236. 58 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

A Personal Philsophy Huston Smith wrote "The World’s Religions" in 1959, and it has continued to be popular every since. Smith believes all religions to be windows on the same transcendent truths. Many believers will not see their faith as Smith does, but this video can provoke an important discussion on an issue keenly felt by teenagers. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6238. 58 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

The Five Pillars of Islam This video presents the five essential principles of the Islamic faith in their historic context. Included are a large international mosaic of believers. The tension between traditional teaching and industrialization is noted. The Religion Teacher’s Journal says of this video: "This is an ideal presentation for any group of teens or adults who are studying the major religions of the world." Films for the Humanities and Sciences, 1998 Catalogue, #BFU708. 30 minutes, in color. Purchase price, $89.95. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

I Am a Sufi, I Am a Muslim This video introduces Sufism, a branch of Islam that is much less known in the West than some of the more fundamentalist forms that are frequently in the news. The program travels to India, Pakistan, Turkey, and Macedonia to explore exactly what is Sufism and observe how it is practiced in various parts of the world today. Among the many aspects of Sufism featured are the whirling dervishes of Turkey, who find God in ecstasy; ecstatic fakirs in Macedonia, where there is a big revival in popular Sufism; and the vital role of music in Sufism in India and Pakistan. The program also features Musrat Fateh Ali Khan, perhaps the most well-known performer of Qawali music. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6553. 52 minutes, in color. Purchase price, $129. Rental price, $75. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com

 

Sorcerers of Zaire In villages suffering hardship and starvation, native sorcerers of the Chokwe people are asked to resurrect ancestors to haunt those who hoard goods in a complex system of reprisals. This program focuses on four patients and two healers. The video also observes the rigorous initiation ritual in which masked dancers help prepare boys for manhood in a traditional rite of passage. Films for the Humanities and Sciences, 1998 Catalogue, #BFU6136. 51 minutes, in color. Purchase price, $129. Rental price, $75. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ 08543-2053. Phone: 800-257-5126, fax: 609-275-3767, email: custserv@films.com, website: http://www.films.com


Dean Borgman, Kurt Fehrs, and Anne Montague cCYS

Alienation from religion in church-related adolescents

Dudley, R. & Laurent, C. (1988). "Alienation from religion in church-related adolescents." Sociological Analysis, 49(4), 408-420.

OVERVIEW

There are a number of factors involved in the tendency among teenagers to reject institutional religion. The alienation which results might take the form of outright estrangement, or it might resolve in an emotional withdrawal that feels no sense of belonging. Resentment, calm detachment, quiet antagonism, or open hostility are all attitudes that the church, whether it realizes it or not, has some control over and a responsibility to address. According to the study, "The problem is a leading concern to parents and religious leaders since any faith group teeters just one generation from extinction."

DESIGN

Three hundred ninety high school students from American Baptist, United Methodist, and Wesleyan churches throughout the midwestern U.S. were randomly selected to complete the Youth Perceptual Inventory while attending three youth conferences held in 1985. Male and female respondents were evenly split, as was denominational affiliation. The vast majority of items comprising this inventory measured the level of agreement with particular statements on a scale of 1-5. Seventeen independent variables were examined in conjunction with the dependent variable of religious alienation in order to determine what correlation exists between the rejection of parental religion and the quality of relationship that adolescents have with their parents and with other religious authority figures. Seven of the independent variables dealt with familial issues, five concerned church leadership, two addressed doctrinal beliefs, and the remaining three scales were allocated one each to self-esteem, peer influence, and the media.

FINDINGS

  • Although there was a wide range of responses, the mean score for alienation from religion was encouraging. Nevertheless, a considerable number of scores for these 22 items did show a high degree of alienation.
  • All of the ensuing results represent a hierarchy of negative perceptions that correlate positively with an increased alienation from the church in particular and religion in general.
  • Church involvement was clearly the most influential factor with respect to institutional abandonment, yielding a correlation coefficient of .64. Relationship with the pastor finished second at .49, while the perceived sincerity, authoritarianism, and personal interest of the pastor followed closely behind.
  • Media influence, self-esteem, and peer pressure also proved significant, posting coefficients ranging from .48 to .41.
  • Religious concepts and doctrinal beliefs were next in importance. Again, these scales are immediately related to the church as a direct function of its teaching ministry.
  • Parental relations turned out to be the weakest group of factors, though still statistically significant.
  • When multiple regression analysis was performed to test the unique influence of each variable in isolation from the others, the order of correlation presented above remained fairly static.

CONCLUSIONS

  • Opportunity for involvement in the ministry of the church is crucial if teenage loyalty is to be retained.
  • Adolescent perceptions of institutional religion dramatically impact their attitudes toward it. For religious authority figures to project a positive image of the faith they are modeling, accurate communication is essential.
  • Boredom, irrelevance, and a lack of real community were found to be prime contributors to the alienation under study.
  • Four of the five highest correlations revolved around church and pastoral relations. In contrast, seven out of the eight lowest positions were assumed by paternal variables associated with the home. Why the discrepancy? Perhaps the developmental theory of adolescent emancipation from parental control can provide some explanation as to why parents were identified as the least effective mediators of religious values. In any event, frustration over unrealized autonomy and independence need not be aimed at the church, if only church leaders can take advantage of the window of opportunity afforded them during this period of heightened relative influence.
  • Given the relational bent of teenagers in general, it should come as no surprise that many young people determine truth experientially—through relationship. This speaks volumes to our ministerial approach.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. To what extent do other cultures, particularly non-Western, suffer from this same phenomenon of successive generations testing the viability of those traditions which have been handed down to them?
  2. To what extent is the problem of religious alienation in American churches simply a product of modern youth culture? What forces are at work here, and how might the situation be alleviated?
  3. Think of ways in which teenagers can be incorporated as an integral part of the church body, rising above the ranks of passive benefactors to become active, effective participants.
  4. Outline some specific measures by which the tremendous potential for relationship characterized by adolescent patterns of socialization may be fully realized. How can significant adults, both at home and the church, establish inter-generational friendships premised on open communication and mutual respect without surrendering the role of authority figure?
  5. Why is it that so many youth today find the church boring and irrelevant? Are the allegations justified? What will it take to assuage them?

IMPLICATIONS

Church-related youth cannot continue as emotional orphans in the church. Assuming the causality of the correlates previously discussed, a promising strategy for breaking the cycle of religious alienation among adolescents is to involve them deeply in the life of the church, fostering the kind of environment whereby close and caring relationships may be built with one another.

William E. Gardner cCYS


The return of prayer in schools

Scott, D. (1999, May 27). "The return of prayer in schools. Speech to the subcommittee on crime, house judiciary committee, United States house of representatives." Washington, D.C.

OVERVIEW

What follows is a speech given by Darrel Scott, father of Craig (watched two of his friends murdered at Columbine High School) and Rachel Joy Scott (murdered in same school after professing her faith in God). Scott spoke before the Subcommittee on Crime House Judiciary Committee, United States House of Representatives, on Thursday, May 27, 1999.

Since the dawn of creation there has been both good and evil in the heart of men and of women. We all contain the seeds of kindness or the seeds of violence.

The death of my wonderful daughter Rachel Joy Scott, and the deaths of that heroic teacher and the other children who died must not be in vain. Their blood cries out for answers.

The first recorded act of violence was when Cain slew his brother Abel out in the field. The villain was not the club he used. Neither was it the NCA, the National Club Association. The true killer was Cain and the reason for the murder could only be found in Cain’s heart.

In the days that followed the Columbine tragedy, I was amazed at how quickly fingers began to be pointed at groups such as the NRA.

I am not a member of the NRA. I am not a hunter. I do not even own a gun. I am not here to represent or defend the NRA—because I don’t believe that they are responsible for my daughter’s death. Therefore I do not believe that they need to be defended. If I believed they had anything to do with Rachel’s murder, I would be their strongest opponent.

I am here today to declare that Columbine was not just a tragedy—it was a spiritual event that should be forcing us to look at where the real blame lies!

Much of that blame lies here in this room. Much of that blame lies behind the pointing fingers of the accusers themselves…

I wrote a poem just four nights ago that express my feelings best. This was written way before I knew I would be speaking here today.

Your laws ignore our deepest needs
Your words are empty air.
You’ve stripped away our heritage.
You’ve outlawed simple prayer.

Now gunshots fill our classrooms.
And precious children die.
You seek for answers everywhere.
And ask the question "WHY"?

You regulate restrictive laws.
Through legislative creed.
Add yet you fail to understand.
That God is what we need!’

Men and women are three part beings. We all consist of body, soul, and spirit. When we refuse to acknowledge a third part of our makeup, we create a void that allows evil, prejudice, and hatred to rush in and wreak havoc.

Spiritual influences were present within our educational systems for most of our nation’s history. Many of our major colleges began as theological seminaries. This is a historic fact.

What has happened to us as a nation? We have refused to honor God and in doing so, we open the doors to hatred and violence.

And when something as terrible as Columbine’s tragedy occurs—politicians immediately look for a scapegoat such as the NRA. They immediately seek to pass more restrictive laws that continue to erode away our personal and private liberties.

We do not need more restrictive laws. Eric and Dylan would not have been stopped by metal detectors. No amount of gun laws can stop someone who spends months planning this type of massacre.

The real villain lies within our OWN hearts. Political posturing and restrictive legislation are not the answers.

The young people of our nation hold the key. There is a spiritual awakening taking place that will not be squelched!

We do not need more religion. We do not need more gaudy television evangelists spewing out verbal religious garbage. We do not need more million dollar church buildings built while people with basic needs are being ignored.

We do need a change of heart and a humble acknowledgment that this nation was founded on the principle of simple trust in God.

As my son Craig lay under that table in the school library and saw his two friends murdered before his very eyes, he did not hesitate to pray in school. I defy any law or politician to deny him that right!

I challenge every young person in America and around the world to realize that on April 20, 1999 at Columbine High School—prayer was brought back to our schools. Do not let the many prayers offered by those students be in vain.

Dare to move into the new millennium with a sacred disregard for legislation that violates your conscience and denies your God-given right to communicate with Him.

To those of you who would point your finger at the NRA—I give to you sincere challenge. Dare to examine your own heart before you cast the first stone!

My daughter’s death will not be in vain. The young people of this country will not allow that to happen.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What do you think about Mr. Scott’s suggestion that prayer in school could have prevented and could eliminate such tragedies as Columbine?
  2. What other factors do you think facilitated the tragedy?
  3. What do you think could prevent such random, senseless shootings?
  4. Have you ever publicly spoken your personal convictions? Was it right for Mr. Scott to be so bold in his speech to Congress? Does it make a difference? Could you be this bold?

IMPLICATIONS

  1. Prayer is definitely an important factor in preventing violence. Many other variables may have facilitated this and other similar tragedies: family, media, religion, peer influence, the ease in acquiring and using guns.
  2. It is important to process tragic situations with young people. The more they talk about them, the more empowered they are to handle their shock, fear, and grief.
  3. Mr. Scott refers to the NRA several times in his speech. Share with your youth group a little bit about the organization and the history and controversy of it. Young people will be interested in this type of discussion. It is also a good way to discuss community action groups.
  4. It is impressive to see Mr. Scott speak his mind. All citizens have the right, and perhaps responsibility, to share with their government representatives their thoughts and opinions about important issues.

Kathryn Q. Powers cCYS

Godly Play

Godly Play – A Christian drama program.

 

 

In this post-modern age, the American evangelical church is remembering the dynamic and effective place art can have in God’s kingdom.  Because the arts revitalization trend is still very new, most of the work that is being done to incorporate arts into the life of the church has yet to be documented.  In light of this, it is rather difficult to find a quality program that utilizes the arts within the context of a youth ministry.  Valuable Christian arts programs are you there, and more are being developed all the time.   In his Jul/Aug 2003 article for YouthWorker, Jason Minnix, a youth pastor at First Baptist Church in Beaverton, describes using a program designed for children that was also effective in his youth work.  This article in its entirety is posted on-line and can be found by visiting this link at  http://www.youthspecialties.com/articles/topics/spiritual_life/play.php.The program Godly Play TM is a method of Christian education and spiritual direction for children and youth. Godly Play was designed and written about by Episcopal priest, author, and teacher Jerome Berryman.

 

PURPOSE OF PROGRAM

 

“The purpose of Godly Play TM is to teach the art of using religious language - parable, sacred story, silence, and liturgical action - to help kids become more fully aware of the mystery of God’s presence in their lives.” 

 

 

GOALS OF PROGRAM

 

 

Godly Play TM is a journey of discovery and the goal is to create a safe space - a place where ideas, opinions, and gifts are deeply respected.

 

 

Godly Play TM is also a way to experience and share the ongoing story of the People of God. 

 

 

FUNCTIONS OF PROGRAM

 

 

Rooted in the Montessori tradition, a Godly Play TM classroom is a place of exploration and discovery.  Each child/youth is greeted at the entrance and helped to get ready to enter the room quietly.  The shelves hold the stories of the People of God, surrounding the room with the history of God’s people.  Everything in the structure of Godly Play TM is designed to give them the space to explore their own relationship with God. 

 

 

Craft activities are used differently than most curricula.  Rather than having children create something pre-packaged to show Mom or Dad, each child creates an expressive response to what is individually thought and felt after “receiving” the story in a group setting.  They have the opportunity to “enter” the story, “wonder” about it, and then create meaning in their own lives.

 

 

Godly Play TM combines and integrates the two primary gateways to knowing for young children - language (verbal) and play (non-verbal) by providing sensorial materials to work with in a safe, stimulating environment.

 

 

Workshops, curriculum, texts, and conferences are available.

 

 

See www.godlyplay.net

 

 

TONE AND TESTIMONIES OF PROGRAM

 

 

Here is an excerpt of the article that Jason Minnix wrote about his experience using Godly Play TM in his youth ministry:

 

"My first experience with Godly Play was with a group of 12 kids, ranging from 6th graders to college students. Kelly, my door person, was marvelous. She watched the students outside the door and, one at a time, invited in those who seemed ready. They entered ready but unsure. I was there. I took time that day to prepare myself and was early so I could anchor the circle with my presence. I had the advantage of having history with each of the kids. I was able to greet each by name and with genuine welcome. Also, I was able to guide each one to sit in a place around the circle where they wouldn't distract one another.  I intentionally laid out a three-dimensional parable from a gold wooden box. Each person was intrigued by the story as it unfolded. Some of the students who offered initial insights during the wondering were some who don't usually feel they're very knowledgeable about God or God talk in general. I was readily affirming and left it open to go on. This was a great confidence boost for one particular teen. I felt pleased by her growing confidence as she continued to offer contributions. Two kids came in late. One, a seventh grader, started to talk and mess with the parable materials. He was put in check by the other students in the circle almost immediately.  Next, the parable of the Good Shepherd began. I ended up reading the parable, which didn't seem to distract as I thought it might. I forgot to not make eye contact, and when I did during a few of the more vulnerable places, I saw the youth back up and be inhibited to enter further. Overall, they were entirely attentive and moved by the experience. They remained reflective during the closing wondering sequence. They seemed to be still engaged with the story and themselves. There was only one distraction out in the hall. Instinctively, one of the adult helpers met that person and told them what was going on. They sensed that what was happening was sacred.  I put the story away. Then we went around and each student had a choice between paints, pencils, or markers. Kelly was splendid about helping them find their work. She intuitively knew what needed to happen. Each went to work in silence—this had never occurred during our times together. Usually there are a few who are afraid to be alone and always fill their solitude with sounds, but not tonight. I went from person to person observing their work. Some shared with me what they were going for. One person sat awaiting inspiration. When it came, he drew an intricate tree.  After a while, it was time to wrap up. No one was ready. I turned off the light and explained that it was time to come back to the circle. I assured them I'd keep their work if they wanted and give them the opportunity to return to it next week. The following week we did a work time and share time at the end. They voluntarily shared their work and what it meant to them. Each person was respectful of the others' work. Only one person had to be reminded.  Before saying good-bye I asked each to come to me in turn before they left. I shared with each person some insight I'd gathered about them from that night. One youth was visiting for the first time. He had a safety pin stuck through his lip. He promised to be back the next week. 

 

 

“This experience of Godly Play was one of my most meaningful ministry encounters with God's children. We continue to do Godly Play monthly in our youth group with profound results. The choice of response through art of various media continues to be valuable as it allows each person to engage the story where they are.” - Jason Minnix, First Baptist Church, Beaverton

 

 

IMPLICATIONS

 

 

1. Godly Play TM is an innovative program that can be translated into numerous situations and ministries in the church.  Teenagers, being a community of the church body that seeks truth readily, could use a program like this, that lets them experience God’s presence and includes them in a artistic and kinesthetic way.

 

 

2. Even teenagers can participate in an intensely spiritual activity.

 

 

3. Artistic expression is a valid and effective way to engage adolescent spirituality.

 

 

Mary Lins and Katy Palmer, c CYS

On Being Korean American and the role of church in many Korean people's

 

Lee, S.J. (1998, December). Dispelling the myth. Z&d: Korean American. (ZandD.com). Internet magazine.

OVERVIEW

With the influx of Internet use, young people are taking advantage of the wide audience to voice their many opinions. Z&D: Korean American is one of many Internet magazines created by and for young Korean Americans. This author is one of many writers who wants to voice her opinion on being Korean American and the role of church in many Korean people's lives.

"However, it really is possible to be Korean-American without being Christian and while I'm not saying you should have to choose one over the other, the unnecessary grouping of the two categories unfairly forces people to take all or none in understanding and living the Korean-American experience." The author looks at the strong link between faith and culture and how many Koreans have used church as a forum for social connections rather than a place to nurture one's faith.

"Attending a Korean church is a declaration not only of one's religions affiliation, but of one's ethnicity and commitment to that particular ethnic community as well." Many Korean churches have cultural classes in conjunction with Bible study in order to maintain heritage. For many young Korean Americans, church has become synonymous with Korean.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What are some advantages and disadvantages of having a cultural link with the place you worship?
  2. What are some stereotypes that could arise if students only hear and/or speak Korean at church?
  3. What are some ways that young people can be able to express their "Korean-ness" at church and also their "Christian-ness"? Is it wrong to do both simultaneously?

IMPLICATIONS

  1. Youth workers must be aware of the vast array of connections that Koreans are able to establish just by being a certain position at church. Many parents and children become more and more compartmentalized in their faith, because the weekend is the only time they are able to see and talk to people of the same culture.
  2. In the Korean community, even non-Christians will go to church just to be around people who are like them. How can youth workers use this as an opportunity to witness?
  3. When a family first comes to the U.S., the first place they will look for is a church. Youth workers must be able to accommodate these new students in order to teach young people how to exhibit love to people they might not even be able to communicate with. Youth workers can set an example and encourage young people to reach out to others who might be lonely.
  4. Questions of identity and culture can be explored as this topic is discussed. Youth workers can use these discussions as an opportunity to explore the different compartments that teenagers might have.

Lisa S. Oh cCYS

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