IMPLEMENTING IMPLEMENTING THE THE

INTERFAITHINTERFAITH IDEALIDEAL

A guide to running Religious YouthA guide to running Religious Youth Service (RYS)Service (RYS)

By: John W. GehringBy: John W. Gehring

Implementing the Interfaith IdealA guide to running the Religious Youth ServiceTable of ContentsPart 1. An overview of The Religious Youth Service___________________6

Introduction: Why this guide and how to use it________________________________6What you can find in this manual______________________________________________7

In Part 1. An Overview of the Religious Youth Service_________________________________7In Part 2. Implementing the RYS vision_____________________________________________7In Part 3. Building leadership skills as part of the program______________________________8In Part 4. Building leadership skills________________________________________________8

Chapter 1. Sharing a sense of our history, vision and purpose___________________10A brief history and background of RYS________________________________________10

History______________________________________________________________________11Recent work__________________________________________________________________11Cooperating organizations_______________________________________________________11

The Vision, purpose and goals of RYS_________________________________________12Vision_______________________________________________________________________12Purpose______________________________________________________________________12Goals and Objectives___________________________________________________________13

RYS is a service learning program____________________________________________15What is service learning?________________________________________________________15

Part 2. Implementing the RYS vision_______________________________17Chapter 2. Creating a successful staff and participant orientation________________17

Introduction:_____________________________________________________________17A: The Staff Orientation____________________________________________________17A guide to accomplish staff orientation goals:___________________________________18

Goal 1. Familiarize the staff with the vision and spirit of RYS__________________________18

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Goal 2. Building a team vision and spirit___________________________________________19Goal 3. To adjust to the host location and the facilities or culture._______________________20Goal 4. To create a clear chain of command and sense of responsibility__________________20Goal 5. To build a spirit of personal responsibility___________________________________21Goal 6. To remove as many barriers and fears as possible______________________________21Goal 7. To improve staff communication skills______________________________________22Goal 8. To prepare staff to welcome and guide participants through their orientation________22Goal 9. Preparing members mentally, physically and spiritually for the work service._______23Goal 10. Prepare staff to work with another community_______________________________23Goal 11. To promulgate and put into practice the RYS norms___________________________24Closing Notes_________________________________________________________________24

B. Participant Orientation__________________________________________________24Additional Goals for the Participant Orientation________________________________25

Goal 1. Gain insights into the faith, culture and religiosity of the host nation______________25Goal 2. Present insights into the faith that are represented among the participants.__________25Goal 3. Visit sights for historic, religious and cultural significance.______________________25Goal 4. Clarify the flow of the RYS schedule and explain the meaning and purpose of each of these three program parts._______________________________________________________26Goal 5. Have each person engaged in the movement and flow of the program_____________26Goal 6. To gain a sense that we are all peacemakers__________________________________26

Chapter 3. Achieving one's potential through work service______________________27Goals for the work period___________________________________________________28

Goal 1. To generate a spirit of volunteer service_____________________________________28Goal 2. To develop a micro-community with a shared vision amidst diversity______________30Goal 3. To build a relationship with the larger community_____________________________31Goal 4. Develop understanding and appreciation of culture, faith and history______________31Goal 5. To examine values that are shared among people of faith_______________________32Goal 6. Review the social reality and local environment______________________________32

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Goal 7. Consider spiritually based responses to social needs___________________________32Goal 8. To develop a confidence in one's self._______________________________________33Goal 9. To develop experiences in unity and cooperation._____________________________33Goal 10. To provide a working, happy model of religious cooperation____________________33

Chapter 4: The Reflection Period: Inner quest and pursuit of meaning_____________34Goals for the Reflection period:______________________________________________34

Goal 1. Give people a chance to pray, meditate, and reflect____________________________35Goal 2. Have people write and verbally share about their RYS experience________________35Goal 3. Provide a closing opportunity for people to get to know each other_______________35Goal 4. To evaluate what worked and did not work in The RYS program_________________35Goal 5. To make clear personal goals and commitments_______________________________35Goal 6. Help participants gain abilities to recreate the RYS back home.__________________35

Section: Practical exercises and programs______________________________________36Exercise 1. Divine Sharing______________________________________________________36Exercise 2: Listening to Silence________________________________________________36Exercise 3. Universal Worship Service:____________________________________________37Exercise 4. A Pilgrimage of Life:_________________________________________________37

Exercise 5. Commitment Letters:________________________________________________37Exercise 6. Sharing something special:____________________________________________38Exercise 7. Religious Song Fest:_________________________________________________38

Part 3. Integrating the interfaith experience_______________________39Section A. Preparing the education program____________________________39

Chapter 5. Themes set the tone: Using themes to pursue understanding__________39Chapter 6. Training that tunes you in to the same frequency. Pre-project preparations______________________________________________________________41

Preliminary study questions and guides:_______________________________________41Questions to reflect on: Theme: On faith___________________________________________41Theme: Reflecting on the religion’s role in creating peace_____________________________42

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Theme: Examining religious conflicts and their causes._______________________________42Preparing through reading:______________________________________________________42Preparing through visits and dialogue:_____________________________________________42

Section B. Integrating the interfaith experience_________________________43Chapter 7. Understanding our shared religious inheritance______________________43

Basic RYS requirements in the field of worship and inter-religious study______________431. Morning Meditations and/or Worship service:___________________________________442. Interfaith Service____________________________________________________________44Questions to reflect on: Understanding our shared religious inheritance__________________44

Exercises:_______________________________________________________________46Religion, Leadership and Social Change____________________________________________46

Section C. Looking into the themes of discovery________________________48Chapter 8. Building the global citizen in a pluralistic world____________________48

Some of the Programs Goals of this Section:____________________________________48Exercise: On Multicultural Awareness and Personal Growth____________________________49Geography and cultural exchange and its impact on our understanding and perceptions:______52Exercises: 1. Culture and Tradition_______________________________________________53Exercise 2.___________________________________________________________________53Exercise 3.___________________________________________________________________53Exercise 4: Universal Values and the New Millennium________________________________54Exercise 5: From the Soil of My Country_________________________________________54Exercise 6.___________________________________________________________________54Exercise 7: Strengths I see (SIS) in myself and strengths I see in others (SOS)_____________55

Chapter 9. The social dimensions of spiritual responsibility_____________________56Some of the Program Goals of this Section:_____________________________________56

Program questions on Spirituality and Social Responsibility____________________________56The Role of faith in social justice issues:___________________________________________57Exercise 1:Women as peacemakers:_______________________________________________57Faith and work:_______________________________________________________________58Exercise 2: Work and what it can teach us__________________________________________58Exercise 3. The role of character and moral education in school and society_______________58Faith and Action_______________________________________________________________58Crime and punishment:_________________________________________________________59

Chapter 10. Conflicts, resolution, and approaches to peace______________________60Some of the Goals of this Sections Program:____________________________________61

Program Questions on Conflict Resolution and Peace_________________________________61 How does the education system in your country work to promote peace?______________61 What is the role of religion in closing the generation gap?_________________________61Exercises____________________________________________________________________61Exercise 1____________________________________________________________________62Exercise 2____________________________________________________________________62Exercise 3: Leadership styles_____________________________________________________62

Skills Development:_______________________________________________________62A. Feedback:_________________________________________________________________62B. Constructive confrontation____________________________________________________63C. Win/Win__________________________________________________________________63Exercise 1. Creating Win/Win solutions:___________________________________________64Exercise 2: Ground rules for Conflict Resolution___________________________________64Practices:____________________________________________________________________65Exercise 3. Being a third party in conflict resolution__________________________________65Exercise 4. Conflict, resolution an approaches to peace building________________________66Guidelines for creating more successful dialogue_____________________________________67

Chapter 11. Sharing and caring for the environment____________________________69Learning Goals During this Section___________________________________________70

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Program Questions:_______________________________________________________70Environmental harmony as a spiritual responsibility__________________________________70Exercise 1: Discus the following in teams__________________________________________70

Chapter 12. Experiencing the Transcendent: Inner Peace/Outer Peace_____________71Goals of this Educational Section:____________________________________________71

Questions: Experiencing the Transcendent (Inner Peace/Outer Peace)____________________71Chapter 13: Family as the building block for peace___________________________73

Goals of this Section_______________________________________________________73Questions: Values, Morality, Norms, and the Family__________________________________73

Section C. What works and what can we improve________________________76Chapter 14. Evaluating and improving the program_____________________________76

Part 4. Empowering the peacemaker_______________________________78Chapter 15 Conveying the RYS Norms and expectations_________________________78

The norms___________________________________________________________________78Expectations__________________________________________________________________79

Chapter 16: Developing skills in communications_______________________________80Creating a Vision: Explaining the exercise_____________________________________80Communication Skills:_____________________________________________________80

Listening:____________________________________________________________________81Exercise on Listening - A key to dialogue___________________________________________81

Brainstorming:___________________________________________________________82What is Brainstorming?_________________________________________________________82Creating a Positive Climate______________________________________________________82

Chapter 17: The challenges of team-building___________________________________83Characteristics of an effective team___________________________________________84

On the effective team:__________________________________________________________84Interaction Styles:_____________________________________________________________85Strength Deployment Inventory___________________________________________________85

Building a team spirit:_____________________________________________________87Exercise 1. The name tag grab bag________________________________________________87Exercise 2. What would you save?________________________________________________88Exercise 3. Introductions as a Listening Exercise____________________________________88Exercise 4. Get Acquainted: Fears and expectations__________________________________89Exercise 5. Strengths I see in myself and strengths I see in others: (SIS-SOS)_____________89Exercise 6: Ecumenical Visions of Peace:__________________________________________90Exercise 7. My Last Farewell:___________________________________________________90

Chapter 18. Global citizen, inherits, appreciates and creates_____________________91

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Part 1. An overview of the Religious Youth Service

Truth is one: sages call it by different names:Rgveda, Hindu

None of you truly believes until he wishes for his brother what he wishes for himself.

Haddith, Islam

Introduction: Why this guide and how to use it

The Religious Youth Service (RYS) is a visionary service-learning project that strikes the hearts and imagination of young adults the world over. Since its inaugural Philippines project in 1986 the project has grown substantially. In large part this growth has been the result of participants and staff catching the RYS vision and then seeking to duplicate it in their own nations and communities.

RYS projects and activities are being developed throughout the world and as a result of this growth it is increasingly important that projects share in common the RYS standards. These standards are in part what differentiate the RYS from an ordinary service project. RYS has its own unique character and essence, which serves as a vital path for experiential learning. Among the many learning experiences that RYS offers is its ability to provide participants with firsthand experience of living in an interfaith and international community. The RYS also creates opportunities for learning about the relevance of a religious life and the impact that people of all faiths are making. Through the practice of a voluntary community work service and reviews of carefully chosen topics, participants gain insights into their own lives and the lives of others.

The RYS introduces a varied cultural experience to its participants while promoting people-to-people contacts with local settings. RYS educational goals include more than content, they also create an experience and a process that serves to enhance learning and deepen understanding. RYS builds into its learning process times for reflection, time for dialogue and an environment that supports intimate conversation.

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The values held as norms for those enjoying the RYS community often reflect the spiritual codes of the world's great faiths. People are encouraged to live out in practice their higher ideals, and often find themselves tested by sharp contradictions that exist in everyday life.

The RYS experience means so much to individuals and to the community that it provides a constant challenge to duplicate the experience in each new circumstance. Yet, as you create your own unique RYS project or activity, we are sharing some attributes that assist each program in developing its greatness.

If you think that you are not quite ready for the challenge of hosting an RYS project in your community, this text will serve you well for all the pointers that it contains.

What you can find in this manual

In Part 1. An Overview of the Religious Youth Service

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Our text begins with an introduction into the RYS and shares some of the projects’ varied and colorful history. The first chapter gives you a sense of where the RYS has been, what it has accomplished and who has been involved in working along with it. We clarify the goals and vision of the project and give you a sense of what we can all accomplish with RYS in the future.

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As background, this information is important in helping the reader place the RYS project in the larger context of ongoing interfaith activity. The information given should help to reveal the spirit behind the project, one that has served to encourage and challenge tens of thousands over the past decade and a half, a spirit that is vitally needed in all corners of our war-weary world.

In Part 2. Implementing the RYS visionThis part of the text is divided into three chapters, which are designed to help you understand the three-tier structure of the RYS program. The RYS program is designed to enhance the learning experience of each participant as well as to provide the opportunity for evaluations and reflections that will improve future projects. By reading the three chapters, you should gain a sense of the flow, pace and purpose of the RYS project design.

Chapter two provides explanations concerning the purpose and goals of both the staff and participant orientation. The RYS Orientation process serves as the first stage of the program and is a critical step in enabling participants to focus on the vision and goals of RYS. Following an outline of the goals of the orientation, we share suggestions and explain how these goals can be achieved.

Chapter three of the text describes the second period or stage of RYS development, a time when service work is a major portion of the program. Chapter four then provides you with a background of the third stage, the reflection period. Program goals are laid out in these chapters along with guidelines on how to accomplish those goals. After reading through the goals and suggestions for implementation you will find a number of helpful exercises that are educational instrumentally for these time periods.

In Part 3. Building leadership skills as part of the program

In RYS we utilize content and process in bringing about a learning environment. This section focuses attention on the content of materials RYS programs use. Throughout the program, the use of education themes plays a major role in how the RYS integrates learning into experiences. Chapter five begins this section by explaining why the RYS uses themes for its projects and how these themes are integrated into the education program.

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In order to intellectually and emotionally prepare participants for a project; RYS provides materials for participants to review prior to arriving on location. The materials in Chapter six are for that purpose while also setting a standard of pre-project preparation. As you read through these materials you will see exercises and questions that attune participants for effective service learning.

Chapters seven through thirteen of the text take the reader through a wide variety of relevant theme issues. These chapters provide a series of open-ended questions designed to inspire discussions, debate and reflection. Additionally, we include educational exercises that are designed to provide opportunities that touch both the mind and heart while specifically drawing upon the participant’s personal experience.

Materials presented in these sections can be selectively used based on your project needs. They are designed to help people prepare to engage in the program both mentally and spiritually. Although seven themes are highlighted in these chapters, an actual project may only cover a few of them while another could cover them all, yet others may require a new design for a specific service context. The duration of the RYS project, its focus, and the expertise available are some of the factors that will play into selecting themes.

Evaluation is a critical part of the learning process. In concluding this section Chapter fourteen offers ways of evaluating and improving a project. The evaluation and reflection materials serve to provide explanations and guidelines on how RYS has done this in the past and it gives the reader suggestions on how to make each person’s experience more profound and lasting.

In Part 4. Building leadership skills

The final part of the text deals more with the process and methodology by which RYS themes, skills and community spirit are taught and experienced. RYS is an experiment in living and growing on an individual and community level. Effectively infusing clear values and norms as part of one’s daily experience is critical to building a successful program. The RYS Norms serve to promote among participants a willingness to work and live as a community. These norms serve as the standard that can bring a large and diverse group of strangers together to form a community of peace. Chapter fifteen shows ways in which these norms can be conveyed and set into practice.

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In Chapter sixteen, practical exercises in communication skills and team-building are shared along with tools that can help in creating a shared vision. Teams that work together and share well are the building blocks for a successful RYS program. In Chapter seventeen, we provide tips for building cooperative teams and a team spirit. This material will also be of use for any future workshop or meeting you hold.

Chapter eighteen is an essay on the global citizen as a peacemaker, and rounds off this section. This essay presents the case for the importance of creating a “new” type of leader for the new millennium and offers an account of how the RYS is pioneering this approach.

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Chapter 1. Sharing a sense of our history, vision and purpose

“Social justice is not an end in itself but a means towards the end of glorifying God and enjoying Him. This is evidently in harmony with the spiritual purpose of the higher religions.”

Arnold Toynbee-Historian A brief history and background of RYSThe Religious Youth Service (RYS) is an interfaith peace project which models through work service and community living patterns of cooperative living essential in efforts to reverse conditions which led to religious intolerance and strife. RYS has been active in promoting interfaith cooperation and loving service since 1986 and is a vital, important, and practical model of how youth of all cultures and faiths can cooperate in the service of a larger good.

A recent report has claimed that of the thirty-six armed conflicts going on in the world, thirty-two have religious struggles as a factor contributing to the discord. This is one reason why many people look at religion as part of the world's problem rather than as a key component to solving the problems.

It is also true that for most of the world, religion and the spiritual path provide a foundation from which their values, hopes and dreams emerge. Religion is a living, vital and deeply personal force capable of pushing a person to greatness. Religions have moved cultures and helped in the rise of civilizations. The religious spirit has inspired people to give up home, property and even life for the sake of their Ideal and their fellow 'man'.

The religious impulse has been historically important in many of the great social reforms. In the 20th century, spiritual leaders Mahatma Gandhi and Reverend Martin Luther King stand out as champions of humanity who were willing to risk their lives for a cause. This cause was greater than their particular religious tradition; it transcended the desire to benefit their own nation or race. The religious spirit provided these leaders with a vision of life and humanity as a whole, a humanity that needed to understand the path to true peace.

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The RYS seeks to raise a new generation of leaders and arm them with an understanding and compassion for the human situation. It reconnects its participants to their religious roots while showing them the vistas in which the world's many peoples have been prepared, prepared for a purpose we shall call peace. The RYS seeks to draw out of each person a greatness that comes from offering selfless service and deep reflection.

By inculcating a greater spirit of cooperation, religion stands in a position to offer the world a new paradigm, one in which the prophetic cries for justice, mercy and love can be realized. For such a paradigm to take root it needs to be supported by the youth, for young adults have always been on the forefront of change, promoting such activities as the environmental movement and various peace initiatives.

The enthusiasm, ideals and raw energy of youth, combined with a clear vision of life, present challenges to the established order. At the sight of injustice youth are often willing to act boldly where others would hesitate. In the RYS, young adults are creating a community of spiritually rooted, committed and peaceful activists. These members are seizing opportunities to reach out and serve others. They are trying to build a community of peace, dedicated to values that are held universally by people of all the world's religions. The RYS experiment is an affirmation of what is possible, and a reminder of what must be done in order to make the dream a reality. *HistoryRev. Sun Myung Moon inaugurated the RYS, a project of the International Religious Foundation (IRF), in 1985 at the Assembly for the World's Religion in Mc Afee, New Jersey. During his talk to the six hundred religious leaders he emphasized: " Man's unity with God is not a matter of beliefs and doctrines but it must be expressed in actions of love and service." This has been the spirit that has motivated the RYS.

In 1986, the inaugural RYS project took place in the Philippines with 120 participants representing each faith tradition and thirty six nations being received in a special welcome from Philippine President, Corizon Aquino. Initially an annual project, RYS activities are currently ongoing in all regions of the world, year round. To date, the RYS has held over one hundred twenty projects in forty four nations, while sponsoring nearly one hundred seminars and has involved over ten thousand participants in its activities from over one hundred nations.

Recent work

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RYS has been hosting numerous projects each year since its expansion in 1989. The work accepted by the RYS has been diverse in nature but it all focuses on learning while providing benefits to a larger local community. Some recent work projects of the RYS include: constructing parts of schools, homeless shelters and medical clinics, repairing the housing and dining areas for Bosnia refugees, planting of environmental green areas in the Philippines, and building the foundations of an interfaith orphanage in a part of India where sectarian strife periodically erupts, creating family parks for an Australian Aboriginal community and building a school for children in Zambia who have been orphaned by AIDS. These are but a few of the many challenges that the RYS has taken on.

RYS works with existing charitable organizations, schools and agencies that have a record of community service. RYS provides such a community with a model of cooperation that cuts across religious and national barriers. Over the past decade, a wide range of such supporters and co-sponsors have been involved in implementing the RYS.

Cooperating organizationsRYS projects have been in cooperation with a variety of organizations such as the Ministry of Unity in Malaysia, the Ministry of Human Development, Youth and Culture of Trinidad and Tobago, the Ministry of Agriculture in Ghana and Malaysia, the Ministry of Social Projects in Honduras, the Mayor's Office in Taipei, ROC, Budapest, Hungary, Zacipone, Poland the Governor's office of Batangas, Philippines, and Ubon, Thailand, the Ministry of Youth, Gauteng State, South Africa, the Minister for Women Empowerment Indonesia and the Ministry of Human Development and Youth in Trinidad and Tobago. Among the diversity of cooperating partners and supporting organizations have been: Caritas, Rome, and Spain, Habitat for Humanity: Oakland, Homestead, Florida and Trinidad and Tobago, Gandhi University, Kottiyam, , India, the Red Cross of Czechoslovakia and Hungary, the Morehu Youth Movement, New Zealand, Muhammadiyha, Indonesia and the Columbanus Reconciliation Center in Belfast. The RYS in an effort to reach future leaders has also tried to provide models of service among college students. RYS has set up campus clubs in Asia, Africa, Europe and the USA. Cornell University and the University of Bridgeport, are the first USA based campuses to have an RYS club.

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RYS continues to strive to help prepare an environment dedicated to building: "World peace through inter-religious dialogue and action".

The Vision, purpose and goals of RYS

The RYS has over the years designed a program with a strong vision of how to create a learning experience. The vision has been crafted by staff, participants and organizers and has evolved over time to better reflect the goals and hopes of those that have been involved. In the following pages the RYS vision, its statement of purpose and goals are shared. These should provide a clearer expression of the hopes, goals and journey that is RYS.

Vision Our organization provides opportunities for inter-religious and intercultural education through a program of study, dialogue, creative action, and work service. Drawing from the wisdom of the world's great religions and cultures, we create programs that help stimulate the intellectual and emotional growth of the participant while at the same time building his/her character. We provide an environment in which we offer loving and peaceful experiments:

working and sharing in an interfaith community offering work as service sharing common-world experiences; and providing positive action models for the larger community.

People walk away from these educational experiences with longstanding friendships and the desire and skills to reproduce similar experiments in their own surroundings.

Purpose The RYS is a project whose main commitment and goal is to help establish a foundation for lasting world peace. By tapping into the highest aspirations of youthful idealism and humility, and the time honored traditions of charitable work; we seek to enhance people's level of awareness of the need to better understand the differing ideals and outlooks of all the inhabitants in our "global village".

Drawing on the shared values of our religious traditions and holding a respect for the differences in cultures and beliefs, our programs are designed to lead participants to a new unity of purpose that is grounded in universal spiritual values.

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Our program models interfaith dialogue and cooperation through its unique offering of educational experiences. These include academic and experiential training, work service, cross-cultural programs, and devotional activities that by design teach respect and promote shared values, while at the same time they strengthen personal character.

We provide opportunities for living within an international community, or draw from the diversity of a local community in order to encourage the powerful dynamics of inter-religious and intercultural education and exchange. We draw support from a worldwide network of professionals and lay persons from a variety of fields that include education, development, health care, environment, religious and cultural studies, and government and social work.

RYS continues to sponsor numerous seminars that align with its vision. Often these seminars are of an experiential nature and seek ways to identify problems and offer solutions in an educational process that seeks to root out the causes of the conflicts that arise between races, religions, and cultures.

Our programs are designed to train participants to look at the many different facets of the critical issues that exist in our communities and in the world at large. Also, by demonstrating that it is our responsibility to improve the spiritual/ethical life of our fellow members of the human family, we emphasize the need for relationships of cooperation based on mutual trust and respect.

Participation in the RYS educational programs stimulate individuals and communities to strive to develop the qualities and skills that are essential for building values based society. Participation better equips one for the many challenges of life, while it also contributes to creating an outlook on life in which one can rejoice in diversity and triumph in unity.

Goals and Objectives The RYS has its interfaith roots in the International Religious Foundation, Inc. (IRF). The RYS has served as a project of the IRF and has contributed to the IRF goal of promoting world peace through inter-religious dialogue and education. RYS projects have a unique effectiveness as a living model and a substantial expression of grass root peacemaking. RYS experience has forever changed the ways that thousands of youth view people of other faiths and cultures. RYS goals vary slightly with the focus of the project. While global projects attract worldwide participants while a simple weekend local RYS project may pull residents from a single geographic community together.

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The RYS creates projects on a variety of variant scope and scale. The largest of these projects are the global level the RYS projects. At the global level the RYS strives to achieve the following:

To encourage, promote, and contribute to meaningful dialogue between young people of all faiths who, as representatives of the religions of the world, offer the central hope for the future of humankind.

To contribute by means of this dialogue to a growing understanding of universal shared values that can serve as a basis for world peace studies.

To provide a setting within which inter-religious, intercultural, and inter-racial experiences combine to allow insights in dialogue to be immediately applied and tested in purposeful action.

To model for a skeptical world the power of the religious spirit when it replaces competition with cooperation as the norm.

To develop skills in "leadership for peace" among religious youth. This includes the ability to organize on a grassroots level.

Simpler projects on a local level also seek to promote the essence of the RYS but they also strive to achieve the following:

To serve and work for communities in need and in so doing model a vision of the possibilities that working in harmony can result in.

To build a spirit of cooperation within the group that is centered on a shared vision and task.

To help participants and communities develop a larger sense of "community" by expanding what is considered as "other."

To demonstrate models of conflict resolution.

The RYS seeks to provide an environment for spiritual and personal growth. It pursues this in the following ways:

By providing an experience in which individual youth have the opportunity to develop spiritually and cultivate a global perspective on the human condition.

To promote the development lifelong social and character building skills.

To deepen the participants' understanding of the diversity and richness that exists within the world's religions.

To build a sense of accomplishment and confidence among the participants that results in generating a New Hope in their lives.

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To help individuals to develop an appreciation for the inner life by explaining and demonstrating different kinds of prayer, meditation, worship, art, and religious celebration.

To demonstrate and train participants to understand their tradition's spiritual values and to help them to see the implications that these values have on social, political, economic, environmental, health and other related issues.

Giving each person a chance to share in a familiar type atmosphere where a member is free to grow but also can be challenged and held accountable by other family members.

In order to accomplish the above goals, the RYS has developed a program for religious youth and for seekers of truth from around the world. This program can and has been adjusted for use in local communities according to its particular needs.

RYS is a service learning programOne of the most exciting movements in education today is the service learning movement. The RYS is a peace project with a strong service learning component. In a sense, the RYS takes the service learning model and links to it, teachings and values that are universally honored. Your journey to create an experience in living these values is priceless. Experiential learning is a deep and holistic approach to understanding that challenges many educators to rethink the way that they are attempting to transfer understanding and knowledge.

What is service learning?Before carrying out a service learning project, it is helpful to clarify what service learning is by looking at some of its distinguishing characteristics. Contained in the following paragraphs are some explanations of what service learning is, along with notes on how this model compares with the RYS model of education. After reviewing this you should come to understand how RYS is on the cutting edge of the service learning movement.

One of the critical attributes of the service learning process is that it creates an environment where participants can face situations in which they learn to foster "intangible" qualities such as empathy, personal values, beliefs, awareness, self-esteem, self-confidence, social responsibility and a sense of caring for others. All these ‘intangibles’ can be learned in ways that allow the qualities to become part of each participant’s own experience.

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In service learning the community service aspect serves as a vehicle for achieving specific academic goals and objectives. During service learning projects a reciprocal relationship develops in which service reinforces and strengthens the learning and the learning reinforces and strengthens the service. In the RYS approach to service learning, the “academic objectives” go hand in hand with the transcendent elements of learning.

Service learning programs provide structured time for students to reflect on their service and learning experiences through a mix of writing, reading, speaking, listening as individuals or taking part in small or large group discussions. All of these elements are contained within the RYS project.

Service learning differs from community service in that it uses community service as the vehicle for the attainment of student's academic goals and objectives and provides a foundation for students to examine themselves, their society and future. Credit is awarded for learning, not for a requisite number of service hours. RYS awards diplomas to its graduates and is working to have its programs accredited by universities.

Service learning provides students with opportunities to use newly acquired skills and knowledge in real life evaluations and is designed to empower both students and the communities being served. The needs of a community dictate the service that is to be provided for that community. RYS works in a community prior to taking on a project in order to understand more deeply the needs and sensitivity of a local community.

The following observation by Mark Cooper of the Volunteers for America Corp provides a good insight on the power of service learning. " In one sense, service learning holds up a mirror for us to see ourselves, a microscope for us to examine our society, and binoculars for us to see what lies ahead."

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Part 2. Implementing the RYS vision

Chapter 2. Creating a successful staff and participant orientation

“You are where your deep, driving desire is. As your desire is, so is your will. As your will is, so is your deed. As your deed is, so is your destiny.”

Brihadaranyaka Upanishad, Hinduism

“Understanding God is not an end in itself, but is related in solving practical problems.”

San Han Lee-Philosopher

Introduction:RYS projects develop through a process of three periods. The project begins with a staff and then a participant orientation, it continues with the work service period and it concludes with a reflective period. Each of these periods is unique and necessary for the success of the project. Without any of these elements you may have a good service program but it will not be an RYS.

A: The Staff OrientationMaintaining a professional staff orientation prior to the participation orientation is a critical factor that has contributed to RYS success. During the orientation the staff builds a sense of teamwork and vision while capturing the unique spirit that belongs to the RYS. Staff members work and prepare for the arrival of the project participants and anticipate upcoming project needs. The goals of staff orientation include:

1. To familiarize the staff with the RYS vision and spirit2. To build a team vision and spirit3. To get adjusted to the host location and the local facilities4. To create a clear chain of command and sense of responsibilities5. To build a spirit of personal responsibility6. To remove as many project barriers and fears as possible7. To improve the staff’s communication skills8. To prepare the staff to welcome and guide the participants

through the participant orientation9. To prepare members mentally, physically and spiritually for the

work service.

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10. To prepare the staff to work with the local community.11. To promulgate and practice the values and norms of the

RYS

We will share in this text some of the basic programs and activities that RYS uses to fulfill these goals.

A guide to accomplish staff orientation goals:

Goal 1. Familiarize the staff with the vision and spirit of RYSRYS has a dynamic record and history that in part grew out its relationship with other organizations and projects. As a project of the International Religious Foundation (IRF), the RYS works to support the goals of that organization. These goals include building a wider and dynamic base for religious cooperation and peace making. Much of the inter-religious and academic support for RYS comes through its foundation with the IRF and later the IRFWP.

RYS programs explore is related to the healthy development of people’s and nations. Time is spent to examine and gain a background on issues that relate to poverty, illiteracy, job creation, environmental care, agriculture and health and medical upliftment. As a result, the RYS has directly worked with the International Relief and Friendship Foundation (IRFF) in nearly half of its projects.

Peace initiatives are part of the Women’s Federation for World Peace’s (WFWP) goals and their plan of action. The RYS has worked closely with the WFWP on projects since 1994 when they cooperated on a major international project in Turkey. The WFWP has contributed funds and volunteers to projects in all corners of the world. The Youth Seminar for the World's Religion's, (YSWR), an earlier project of the IRF served to provide a model of successful inter-religious and international community living. The YSWR build a network of religious scholars and leaders who would later contribute their expertise and involve their students in the RYS program.

The spirit of the RYS can probably be best conveyed from a speech that the Founder, Reverend Sun Myung Moon gave at a spiritual gathering, the Assembly for the World’s Religion’s in McAffe, New Jersey in 1985. This speech marks the birth of a challenge to the faithful worldwide to form an alliance of youth dedicated to the promotion of peace and the well being of humanity, in a sense it marks the birth of the Religious Youth Service (RYS).

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“Today the religious world must go beyond their particular dogmas to a point where they can jointly cooperate and demonstrate to an increasingly cynical world the true spirit of religion. That spirit is found in expressing faith through actions of love and service to others.”

The RYS has taken as its motto, "World peace through interfaith dialogue and action". RYS members have found that this motto serves as an important guiding light in promoting the role of religion as a peacemaker. Effective RYS programs find creative ways to express this spirit of religious and cultural cooperation and provide a viable model of living for the larger community.

The RYS as a program seeks to have participants understand religion in a deeper, more respectful way. It is not the promoter of a particular faith but sees within the religious paradigm, the greatest hope for world peace.

Staff orientation provides an opportunity to communicate and understanding of the spirit and sacrifice that is part of the world's spiritual and religious traditions. Conversely, it realizes that it is important not to be blind to both the historical and contemporary weaknesses that have marked the development of religions. An understanding of the reality and implications of religious strive and its impact on today's world are shared and discussed among the staff.

Staff orientation provides the opportunity to share the reasons that the RYS record is one to have pride in. The cooperation generated by the Founder’s vision and the efforts of numerous religious leaders, the strong interfaith commitment of more then ten thousand participants, staff and advisors serve as the foundation in which the current project is emerging.

Staff orientation builds confidence and equips each with a philosophy that promotes cooperative inter-religious efforts and draws together youth in the spirit of loving service.

Goal 2. Building a team vision and spirit Visioning is a process helpful to leading to a fruitful life and it is critical in building a successful RYS project. As the RYS staff develops a clear vision of where it wants to go and how it will get there, it allows the participant to enter a new environment and quickly feel from the staff a solid base of support. When the RYS vision is clear it creates a joint commitment and a feeling of personal and shared responsibility.

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By working together to create a vision statement, each person that is involved gains a strong sense of owning the vision while generating a spirit of mutual commitment. Posting the vision statements on the wall, for the duration of the project, will serve as a reminder of one’s personal commitment as well as the collective goals. The statements will visually provide a sense of purpose in times of difficulty, showing a standard that each person has claimed as their own.

The vision session is designed to help bring participants together and freely share their ideas and work in teams. This session can be done in a form resembling the following.

Vision exercise Create small teams of six to ten members and ask them to select a recorder. Direct the team leaders to ask each person to briefly share their personal vision for RYS. Following this sharing by each team member, the recorder will remind the team of the key points that each presenter made. The team will then works together to craft a statement on what they see together to be the RYS vision.

Each team’s joint statement should then be recreated or interpreted in pictorial form. Every team member should work on creating an illustrated version of the statement on a single large sheet of poster paper. Following the completion of the poster select some team members to verbally and visually share.

After sharing the content of the posters have them posted in a visibly accessible location. Following the session you may want to post all the team vision statements in a central area so that they can serve as a guide and reminder of the RYS spirit.

Just prior to concluding this exercise read to the participants the traditional RYS vision that is found in the RYS Handbook. You can make a few comments on how the statements compare. It is our experience that the posters usually demonstrate the theme of unity among diversity.

Additional tipsThere are many ways to build a team spirit and vision. Having staff members create skits to welcome participants gives a chance to draw together participants various talents. Brainstorming and conscience building exercises in teams will also create situations in which everyone will be presented opportunities to contribute to the larger project.

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** (receive more details on how to carry out sessions that will promote these goals by referencing: Part 4: Building leadership skills. Review sections on "Brainstorming", Leadership Styles, SDI, and Consensus building .

Goal 3. To adjust to the host location and the facilities or culture. Staff orientation provides opportunities for each staff member to know the housing, lecture, rest and recreation areas as well as the kitchen situation. This will give This goal is rather simple but especially important for those traveling from another nation some time frame for adjustments to be made in such things as meal service. Receiving this first hand experience will serve to provide the staff with a greater confidence when they settle into the task of helping participants settle in. Designing a time when you can get people to go on a small fun trip outside to some place in the community is helpful in building staff closeness and providing a clearer sense of familiarity with the local community. This helps give a better perspective of where and how the project will unfold. When time permits, by all means, take a visit to the project worksite.

Goal 4. To create a clear chain of command and sense of responsibilityOnce the staff gets settled and meets each other it will be important to establish what is each person's 'job description'. After clarity is established about responsibilities, the communication channels should be set up so that reports are efficiently passed. This will be helpful when such issues arise as; “Who supplies needed transportation or arranges meals when a small group will be late?; or “Who takes care of an ill participant” or the vital question of ;“Who has the money and where do I get the okay to spend it? Such issues will be clarified in the staff orientation in order to provide a foundation of order for when the participants arrive.

Goal 5. To build a spirit of personal responsibilityEstablishing a sense of personal responsibility and collective responsibility among the staff are values of critical importance for the success of the project. Aside from talks on the subject there are various methods that can be set up to help enhance a staff sense of personal responsibility. The project director can ask for volunteers for a wide range of daily tasks, creating a way for staff to take on personal responsibility while enhancing a spirit of volunteerism. Staff should also see the orientation as their training. Staff members should step up and take responsibility for specific assignments they will carry out as part of the participant welcome and orientation.

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The fact that RYS is as good as YOU make it, is a theme that should be woven into the staff orientation. As the staff increasingly realizes this point they will more effectively convey that spirit to participants throughout the project. Goal 6. To remove as many barriers and fears as possible Each staff member brings worries and fears into the project. Some of these worries can be easily dealt with others need to be heard and responded to. An example: "I can't communicate well enough to lead a team" --- possible response --- "I hear what your saying --- we believe you can communicate well enough but we will place a very capable assistant on your team to help you, if you should need some help". "You can also feel free to contact the project leader if you are having problems.” In this way you are dealing with situations before they bloom into problems, you are supporting people and recognizing that they have legitimate concerns. Everyone goes to a new place with some fears, anxiety and hope. Many of these fears and anxieties can be dealt with without much effort but others can become a major stumbling block in the ability of a person to actually get involved fully in the program. Through listening with an open mind the senior staff can soon discover that some people's hopes are unrealistic or have nothing to do with the program while at other times they parallel the hopes and goals of others. Through integrating alumni and first time staff members as part of this process the sharing provides an opportunity for problem solving, team building and a trust.

We consider the importance of dealing with people’s hopes, fears and expectations as a critical issue in building our RYS program. Each program should design planned time on this as a fundamental RYS requirement. The facilitator of the session should work to promote an environment where everyone feels safe to freely express those hopes and anxieties. During this session you or someone in a position of elder should receive and note the comments, try to answer some of the questions or defer them to other knowledgeable sources. Frequently, other staff members will be able to share how they dealt with these issues when they were in a similar position.

You will observe that it is often the case that by simply voicing a concern, the concern becomes less burdensome. On other occasions, these concerns could point out critical program weaknesses, so this session gives you some lead-time and the opportunity to move towards a solution.

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It is natural that when you provide a time to share personal concerns with the host or the organizers, the staff members will more clearly realize the extent of concern felt for them. Your willingness to make adjustments and to the best of your ability, to answer expressed needs, is a demonstration of the RYS spirit.

This session should be repeated during participant orientation with some adjustments. In the participant orientation, the junior staff should step up and take a more substantial role in dealing with the participants’ questions and statements. The closeness in age between the junior staff and the participants can be helpful in easing participants into the project environment.

Goal 7. To improve staff communication skillsClear communications and information sharing between staff members and with participants are a vital dimension to building a successful and safe project. The magnitude of the challenge is increased by the tendency for RYS to have people whose main language is not the same as the programs central language.

Staff orientations include building a time period in which each staff member can gain a clear understanding of the different categories of responsibilities. They should learn who is the central person’s responsible for things such as: transportation, finances, the work sight and the education programs. Clear channels of command and communication should be written and posted. Staff should learn as much as they can about the structure so they can substantially guide the participants when they begin to settle in.

RYS programs that run longer then a weekend should provide a specific time where certain communication exercises can be offered to help improve each person's ability to LISTEN as well as speak. (Review chapter 17 on "Listening skills"). Communication skills need to be practiced to be mastered, so please often remind and review points learned with the staff and participants.

Goal 8. To prepare staff to welcome and guide participants through their orientationThe senior staff will work hard to guide the staff orientation. They will concentrate on trying to have the rest of the staff inherit their knowledge, experience and skills. After demonstrating and modeling how to take care of an orientation they will want the junior staff to step up and take as much responsibility for running the participant orientation as possible.

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A substantial effort is made to help create among all staff members the understanding they are there to welcome and help each participant. This is especially important at the arrival time and throughout the orientation. Through this attitude of service, the staff will model the spirit that RYS is building, a spirit that comes to serve others.

One method traditionally used in RYS staff orientation to help prepare staff to care and welcome participants is through creating skits. Among the many possible themes for a skit, participants have often created story lines around the welcoming of the newly arriving participants. At other times the staff has simply prepared some humorous skits in which they can perform soon after participants have settled in.

Goal 9. Preparing members mentally, physically and spiritually for the work service.People have various attitudes (even contradictory attitudes) towards physical labor. It is important that all the staff understand a proper respect for physical labor. If a member views physical labor as fit for only the poor, as something that they are above, it will create a problem within the RYS and with the larger community.

Staff should help promote a clear understanding of the importance and value of physical labor. Staff can help all those involved in the service project should have a substantial idea of how their labor will be beneficial to the local community. In addition, staff should help participants be sensitive to the fact that they will inevitably receive much more from the community then they actually give.

Since the work in RYS is an offering, it can be helpful to remember the biblical text, It is more blessed to give then to receive. These words point to the attitude RYS should share while offering their time in the community.

Another important issue that should be shared over and over again is that of safety. Our goals are for no injuries and this requires awareness among RYS of the things that make a clean, healthy and safe environment. Staff needs to keep their eyes open for dangers and provide the strength of guidance throughout the project.

Since the RYS can involve work that can result in injury, proper safety and health procedures for working at the site should be explained. Participants need to know how to lift, how to use and store tools, the danger of dehydration and exhaustion, the proper ways to work in groups and numerous other essential tips.

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It is important that work goals be clarified so that reasonable expectations of what the organization can accomplish in the time allotted are known. This will protect the participants from the pressure of false or disproportionate hopes of accomplishment. Whatever goals are set, they should be seen by all the staff as being of significance to the larger community and capable of satisfying the basic desire of participants to bring a noticeable result.

Goal 10. Prepare staff to work with another community Idealistic and intellectually curious young adults will be attending the RYS and they will want to get to know the people of the community. It is important for all staff and participants to have an awareness of the local cultural norms and background so that they will not create accidental or unintentional misunderstandings.

An example of the need to be aware of the local situation occurred when a participant was invited by a poor Philippine villager to come to his home for a special meal. The participant ate the feast prepared but later found out that to provide it, the host borrowed food that cost a month’s wages. Perhaps if this was known, the participant could have suggested alternative plans or at least provided the family with a substantial house gift.

Staff should understand that they inevitably will be receiving more from the community then they will be giving and they should develop an attitude of appreciation of the community. If they look at the community as "poor people to feel 'sorry' for, they will create barriers and resentments rather then models of reconciliation.

Goal 11. To promulgate and put into practice the RYS normsNorms such as "being on time", no alcohol use, non-exclusive relationship, cooperation and being openhearted, need to be modeled by the staff if they are to be the programs norms. The norms are essential and have to be accepted by the staff if they are to be passed on to the participants as a whole.

RYS is a community and each community has its norms, which allow it to function in a healthy, harmonious way. (Visit chapter 16- "How to convey the RYS norms")

Closing Notes

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The staff orientation may include a number of sessions that are basically the same in participant orientation. Younger staff members are trained in staff orientation by senior staff. The meaning of each session and an evaluation of each session are done in staff orientation. Other staff members can be placed in the position to assist or guide sessions of the participant orientation. In this way, a stronger more confident staff is created.

B. Participant OrientationThe participant orientation has many of the same goals as the staff orientation. Among the central differences in the orientation is that participants will be having their first RYS experience while the staff will have many RYS alumni who are RYS experienced. A second key difference is that staff will be in a more responsible and knowledgeable position; they are being trained to care for the participants, while the participants are there to have an RYS experience.

As the RYS progresses the staff should consciously try to rise up participants to take increasing roles in helping implement the RYS vision. The staff also should become aware of who could become a good staff member for future RYS projects.

Additional Goals for the Participant Orientation

1. Present insights into the faith, culture and religiosity of the host nation.

2. Present insight into aspects of the faiths that are represented among the participants.

3. Visit sights of historic, religious, cultural significance.4. Clarify the flow of the RYS schedule and explain the meaning of

the three parts.5. To have each person engaged into the movement and flow of the

program.6. To gain a sense that we are peacemakers.

Goal 1. Gain insights into the faith, culture and religiosity of the host nation Participants should have prepared to come to the RYS by reading materials, visiting other religious sites or talking with representatives of other faiths. They also should have read materials (some could be mailed from the RYS headquarters) on the history and culture of the nation that they will be working in.

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Speakers can be brought into the orientation (and other parts of the program) to explain different faith traditions. Question and answers and team discussions can be added to the program so that each person will be able to have more involvement with the concepts, ideas and facts that are presented.

Often the history of a nation is marked by events that have political-cultural and religious significance. To understand the people's roots it is important that these significant events are shared with participants of the program.

Goal 2. Present insights into the faith that are represented among the participants. Participants come from a diverse religious and cultural background and it is advisable to give ways for them to express and share something about their background. In orientation and throughout the whole project participants can make forums such as panels, or presentations. These presentations can address specific issues such as "The role of women in Islam and Judaism" or it can provide general background information on the faith of the participants.

Sharing in the orientation allows the program to realize some of the human resources that are available within the group. It also provides a way to bring participants out front in a more public role.

Goal 3. Visit sights for historic, religious and cultural significance.The visitation of religious sites and cultural landmarks is an important element in giving each person a general understanding of the religious and cultural root of the nation and of the spirituality inherited by the land. When visiting a site it is good to have a representative of that faith or a scholar makes a presentation. These presentations should be broad and general in scope and not heavily laden with details. Goal 4. Clarify the flow of the RYS schedule and explain the meaning and purpose of each of these three program parts.The outline of the RYS schedule should be in the hands of the participants before they arrive at the project. Taking time to go through this in general and team meetings will help lessen people's anxiety about what is coming up. Explaining some of the internal reasons about why things are scheduled in three parts and how they build on each other is important because it gives people an understanding of why to go along with the when of things.

Goal 5. Have each person engaged in the movement and flow of the program

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RYS has a rhythm to it, which includes being on time and working in teams. It has a pace is that is often intense, as if to squeeze as many good experiences into a package of time as possible. In a sense, their is an RYS culture that is unique and it is different then the culture of the participants. This is in part a result of RYS’s extremely high set of values and norms

Creating a sense of being part of a new culture of peace is critical in the orientation. This spirit will help allow participants to gain from the RYS a taste of something others have just dreamed about. The work in teams, the visioning, the training in communication, the general promotion of selfless service and cooperation are all aligned to help promote this sense of building a culture of peace.

Goal 6. To gain a sense that we are all peacemakersCreating a sense of being a part of a new culture of peace is critical in the orientation. This spirit will help to allow participants to gain from the RYS a taste of something others have just dreamed about. The work in teams, the visioning, the training in communication, the general promotion of selfless service AMD cooperation are all aligned to help promote this sense of building a culture of peace.

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Chapter 3. Achieving one's potential through work service

"Everyone can be great because everyone can serve" Rev. Martin Luther King

“When you work you are a flute through whose heart the whispering of the hours turns to music, ... And what is to work with love? It is to weave the cloth with threads from your heart; even as if your husband were to wear the cloth ...

Kahil Gibran., Author The Prophet

As participants conclude the orientation they enter a time when they will spend a part of the day contributing work as service. The second part of the program will focus on work but the work is not seen as the ultimate goal but rather, the work will serve as a means to pull the community together and help create a more substantial experience in building a culture of peace.

A greater part of the educational process occurs during the work service program. Work service allows students to truly challenge themselves. This work service activity is the common denominator, which all participants share. The mutual respect that a shared task provides among the participants allows for deeper internal bonds to occur. Doing physical labor together pushes a group to into situations where they go through difficulties and successes together. This creates a very special comradely.

Learning through hands on life experience is a major part of the educational program during this period. Creating a harmonious work and living environment is an especially important part of this process because it enables the students to deepen their concern and sensitivity for each other while at the same time accomplishing an agreed upon task within a specific time period.

All aspects of the time spent on this part of the program are considered valuable components of the training necessary for living harmoniously in an interfaith community. The intense environment that is created at the work site presents the participant with a constant stream of challenges. These challenges can involve situations as simple as deciding who takes responsibility for cleaning the sinks to as complicated as figuring out how to get along with a very disruptive person.

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During the work period people are placed in situations where they can more clearly see their own and others' strengths and weaknesses. Learning how to build on one's strengths and to improve on one's weaknesses is part of the skills that the RYS seeks to impart each participant.

Group work is an essential element in this process. It allows for much greater and faster personal growth. It helps the participants learn how to analyze issues with a much broader perspective, and it helps facilitate their social skills and their abilities to develop stronger and more meaningful friendships.

This time period is also filled with a wide variety of other activities during the debates, meetings, visits, recreation and free time are part of the daily schedule.

Important staff reminder: In the rush to complete the work task assigned understand that as physical as the work gets in RYS it still remains a spiritual practice, a spiritual practice that leads to the fulfillment of higher goals and values. "World peace through interfaith dialogue and action" is the RYS motto and it implies that action is a necessary component for creating both religious cooperation and world peace. As the RYS process unfolds and everyone is involved in the struggle to act together as a community of service a spirit of unity will appear. This spirit of unity and cooperation is the foundation or cornerstone for building a culture of peace.

Goals for the work period1. To generate a spirit of volunteer service.2. To develop a micro-community with a shared vision amidst

diversity.3. To build relationships with the larger community.4. To develop understanding and appreciation of other cultures,

faiths, and history.5. To examine values that are shared among people of faith.6. To examine the social reality and the environment of the host

nation/ and elsewhere.7. To consider spiritually based responses to social needs.8. To develop a confidence in self.9. To develop a confidence in the power of unity and cooperation.10. To provide society with a functioning model of religious

cooperation.

Goal 1. To generate a spirit of volunteer service

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This goal is something that organizations around the world are always seeking answers for. In RYS the spirit of volunteer service is something that occurs, almost naturally, but we will make a few suggestions on how or why.

Why RYS projects have service as a norm:RYS volunteers are most often selected because they have a desire to serve and a curiosity to learn from others. This gives the program an advantage of not having to create the desire to serve but also an added responsibility to provide as many opportunities for volunteer service as possible.

Ownership into the vision of RYS is fundamental to the program’s success. The more the volunteers take responsibility in the program the greater their sense of ownership. From life we learn that our willingness to contribute to a community often increases when our voice or effort is acknowledged and appreciated. Staff member's in RYS are trained and placed in a position where to offer and provide positive feedback and encouragement to participants and to each other is the norm. The staff naturally assumes as a core responsibility the goal of drawing out and encouraging the best effort from each person.

Each RYS program is unique and is greatly influenced by the numerous personalities and the contributions each person makes. This organic spirit of RYS creates an understanding and atmosphere that, "RYS is what you make of it". This sense of each person contributing to creating the programs success opens up doors for people to go beyond their own limits and expectations.

Practically, the RYS sets up many situations in which individuals and teams are asked to step up an volunteer. Discussion groups are designed to integrate every person so that they can contribute. A sample of some of the tasks that can be filled by volunteers includes the leading of morning meditation, organizing cultural programs, creating a discussion programs, volunteering for wake ups and clean ups. It is natural for a wide variety of takes to spring up from the daily needs of the community.

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RYS may not be typical of most communities in that it has people of faith as the largest segment of participants. The notion of service is not a foreign concept to people of faith. Research has shown that a spiritual motivation often is what drives notable public servants to go beyond themselves. People come to the project knowing they would be asked to serve. Participants create vision statements during orientation pointing to service as part of the RYS vision. By asking people to serve within the RYS community and with the larger community, we are only asking people to live out the substance of their own beliefs and convictions.

The RYS spirit is shaped by the dedication and serving attitude of the staff. The project’s mood is set in the way staff model service and it is this spirit that is and spread to participants, as they are welcomed into the program. When the Staff models the RYS spirit on all levels of leadership the participants soon catch on and they in turn will add their own unique contributions. If the spirit of service is not present in the staff the whole project will run into difficulties during each step of the program.

Spiritual roots of RYS:In the original vision of RYS, youth representatives of the world’s religion’s came together to provide a public model of selfless service. As RYS expanded, it became a place for youth leadership to mature and develop. These young adults took increased responsibility as staff members. They have become models of faith in action in their own communities. The pattern of service that RYS alumni have set has been followed by well meaning young adults from all religious and cultural backgrounds. They too have since come aboard the RYS program and accepted its challenge of selfless service. As the RYS project unfolds the thrust of the activities should serve as a reminder of the spiritual root of the project. Each person should understand deeply where value and greatness comes from.

This principle is expressed clearly by the words of Rev. Martin Luther King: "Everyone can be great because everyone can serve".

The value of service as a religious responsibility was highlighted at the inaugural Philippines RYS project in 1986 when RYS founder, Rev. Sun Myung Moon's challenged participants saving: "Man's unity with God is not a matter of belief and doctrines in the mind. It must be expressed in actions of love and service to others." This philosophy of service is always strengthened when we see our RYS elders, and leaders, literally take up their shovels to dig along side with a 22 year old volunteer.

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The spirit of volunteer service can best be displayed during the work time when participants cooperate and contribute to the success of the work. Mutual encouragement among the RYS family, setting realizable goals and schedules, and creating a natural sense of personal responsibility and accountability to others will help in building a true RYS spirit.

Goal 2. To develop a micro-community with a shared vision amidst diversityThe sense of being a community is enhanced in RYS through working towards a shared vision. In the process of heading towards that vision people discover that they often have very different ways of doing things.

Diversity provides opportunities but also potential problems. Having participants pick up additional training on communication skills and conflict resolution can be very helpful. These lessons can be build into the schedule or simply exist as living examples (such as a team coming to a resolution on an issue)

During this period try to create education programs that point to why religious and cultural differences exist and discuss how this can be a helpful thing. (** Read the education section on Cultural Differences) Work to create dialogues where differences are shared and discussing ways in which we can respond to those differences.

A fine educational approach, which can greatly increase awareness of our interdependence, is the following. When a presenter speaks on a specific subject theme or a visit is arranged to a particular religious or cultural sight ask the group to reflect on how that particular issue is viewed by others. An example of this is when visiting a Christian Monastery, organize a follow up discussion on monastic traditions from other faiths, and ask people to share why some faiths have this tradition and others don't. In this way the local understanding can be taken in and reflected on in a broader context. The work, the labor itself, provides a chance for some people to share common tasks but it also gives an opportunity for people to offer their special skills. When all the efforts are appreciated, skilled and unskilled, a family atmosphere can be built. In a family, all children have different skills and capability but parents can appreciate each of their efforts whiling encouraging them to do their best. This is the spiritual environment that the RYS strives to create.

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The work provides a shared goal. The effort of each person has much in common with the next for at the work-site, all are sweating, most get tired and thirsty and each will need occasional encouragement. The shared sense of purpose and commitment allows a trust and comradery to develop which is essential in creating a community.

During this portion of the program it is good to deal with certain issues at a team level while other issues need to be resolved on a higher level. The team is the place where the deepest and most personal care can take place during the RYS. If teams are strong, caring and cooperative, it will generate a spill over effect.

Goal 3. To build a relationship with the larger communityThe work portion of RYS should be designed to contribute to the larger community and also involve the participation of the community so that the sense of ownership rests in the community long after the participants have left.

There are other points where the community can be linked with the RYS. These include inviting community speakers to address the program, having a shared cultural program, promoting a community day where families from the communities can share, eat and celebrate together.

Some other ideas include having a cooking-tasting party where international and local dishes and recipes are shared and public words are spoken. Participants may have the opportunity to share a meal or night at homes of community members. Visiting local places of worship can give participants an insight into the community, which cannot be gained elsewhere. Some participants have shared with students and teachers at local schools knowledge about their cultural background or specialty. Others have gone to local radio and television stations to share about their experience with RYS and the community. Goal 4. Develop understanding and appreciation of culture, faith and historyA unique dynamic takes place when young people from a variety of cultures come together. The RYS seeks to utilize the human resources on each project in an effort to promote understanding, appreciation and cooperation among a wide variety of people. Throughout the RYS, sessions will be set aside which will introduce various cultures and faiths. These programs are often designed by individual participants or by participant teams. One method used to promote this aim is to create a forum in which many individual viewpoints can be expressed based on a central theme.

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Following the presentations, time is given to question the panelist. An example of a discussion theme would be the question; "What are ways my faith promotes peace." An additional element can be added to the program by allowing the teams to discuss the theme following the question and answer period. This method will give each participant and opportunity to express their views while listening and sharing with others.

Visits to locations can provide opportunities for insight but the preparation for those visits and the presentations during those visits should be geared to the RYS audience. A visit to Auschwitz stirred a lively discussion but also stimulated a sense of deep reflection. The visit to a pilgrimage site or shrine should be preceded by a talk that will inform about the proper way to show respect and give historic and contemporary perspectives on the site and the traditions that it represents. This preliminary preparation will also improve the public perception of the RYS as an organization that respects the heritage of others.

Goal 5. To examine values that are shared among people of faithAs participants share about their cultures and faith it is valuable to help them recognize values that are shared by people of faith. Such values as selfless service, respect for elders, caring for the environment, respect for the dignity of humanity are expressed across the broad spectrum of religious belief.

Open discussions on themes and issues can be presented in ways that involve participants in a search for values, which cut across cultural walls, these `Bridge values’ can provide the foundation for future cooperative interfaith efforts.

As we reflect and share during the time spent at the project, certain common issues and themes come up in conversations and personal stories. This sharing often demonstrates participant appreciation, empathy and compassion. Point out on occasion, how these shared feelings, thoughts and values are a human common denominator. Goal 6. Review the social reality and local environment Take participants around so they can see different aspects of society not reflected in the site where you are working. On our way to a scenic rural village in Bangladesh we brought the bus to a halt in a large, crowded urban slum and had the participants walk around and meet and talk with residents. This face of Bangladesh may have provided a shock but added to the participant’s awareness of social realities in the nation.

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In Honduras a speaker came to the program and shared about the thousands of missing children and the danger of children being sold to unscrupulous medical people for the sale of human body parts. You can imagine that talk had an impact on many of the international participants. In contrast, we later had our reflection at a beautiful natural beach area. In this way, the beauty of the nation could be presented while providing an opportunity for the participants to become acquainted with the Garifuni culture.

It is important that each person have an experience with the natural beauty of a nation is so that they can keep with them a wonderful memory. Please try to arrange for some environmental trip and couple it up with some fun, games and relaxation.

Goal 7. Consider spiritually based responses to social needsAs people of faith and goodwill it is important to reflect on what should be a faithful response to the social predicaments that exist. The average person does not often look at life and great issues from a “spiritual” perspective. It is not easy to look at women's rights or civil rights or poverty from a spiritually based view but our faiths teach us things that the society needs and it is important that issues are examined in this light. It may turn out that people will take sides of issues different then their co-religionist and side with people from an other faith and culture. This will only highlight the great challenge in front of us and it should provide participants with a deeper critical sense and a multifaceted approach to dealing with issues.

Goal 8. To develop a confidence in one's self.Participant’s confidence grows through the combined effects of completing the work tasks, learning how to make new friends and speaking in front of a group. Additionally, the expansion of one’s horizons grows when ideas are shared with a wide variety of people. The daily events that occur frequently on RYS such as your offering something to a person in the village and having them really appreciate it; these are vital ways that the program instills a greater sense of confidence and pride in one's ability to be a 'giver' in life.

Goal 9. To develop experiences in unity and cooperation.A group of unrelated strangers from all over got together at the start of the project with a purpose and vision in mind. The purpose and vision of the project is clarified in the orientation and through a great show of Heart and will it should carry on throughout this period. The result should be visible in the things that were built; the most precious may be the relationships that were created.

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Goal 10. To provide a working, happy model of religious cooperationOne way to celebrate the unique creativity and diversity that exists among the participants is to have a cultural and talent night. This program can be for the public or simply for the RYS and friends. Traditionally, these programs have been one of the most fun things on each RYS. Good performances require participants to spend sometime throughout the work period preparing themselves or their teams.

With religious strife and prejudice a part of today's world, participants often bring their own prejudices to the project. With patience, each person should develop a wider perspective on people and growing respect and tolerance. The physical labor, which everyone is involved in often, provides a bonding element for participants to share. Trust between people from various backgrounds normally develops and it often blooms into deep friendship.

To promote an environment of friendship and trust organize places for participants to informally share and discuss. It is often the late night or informal conversations that remain deep in people's memory of RYS. For many, the joy of allowing oneself to care, to reach out and to find common ground is a truly religious experience, one that God is present.

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Chapter 4: The Reflection Period: Inner quest and pursuit of meaning

“He whose heart is in the smallest degree set upon goodness will dislike no one”

Confucianism Analects 4:3-4

‘By sustained effort, earnestness, discipline, and self-control, let the wise man make for himself and island which no flood and over whelm. Buddhism.

Dhammapadda 25

The RYS's third and final period is a time to digest and internalize the lessons learned throughout the program. This is a time of realization, deep discovery, and the ideal time to make commitments to go forward in life practicing what was discovered.

The reflection period offers the opportunity to introduce and demonstrate various spiritual practices, forms of meditation, Tai Chi, etc. Advanced practitioners often lead these sessions. Participant’s who may choice to use these experiences and lessons as a base for future discovery. The final period includes a quiet time for personal reflection, time for writing or creative expression, a time one’s testimony. Included in this time is a chance to write evaluations of the project experience and a time to make commitments about what you will do on returning home. Team members are given a final opportunity to share with their teams and a time is set aside to pair up with people that may not yet have had an opportunity to share together.

One of the things I like to include in this time is a silent nature walk, with possible scriptural interruptions at certain pre-selected locations. This also can be done in a way to show the Pilgrimage of Life, as passages are read to mark the different stages of a person’s life.

Try to build into this period a special time for fun and relaxation as a way to celebrate the gift of life.

Goals for the Reflection period:

1. Give people a chance to pray, meditate, and reflect.2. Have people write and verbally share about their RYS

experience.

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3. Provide a closing opportunity for each person to get to know each other.

4. Evaluate what worked and what can be improved on the program.

5. Make personal goals and commitments.6. Help participants gain abilities to recreate the RYS experience.7. Give participants a chance to pray meditate and reflect.

Goal 1. Give people a chance to pray, meditate, and reflectNumerous spiritual practices exist to help a person reflect. During this time you can bring people with an expertise in meditation, prayer, chanting etc. to help participants look at different ways to make peace. Discussions should be more inwardly directed " What can I do with my life" rather then " How can youth make a better world”. Along with this opportunity to reflect and do spiritual practices you may want to provide a prolonged time for silence.

Prayer walks, nature walks and other outdoor activities can add a further inner dimension to the experience.

Goal 2. Have people write and verbally share about their RYS experienceWriting and speaking help your feelings and thoughts take more substantial shape. Writing can be useful as a point of reference in the future so please allow times for journal writing and also personal reflections and evaluations.

Verbally sharing with the group not only serves to inspire others but people can gain through listening to what others experienced. Please share in teams and in front of the whole RYS family.

Goal 3. Provide a closing opportunity for people to get to know each otherNon-exclusive relationships are the norm for RYS. The last days of RYS provide a chance to get to know the people you had little opportunity to be with and share. Create in the structure of the program a time and a way for this sharing to occur.

Goal 4. To evaluate what worked and did not work in The RYS programCreate evaluation forms for staff and participant that will be filled out with enough time for honest answers. These forms should be designed to help improve the development of future RYS projects.

Goal 5. To make clear personal goals and commitments

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RYS is not the end. Continually improving one’s life, building a community of peace, creating a catalyst for change, these are some of the overriding goals of an RYS program. Give people a chance to look at his or her life and examine what they want to do to make it better.

Design a situation for teams to meet in order to create personal plans on how to better incorporate the peace they have experienced during the program more permanently into their lives when they get back home.

One exercise that has been very useful is the writing of a “Commitment Letter”. This letter’s serve as a way to reinforce personal commitments at a later date. (Exercise 5. In this section will explain how the Commitment Letters are used)

Goal 6. Help participants gain abilities to recreate the RYS back home.RYS staff normally creates a name and address list and provides it to all participants. The spirit that belongs to RYS alumni is that all those that have had an RYS experience are part of the RYS family and that this network will be available to them when they return home.

Guide sessions in which each person will make specific goals. You can have each team member share ways in which they could see that goal being accomplished by the person who set it.

One way to promote the RYS experience and in a sense, live it again is by compiling an article or presentation for the public. This quiet time can give participants a chance to consider how they would like to share their experience with the larger public, such as Rotary Clubs, churches, and schools.

Staff can help participants in being more effective in outreach by preparing basic press packets. Pictures copy and other relevant material should be supplied. Participants could add their own copy and photos in order to personalize and localize the content. Very often participant’s local newspapers, schools or religious organizations are interested in receiving this information for publication.

Section: Practical exercises and programs

Exercise 1. Divine Sharing

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After participants have spent time together and gone through numerous shared experiences they are more prepared to share deeply. The following exercise allows each person in a small team to share more deeply about their own life.

Part 1. Each participant shares an experience or experiences that have a strong impact on their lives and on their spiritual development. After sharing, participants can then explain how the RYS experience has had an impact on their spiritual development.

Part 2. Wellness session: Opening the door to self-masteryAn additional segment can follow the first part. In this session participants share how they worked to overcome spiritual difficulties, where they have made progress and what else they plan on doing to claim the personal victory that they have been seeking.

Exercise 2: Listening to SilenceThe RYS incorporates the practice of silence into its reflection period. Silence as a spiritual practice is used throughout the many faith traditions of the world. Much can be communicated in silence.

How is the practice of silence used in your faith tradition? Draw a picture or write a poem describing silence. (Do this in

quiet time.) How when we listen to ourselves, can lessons learned, help us

listen to others?

Exercise 3. Universal Worship Service: One of the ways to create a deep sense of religious appreciation and a profound appreciation of each faith is through holding a Universal Worship Service. The following is a description of how you can conduct the service.

1. A larger central candle and other candles are placed on an altar. The central candle is prayerfully lit. This candle represents God or the source of all life, love and truth.

2. Each of the other candles is to represent the world’s religious traditions. You should have each faith that is represented among the RYS light a candle. You can also add additional candles to represent other major faiths. Each candle should have a prayer or scriptural reading made before it is lit.

3. When the faith is called the representative will read a scripture and/or recites a prayer. The reader will then light the candle.

4. An additional candle is laid out to represent all the past religions.5. One also is lit to represent new and future religions.

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6. Among the religions should be a candle to represent traditional worship.

7. When the candles have all been lit a person can then give a short mini-sermon. You can conclude with a silent prayer. Music can accompany the service. (Please feel free to make adjustments to this format, which is loosely based on the Universal Worship service given at Sufi centers.)

Exercise 4. A Pilgrimage of Life:Life goes through a cycle from conception, birth, youth, adolescence, marriage, middle age, old age and passing. From various scriptures find out what they say about each stage of life and also find passages that can describe the whole process as our pilgrimage of life. Organize a walk, either in silence or with some singing or chanting. At certain locations, readers can share scripture or words of Wisdom concerning this life’s monumental events. These can include such stages as birth, youth, passing to adulthood, marriage, parenting, and elder years, passing on. Conclude this experience together in a circle with a few words and either a prayer or a time of silence.

Exercise 5. Commitment Letters: The RYS inspires people to live up to their highest ideals. It is important that the inspiration and hope of the participants becomes substantiated in the future. To support each person’s personal commitment to community service and peace building the RYS uses Commitment letters as one of the programs last exercises.

All members of the project should comfortably gather in an environment conducive for quiet meditation. (You may want to have some reflective music in the background)

Ask each person to think of what they are determined to do for others when they return home. Give a suitable amount of time to allow for deep reflection. At an appropriate time, (we suggest between 20-40 minutes) have each person write these goals in a letter. The letter should be as specific and time based as possible.

The commitment letters should contain a personal vision from what they learned in RYS along with the specific goals of how the author will carry out that vision when they return home. After completing the letter, place it in a self addressed envelope and give it to a partner in exchange for their letter. The person who receives the letter does not read the other person’s letter.

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Each person should be told that the letter will be mailed to them at some point in the future by their partner. This adds an element of surprise to the exercise. When the letters are sent to the author’s they often serve to remind and stimulate the reader of the strong and clear desire and determination that they had at the RYS. The words serve as a reminder of the RYS experience and they also act as form of personal judgment. Many RYS alumni have reported receiving their letter at a time of personal struggle and they served to provide a needed reminder of the deep personal hope that they wish to fulfill.

Exercise 6. Sharing something special:Each participant should have had a time to create a piece of art, poetry, drama, or song. They may have brought something from back home that has a particular profound meaning to them. Create a time where participants can make their offering to the whole group.

Exercise 7. Religious Song Fest:Participants can prepare songs and chants from their faith and cultural traditions that have a special meaning to them. Share either individually or teach a group or the whole gathering so they can join in together.

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Part 3. Integrating the interfaith experience

Section A. Preparing the education program

Chapter 5. Themes set the tone: Using themes to pursue understanding

“It is not possible to build a moral society without pursuing economic justice”

Pope John Paul II

Conquer anger by love. Conquer evil by good. Conquer the stingy by giving. Conquer the liar by truth.

Buddhism. Dhammapadda 2 33

RYS projects, while striving to promote interfaith harmony and service contain certain essential elements on each project. Yet, the RYS has many approaches to the broad goal of creating a world of religious cooperation and service. Each program will have its own educational flavor and this diversity can express itself through the selection of various project themes.

RYS projects may have an additional focus addressing issues such as education, development, community building and environmental harmony. Sometimes the nature of the work itself will give shape the projects educational thrust.

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A recent example occurred when an environment project was selected as part of a cooperation with the Ministry of Youth in Gauteng Province, South Africa. The project included working and staying at a scenic state natural reserve. The project focused on building harmony in the community and with the environment. Speakers from the nature reserve gave presentations, showed films and had environmental programs while the work itself provided an environmental benefit. It served the project well to have an environmental theme because preparation education material could be sent out which dealt with the theme, participants could later involve themselves in environmental talks while actually having an experience of caring for the environment.

Theme subjects can cover a great range of issues. A project theme can also be a sub-theme for a larger theme. For instance in Haiti and the Dominican Republic, Honduras and Guatemala, projects had specific themes but all came under the larger theme of: "Friendship America’s Projects". The larger theme of Friendship America deals with the issue of international cooperation and interfaith cooperation in the America's while the theme of the Guatemala RYS dealt with "Educational uplift".

The larger theme allows many different organizations to take part in supporting the ideal of Friendship America's. This can be especially important in cases where cooperation with a religious organization is difficult. The RYS becomes one of several sponsors for the project contributing interfaith education expertise, service, experience and a volunteer base to the program.

The themes listed as chapters 6-14 in this text are the central themes that have been used in RYS programs. Education themes help provide staff with an education and program outline in which they can pick and choose. Some of the materials on these themes can be distributed prior to the project and others will be used during the program.

Addition themes may prove even more relevant to your program then the one's we have prepared and we encourage you to include them. W e do ask that you incorporate some of the prepared themes among those listed to help guide the programming aspect of your RYS project.

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Chapter 6. Training that tunes you in to the same frequency. Pre-project preparations

“Man is man because he is free” Paul Tillich-Theologian

Before attending an RYS program there are certain issues that you need to keep in mind as you prepare. Since participants come from diverse backgrounds culturally, religiously, spiritually and even linguistically they need some help in preparing to come together as a living community. It is important to prepare participants in ways which they can gain a wider common base of understanding prior to coming to the project.

Materials have been designed that can help participants reflect on their own faith tradition. Other education material helps candidates to reach out and take notice of the wide variety of spiritual and cultural perspectives that exist. We are seeking to have candidates review their faith while gaining a curiosity and background into the hearts and minds of others.

Listed is a set of ten questions, which can be used to prepare candidates for participation in the Religious Youth Service. In a way this will help warm you up to get prepared for the project. Please consider mailing some of these, or one's of your own making, to participants at least a month before attending the program. This will give them time to research, think and discuss before coming to the project. Any of these questions may be used as a discussion theme for teams during the RYS. (This is just an option)

Preliminary study questions and guides: Please review the following theme questions so that you can be ready to discuss these or related issues at the project. Although these questions may not necessarily be discussed, the process of thinking them through before arriving will help the participants come to a deeper understanding of subject matter related to the RYS. It will also provide a base of understanding from which the RYS can grow out of.

Questions to reflect on:Theme: On faith

Give a definition of religion. Share what religion means to you? What has been some of the ways religion has affected

civilization? In what ways does your faith affect your decisions?

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Humanity has made great scientific progress. Has the general spiritual level of humanity changed over the millennium? Please explain.

What is the goal of science and can it be compatible with the spiritual quest.

Please study background material on the major religions of the world and think of the way religion can contribute to the world.

People in each corner of the world pray. Please share why you think this occurs.

What is a revelation? When are they Divine? To you, which is more important: Belief or good deeds? Please

explain. What can you learn from the other faiths in the world?

Theme: Reflecting on the religion’s role in creating peace Consider social reforms that have been promoted by religious

and lay leadership. Examine the life of a great social reformer whose religious training moved them to action: examples: Mahatma Gandhi, Martin Luther King.

Consider how the founders of various religions contributed to social improvements and peace building.

How can religion help make a person, a family, and a community more peaceful

Theme: Examining religious conflicts and their causes. Research a place where religious conflicts have recurred through

time? Can you give reasons why each side thought they were right? Can you think of some ways the situation could be resolved?

What are some of the barriers to religion’s cooperation and how can some of those barriers be broken down?

What is the role of youth in breaking down religious and cultural barriers?

Preparing through reading: We suggest that you create a short relevant reading list in world religion and comparative religion. You may also want to assign work on development issues as well as readings on the particular nation in which you will be working.

We recommend for Comparative Religion’s: The World Scripture: A Comparative Anthology of the World's

Religion The Religion’s of Man, by Huston Smith, Harper and Row (List other readings). A wide variety of books by Ninian Smart.

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Please create your own list cross referencing seminaries or other institutions that have religious studies programs.

Preparing through visits and dialogue: Ask participants to visit a religious site other then their own

faith. Arrange an interview with someone of another faith. Ask participants to prepare questions they would ask a person

from another faith.

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Section B. Integrating the interfaith experience

Chapter 7. Understanding our shared religious inheritance

I believe in the need for human understanding and harmony for a wider reason, which is simply that we are all human beings. Geographical, cultural and physical differences are superficial. Even differences of faith and ideology are transcended when we began to think of ourselves as human beings. We all want happiness and do not want suffering and every human being has the right to pursue happiness. For in the final analysis all of us belong to the same human family.

His Holiness the Dalai Lama

“We have enough religion to hate one another but not enough to love one another”

Jonathan Swift- author

Many of the participants on RYS projects carry with them a strong understanding of their own faith tradition. Others have only a superficial understanding of their own faith and even less of other faiths. The RYS can serve to help deepen each participants understanding of their own faith tradition while creating an environment where they can grow in appreciation of other spiritual traditions whose inheritance we share.

It is our experience that participants in the RYS often develop a stronger understanding of their faith is then they had prior to attending. We believe that this is in part due to the fact that participants are often asked to explain and reflect on things about their own faith. By sharing their faith in a natural way it becomes more familiar to them. Participants may not have realized before how their faith provided certain elements and expressions absent from other faiths. Conversely, seeing people’s devotion to a faith other then one’s own allows a growing respect to develop. When a particular faith is all one knows, it cannot be placed in contrast with any other belief systems. Often a strong sense of appreciation develops when a believer can see their faith from a wider perspective.

Basic RYS requirements in the field of worship and inter-religious study

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There are certain elements of the program that need to be present in each RYS in order for the project to bear out its true purpose. Morning meditation and worship services are one such element. Adding an interfaith worship service or Universal Worship adds strength and character to the RYS program. Additional programs that incorporate a variety of faith perspectives or share about particular faiths, celebrations, forms of worship and meditation are normal for the RYS.

1. Morning Meditations and/or Worship service: Morning meditation and worship are a regular aspect of the RYS program and are critical in the implementation of the spirit of interfaith understanding and the spirituality that is the vision of RYS. These services are to be as representative as possible and they should at least represent each tradition available during the RYS. Morning meditation is also an event that you may want to invite people of various faiths from the local community to lead. This can add depth and diversity to your program and serve as a way to better connect the RYS to the community.

Participants or staff members often guide meditation and worship service. When substantial explanations of the exercise are required it is better they be put in a written summary form and given the evening before. In this way, the morning service uplifts spiritually rather then becoming a class or explanation of a religious practice.

The purpose of the morning meditation includes: 2. Giving participants an experience in forms of worship representing

a variety of faiths.3. Introducing participants to various forms of prayer and meditation.4. Provide a spiritual time and reference point for each person to

prepare for the day. 5. Provides a medium for participants to share with others6. Provides an opportunity for peoples outside the program to lead

and participate.

Format:Information about a tradition should be minimalist during the actual service but information can be given out the evening before to prepare people both intellectually and spiritually. (Proper dress, understanding of symbols and rituals, words to hymns, insight into the purpose of the meditation, etc.)

2. Interfaith Service

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This program seeks to promote understanding for each faith and it is not meant to be syncrenetic. One aspect of the program includes setting up a time of worship where all faiths are represented during the service. We may call this interfaith service a Universal Call to Worship. (Review the past section on Universal Worship Service) An Interfaith morning service can utilize the World Scripture and other source books. Meditation practices can be shared with the participants, Tai Chi, martial art forms, etc.

Questions to reflect on: Understanding our shared religious inheritancePrayer has been described as the life-blood of faith, the most intimate expression of a relationship with the Transcendent.

What role does prayer play in your life? What is the value of prayer in your eyes? Can you see validity in other forms of prayer outside of your

tradition? How do you balance prayer with the need to do good deeds?

People of all faiths have prayed throughout history. Prayers of partition have been sought by many, including non-believers in a time of crisis. In war both sides have asked the same God to come to their aid and comfort. Prayer has been offered in a multitude of tongues and forms. Miracles have been attributed to prayer, science has come out with findings declaring that people who pray generally are healthier then those that do not.

What is your understanding of the power of prayer?

Individuals in some faiths consider meditation to be an integral part of their life of faith. Others look to meditation and claim that it could never lead one to salvation.

Is meditation practiced in your tradition? Why do religious people turn to the practice of meditation and

how do you think meditation could help a person in his/her daily life?

Do people around the world who meditate have common experiences that could be a point of unity?

Can a comparison be made between deep prayer and meditation?

Religions can provide the fundamental answers of how to create a better life, society, and world. Despite this potential, the religions of the world have only just begun to cooperate on the significant problems that divide us. What is needed for the religions to cooperate more fully?

How can you personally help in fostering this process of cooperation?

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Think about how the norms of forgiveness and justice can work hand and hand.

Does forgiveness of a wrong mean that no restitution should be given, or does it change the type of restitution that is needed?

What is the role of forgiveness in your faith? What is the role of restitution in your faith?

The function of obedience and disobedience in religious life varies in different traditions. In some faith traditions the authority of a spiritual leader is considered the highest source of spiritual guidance. While in others, the priesthood of all believers is stressed.

Where does the ultimate authority of your faith rest? What is the hierarchy of authority in your faith? Who has teaching authority in your faith? Who has the last word? What role does personal conscience play in your tradition in

carrying out a religious authority’s directions?

Death and immortality are subjects to which every religion has spoken. Human beings face the issue of death with mystery and awe.

What is your belief about life after life? How does your belief affect your actions? How can/can not the belief in reincarnation is reconciled with the

belief that an individual has only one life to live on earth?What role cans the religions of the world play in shaping the future?

Some people of faith extol the virtue of sister poverty; others extol the virtue of harvesting the material fruits of their hard work, thrift, and savings.

Can these positions be reconciled? How? What does your faith teach you about gratitude and

appreciation?

Some people believe in a personal God, others in an impersonal creating force; some call God, Father; others, Mother. Some faiths are non-theistic, while others have various levels of "gods" with a supreme "Godhead."

What do you believe and why do you think some people believe differently?

How does your belief system influence your lifestyle? How has your understanding developed, as you have become

older? Will your understanding of "Ultimate Reality"' change in time?

Exercises:

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1. On Appreciation: Please share from a scriptural source in your tradition passages on the attitude of appreciation--as an individual, as a family, as a nation.

2. Appreciation: Please create a simple poem expressing gratitude to the Creator and/or appreciation for the creation. If this is difficult write about people you appreciate. These can include your parents, friends, teachers or other family members.

3. From the Heart of My Faith: Prepare something that represents the heart of your faith--a scriptural passage, a symbol, a picture, a tale, etc.--something that can be shared with others.

4. Symbols and there meaning: Share some symbols of your faith and explain what is the inner meaning in them.

Some people credit religious icons as providing a path to understanding and relating more easily with the Divine. Others consider worship before any image as idolatry. What do you believe and why do you think good people believe opposite things on this issue.

Can other fields of knowledge (normally considered non-religious) help people to understand the meanings of the symbols that they hold sacred? Explain.

What are some of the things I can discover by studying the forms of other faiths?

Religion, Leadership and Social ChangeAs a team: Discus the role that religion and leadership play in creating social change.

How can religion (in general) and your religious tradition in particular provide thinking, attitudes or practices that contribute to peaceful social change?

Leadership is thought of in different ways in different religions and cultures. What are some of the ways it is conceived in your religious

tradition and what traits do you think leaders ought to have? What resources does your religious tradition have for minimizing

conflict between religions? Can you give examples form your own experience?

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Section C. Looking into the themes of discovery

Chapter 8. Building the global citizen in a pluralistic world

`Man often becomes what he believes himself to be’ Gandhi

‘The ruler who submits to democratic ideals, His rule is lasting‘. Sikhism

It is easy to prejudge a person because of their appearance. It is a challenge to shed our categorical judgments of groups of people and take the time to look at individuals as unique and irreplaceable. In this world where communications, economics and politics are increasingly interdependent, understanding other people becomes a necessary foundation for global harmony.

Global interdependence has created increased opportunities for the understanding and appreciation of cultures other than our own. Spiritual and religious foundations that provide the values that serve to hold societies together support existing cultures. These spiritual foundations are given form through various cultural expressions.

Each culture has a special offering to make in the tapestry of human affairs. In discussions, group activities, work and service, and reflection periods, we seek to help the participants gain insights into each other's culture and its relationship to prevailing belief systems.

The questions outlined in this section are often designed to let each person reflect on their own cultural and religious heritage. They also promote inquiry into the thought, motivation and beliefs of others. Participants are encouraged to look at underlining commonalties that exist within the human family. Recognizing that many differences between religions and culture lies in the form that it is presented rather then the essence, materials guide students to understand the difference.

Part of the RYS experience is designed to give each participant a chance to see other religions more from the "inside" then they had prior to this experience.

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Some of the Programs Goals of this Section: 1. Increase the awareness of one’s inherited faith and culture.2. Illustrate underlining commonalties among the human family.3. Present differences within cultures and faiths in light of shared

values and principles.4. Stimulate inquiry, interest and appreciation in the reality that

much can be discovered from a genuine desire to learn from others. And to illustrate that those lessons that we learn can be valuable in improving our life and the lives of those around us.

5. To help prepare participants to become future global citizens

The following questions stimulate dialogue and understanding in this regard:

Please ask teams if they can define what a Global Citizen is. The following is the result of past RYS discussions and it can be used as a reference.

“Global Citizens are self aware and secure in their awareness to the extent that they address the needs and problems of society and are sensitive to others, are cooperative and recognize the impact of their actions while standing for their values and appreciating others.”

A Global Citizen is one who: (RYS participant’s definition)

1. Feels like a child of the planet and take the responsibility for being that.2. Who is whole within and feels one with the universe.3. Who can see other people as human beings.4. Who identifies with the common man and has respect for other cultures.5. Who can feel comfortable with anybody because they are comfortable with themselves.6. Who is ready to accept others as they are and is open to all cultures.7. Who will dedicate himself in the service of humanity.

Exercise: On Multicultural Awareness and Personal Growth

Please consider the following themes and questions and discus in teams after some reflection. They are to help each person grow in awareness of this pluralistic world.

Knowledge our own culture and its distinctive values and goals other cultures and their distinctive values and goals

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Perceptions image of ourselves images of others from our own culture images of people from other cultures

Attitudes towards ourselves towards our culture toward people in our culture toward other cultures towards persons in other cultures

Behaviors (general) interaction with people from our own culture interaction with people from another culture

Behaviors (pattern) listening actively giving and receiving feedback clarifying perceptions clarifying intentions negotiating misunderstandings shifting behavior/flexibility reducing conflict taking specific, constructive action

Skills information gathering (learning about our own and other cultures) analyzing our own and other cultures withholding judgement identify and understand words and meaning appreciate ambiguity and ambivalence in self and others

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accept, respect, accommodate and value major cultural differences anticipate specific points of potential difficulties in cross-cultural

contacts place oneself in another person’s position intellectually and

emotionally see and value opposing viewpoints adjust images of culture that are different analyze accurately and respond constructively to cross-cultural

problems find common ground and shared values and goals with a person from

another culture whose values and goals initially appear quite different from our own

Practices A strong spiritual and religious belief and practice A willingness to become more aware of one’s own prejudices regarding

differences and diversity. A commitment to understand and value basic human similarities and

core culture values through cross cultural interactions, study of religion, history and culture of other / different groups and cultural immersion experiences.

An ability to participate within one’s religious, ethnic or cultural group and within groups that are different.

An ability to identify with one’s own religion and culture and with a range of different religious and cultural groups within one’s nation.

An ability to identify with different religions and cultures throughout the world.

The following are topics and questions that can be used for further discussions

Looking into religious differences How does your religion view the relationship between believers

of your faith and those of different faiths? Examine what it says in your scriptures about this point.

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Review the history of your faith and the relationship it has with other traditions.

Write a reflection on how it could or could not have been better. Please explain what are actual attitudes of your friends, family

and community to those of other faiths. If this attitude is similar or different from that of the teachings of your faith explain what you think the reason for this is.

What are some things you can learn from other religions?

Religion asks that its followers have faith. Faith can mean believing in things that have not yet occurred. The world is filled with poverty and needs that are both physical and spiritual. Please reflect on the role of faith in creating social change.

What does your faith teach you about service to the needy? How do you actualize your faith through practice (praxis)? What is the role of true love in creating positive social change? Can a person with deep faith and true love make a difference in

this world?

In the Bible there is a story about the Good Samaritan. Please read the story, (Luke 10:25-37) if you don't already know it.

What can men and women of different faiths learn about the attitudes of the various characters in this story?

What is the importance of mercy in this story? Can mercy lead a person to go beyond justice? Please explain. Can you give an example of people who are unsung heroes in

your society? What are the qualities you admire in them?The question of the role of religion in creating a just society has long been discussed and debated.

How does your religion deal with political authority when it is the cause of injustice?

What are ways that principles of nonviolence can be used to create social and political change?

When, if ever, can one justify the use of force as applied in the directive: "An eye for an eye and a tooth for a tooth?" Please explain how you have come to your conclusion and cite your references.

How can faithful service to others serve as a means to heal barriers of resentment, jealousy, hatred, etc.?

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Geography and cultural exchange and its impact on our understanding and perceptions:

Do you think that people of the same faith, but from very different cultures and backgrounds, approach questions about the "Ultimate" in varied ways in part because of their cultural and environmental differences? Please explain why you do or don't believe the above and also share what you may be able to learn about approaches to the "Ultimate" from others?

People who have lived in separate national and cultural enclaves inhabit

the world. People in specific nations develop a national character. Each

national character reflects different aspects of the "human personality."

Explain why you agree or disagree with the above? Do you see certain national characteristics within your

nation? Please Explain. In what way do you think that people of each nation can

learn other aspects of the "human personality" through cultural exchange?

How will the increased globalization of our planet affect the development of the "human personality" as a whole?

What are the responsibilities of individuals in preserving cultural values in a shrinking world?

Some cultural values are not worth preserving except in historic records because they are not worthy of imitation. Please give an explanation that includes specific examples of why you agree or disagree with this statement.

Religions have learned and borrowed much from each other. Christianity received much of its core values from Judaism, while both these faiths inherited aspects of the Zoroastrian worldview. Islam also incorporates parts of the teachings of "the people of the book," to formulate its own worldview. Masters from both Islam and Hinduism especially enrich the Sikh faith. Hinduism has been the recipient of the wisdom of vast and diverse sages over its thousands of years of history.

In our age of interdependence how do you see this process continuing?

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·How do you see the new opportunities for increased global interaction that mass communication and transportation now offer affecting each of our faith traditions?

Exercises: 1. Culture and Tradition Rites of passage play an important part in each culture. Often these rites are marked by a ceremony. Can you describe how your faith or culture marks each of the following transition periods?

Birth:Adulthood:Stepping into a faith or culture:Marriage:Death:Other significant event:

Please describe these ceremonies and explain rituals and symbols that are used.

Exercise 2. Often in human history another has overrun one society. When this has happened, the conquering society's ways often become the generally accepted norm. [China is a noteworthy exception.] In situations like this discontinuity of culture can occur which leaves the conquered feeling like outsiders forced to adopt the ways of the conquerors.

What have indigenous people contributed to the culture and religiosity of your region?

What lessons can be learned from studying those that came before us?

What special qualities do people from your country have to offer to the world?

Exercise 3. A well-known theologian, Paul Tillich, wrote: "Religion as ultimate concern is the meaning-giving substance of culture, and culture is the totality of forms in which the basic concern of religion expresses itself." In abbreviation: religion is the substance of culture, culture is the form of religion." Please explain how religious values express them in your culture.

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If religious values are given less priority in a society, what do you think will be the resulting consequences?

If you have seen increased secularization in your society, what do you think is the cause?

If not, why hasn't this happened? Do you think that any existing culture is ideal? How can a culture develop in a positive manner?

Exercise 4: Universal Values and the New Millennium Please share in teams what you believe should be basic human

values that all people and nations be held accountable for. Please review the United Nations Declaration of Human Rights and other documents that attempt to present a recognized standard of values.

Or respond to the following: As our world develops a greater interdependence and a world culture evolves, what will be the values that this world culture is built on?

Exercise 5: From the Soil of My Country Prepare something to be shared with others that come from the

soil of your country. Think of a way that you can help preserves this valuable thing for future generations. If your nation has a sea or other water resource you can bring items related to that resource.

Exercise 6. The following three statements can set the stage for a panel discussion or a debate

1. Statement 1: "Truth is truth. We can not change or modify truth because it is not relative. What God proclaims is absolute as recorded in the scriptures."

2. Statement 2: Tolerance is a virtue but faith can be a higher virtue. Strongly held convictions of faith help guide people to do good with their lives despite the difficulties. To compromise on faith claims that are believed to be absolute in the name of tolerance would result in the eventual relativation of all faith claims.

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3. Statement 3: Often people's level of faith is based on the forms of the religion; worship, rites, rituals, etc. To challenge the form of religion thus becomes a challenge to the faith itself. Their are those whose faith goes deeper then the forms, and for them true dialogue with other religions serves as a way to illustrate an internal unity that lies beneath the forms. This is in part why Gandhi could honestly say; "I am a Hindu, a Moslem and a Christian.

Please discuss what to you is absolute in your belief system.

Please discuss if there is anything in your belief system that you feel is subject to change or interpretation.

Some people believe that important personal decisions are often decided by choosing a greater good or a lesser evil.

Do you believe in a hierarchy of goodness and evil or do you belief that all evil is equally bad. Please explain.

Exercise 7:Strengths I see (SIS) in myself and strengths I see in others (SOS)The exercise should only be done after participants have got to know each other.

You will need markers and large sheets of paper for each participant.

Steps:1. Put Strength’s I see in myself (SIS) on one side of the paper. On

the other side of the paper put your name and Strength’s other’s see (SOS)

2. Spend some quiet time and list the strength’s that you see in your own nature. On the SIS side of the paper please list at least five good points.

3. Turn the sheet around to the SOS side and let the people on your team put a brief note on your paper. (Hard worker, kind, or sincere etc.) These comments should all be positive and more internal in nature (foxy, good hair, hunk and things like this are not what you are looking for).

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4. If there is more then one person wanting to say the same thing to you, they can mark the comment with a check to signify they also agree. Open up the exercise to members of other teams. People should place something on each team member’s paper. If people from other teams do not know a person, they do not have to put anything down on the paper.

5. After everyone has made his or her comments gather everyone together and discuss how they feel about what people said. Since most people will be very happy and moved it is good to have them reflect on their value and the responsibility that each person has to live up to that ideal. Make it fun and exciting.

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Chapter 9. The social dimensions of spiritual responsibility

The blessed of mankind is the one most beneficial for mankind: Haddith, Islam

True wealth is not abundance of property but a generous heart: Haddith, Islam

The third theme of the educational program "Spirituality and Social Responsibility" has been designed to increase the participants' awareness of the spiritual foundations that link religious teachings with social responsibility. The value of physical labor, degraded by some is explored and light is shed on its fundamental value to the well being of society. Emphasis is given to the universal guidance given by the world's great religious teachers pointing out responsibility our to help those in need.

This section examines the quest for justice in light of religious principles such as selfless giving, forgiveness, love, and restitution. It moves the participants away from looking at the world's problems solely in political or economic terms, but instead encourages them to look for answers to the questions that these problems rise in the light of spiritual truths. Based on the spiritual truths that are uncovered in this process, the participants can then apply these principles to the fields of politics, economics, and development and make appropriate lifestyle commitments.

Some of the Program Goals of this Section:

1. Increase participant’s awareness of the connection between belief and practice.

2. Illustrate the value of man/women and the dignity of work.3. Demonstrate the Universal call to people of good will to act

socially responsible.4. Show the relevance of religion in taking on the practical

problems facing our community.5. Illustrate the interconnectedness of humanity and the

responsible relationship between humanity and the creation.

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6. Help participants look at economic, social, and political issues from a perspective of spiritual responsibility.

Program questions on Spirituality and Social Responsibility Within each of the religious and spiritual disciplines, there is a call for social responsibility. Drawing from their unique spiritual heritage and with the use of scriptures, traditions, customs, and contemporary writings, the participants are asked to explore "the call to social responsibility." Participants are encouraged to create poetry, drama, and other expressive forms that demonstrate the link between their faith and action.

Many people who are not religious accuse religious people of avoiding the problems of this world. In response to this challenge we have prepared questions designed to probe the actual role religion has played in transforming society and what is the potential of religion in the future to provide viable options for positive social change.

How can religion in general and your religious tradition in particular provide thinking, attitudes, and/or practices that contribute to peaceful social change?

Examine another religious or cultural tradition and ask the same question. What attitudes do the two traditions you have chosen share in common and which are different?

What is the root of these positive attitudes and practices?

The Role of faith in social justice issues:Are there spiritual solutions or approaches that you would like to see implemented to lessen the massive inequalities that exist in the world today?

How do you envision this happening? What could be your role in this process? Belief in life-after-death and accountability for one's actions

during life play important roles in many belief systems. How does your belief or non-belief in life-after-life affect your

actions? Would the behavior of your community change much if its

people believed strongly in an ultimate accountability for one's actions?

To serve others is a fundamental principle in religion. Please reflect on the tradition of service that is found in your religion and in others.

In what way is/is not that tradition of services being practiced and what impact has it made on the general culture?

How can you make the tradition of service part of your daily life?

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The family has been said to be the building block of society. What is the role of the family in creating a just society? What is learned in the family that is critical for building a

harmonious society?

Commercialism often stresses the need for self-satisfaction while religion emphasizes the denial of self.

What is the proper way to relate the individual needs of the larger society?

Can the needs of the individual and the needs of the society ever work together to produce harmony in society? How?

Exercise 1:Women as peacemakers:Certain spiritual qualities that women can offer to the concept of social responsibility and development are critical for building a better world. When these voices are fully appreciated a new nurturing quality will develop and help pave the way to a lasting peace. Please comment on the above statement either by further developing it or by writing a critique of it. Use reference materials from as many fields of knowledge as is suitable to sustain your position.

Faith and work:Work to some is a valuable undertaking, to others it is something to be avoided at all costs.

What does your faith teach you about the value of work and how does it compare with the way society in general views work?

What do you think of a moral philosophy that makes this statement: Work is made for the edification of man/woman?

Exercise 2: Work and what it can teach usParticipants should reflect on the following questions and then select one in which they wish to answer more fully.

School systems around the world often lay greater value on students who are bright academic achievers. Vocational skills, although recognized as necessary, are often not considered as important.

Is the value of physical work measured differently than that of intellectual work in your religious and cultural traditions?

How can physical work add dignity to our lives? What are some kinds of work that you have done that gave you

the most happiness? Why?

Exercise 3. The role of character and moral education in school and society

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Around the world children often spend much of their time in schools. Often the parents of children are working away from their home. Television and other media are playing an increased role in influencing people’s life. In our changing world it is important to think of how we are preparing youth to become true citizen’s and people of character.

Please reflect and write or prepare a skit with your team: What role should character education play in the school system? In what ways can teachers and students cooperate to create a

better educational environment in order to train students to take a more responsible role in the larger society after graduation?

Please think of several educational policies or attitudes that you would like to see implemented.

Faith and ActionWe live in a world where people take a wide variety of viewpoints concerning what it is that makes one ‘religious’. Many good people are motivated to do good things for others as a result of their religious beliefs. They may claim to be religious but fail to take act to others in need. Some people rise to great acts of heroics without claiming a particular faith.

In your opinion what is the relationship between belief and practice and which of the two is more important?

Is there a path that can help you balance the demands of each? Can people who are not following the path to "salvation" or

"liberation" that you believe in do good works? Please explain your reasoning.

Crime and punishment: From the perspective of your religious and cultural training what

are some of the ways that you believe people who commit crimes should be dealt with?

Would you treat repeat offenders in the same way as first time offenders?

Is the death penalty ever an appropriate response to a crime? Can you base your answer from the teachings of your faith? Is it possible for you to draw different conclusions if you used

other scriptures within your faith tradition? Please explain.

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Chapter 10. Conflicts, resolution, and approaches to peace

Genuine dialogue does not require that everyone present has to speak, but that no one can be there as a mere observer. Each must be ready to share with the others, and no one can know in advance that he or she will have something to say.

Martin Buber, Jewish scholar

No one, if angry, may decide (a dispute) between two parties. Haddith, Islam

In the fourth theme "Conflict, Resolution, and Peace," the RYS educational program draws participants into the process of discovering the causes of various conflicts and then helps them to experiment with possible paths leading to long-lasting peaceful resolutions.

The fact situations arise in life containing the potential for division, misunderstanding, antagonism and conflict. People who can turn these situations around and help create teamwork; trust and cooperation have an immensely valuable life skill. During the RYS program, participants are asked to take increased responsibility within the community while learning skills that can help them become better peacemakers.

Those participants on an RYS quickly discover through experience, conversations and actions that they often look at issues from very different perspectives. How to see issues and examine situations through other people's viewpoint, how to work within these differences, how to adapt to them, and how to draw out positive responses from others are some of the issues that are part of this educational focus.

The RYS is not only a program it is a process. Participants go through a process of changes all through the program. The initial excitement of embracing new friends during the orientation and the thrill of the start of the work service are steps in this process. Their must come a point where the initial excitement naturally fades and the routine labor and mundane daily activities seem to step in. It is often at this point when new challenges arise that concern authority. People will want to know clearly, “Who is in charge” or “Who is responsible.”

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The initial feeling of embrace so widespread on RYS projects shifts to a stage where it is important to clarify roles and responsibilities. How this is done is critical for the smooth transition of the program. Living in close quarters together, people often find certain behaviors inappropriate and annoying that initially they would choose to overlook. How concerns are dealt with before they become points of conflict is very critical for the peace and well-being of the community.

During the work period differing points of view on how to do things become magnified. This is also a time when participants have the opportunity to gain life-transforming experience through finding ways to face their seemingly insurmountable problems head-on and experience instead of frustration and defeat, the satisfaction of coming to a successful, peaceful, satisfying resolution.

Some of the Goals of this Sections Program:1. To gain skills at diffusing potential conflict situations.2. To learn to see situations from other people's perspective.3. To discover how to harmonize with others while working

together.4. To learn practical skills useful in training to become a

peacemaker.

Program Questions on Conflict Resolution and Peace

Misunderstandings can either turn into excuses for conflict or into reasons for initiating the quest for understanding. Using actual living experiences, with work sites as the classrooms, participants deal with issues as they come, in an effort to build community.

Activities are created in order to help participants examine the reasons why conflicts have arisen and to help discover ways to find peaceful solutions. The following questions aid that process:

How does the education system in your country work to promote peace?

What other programs or classes would you like to see added that would help students gain skills that would be beneficial for a peaceful world

What concepts, ideas, stereotypes, etc. were passed down to you that you think need to be removed from your educational environment?

What does compromise mean to you and when is it an appropriate behavior?

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What, if anything, do you see as a basis for conflict within your culture and religious tradition?

Are there ways to modify these bases for conflict so as to prevent violent confrontations?

What is the role of religion in closing the generation gap? Please explain values that your parents hold that are different

from your own? If your values are the same as your parents, please explain why

this is so? If there are differences, please explain the cause of these

differences.

Explain part of the wisdom and traditions of your faith and culture which promote understanding, tolerance, acceptance, appreciation, and cooperation within your community.

Exercises· How do these and other customs apply to relating to those outside

of your community?Exercise 1

What resources does your religious tradition have to maximize conflict resolution between religions?

Can you give examples of how these resources can be applied?

Exercise 2 What is the highest ecumenical dream or vision of inter-religious

work and harmony that you would want this program to be an example of?

How would you exhibit or play-act this vision without using words?

Exercise 3: Leadership styles Leadership is thought of in different ways within different

religions and cultures. What are some of the ways it is conceived of in your religious tradition?

Please write: What traits do you think leaders’ ought to have in order to promote a lasting peace in this world?

Skills Development:

A. Feedback:

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One method that can be helpful in clarifying a situation and preventing unnecessary division is through Giving Feedback. Like all tools, feedback can serve a very positive function but when misused it can be dangerous, resulting in hurting others needlessly. The following outlines positive ways of giving and receiving feedback.

Giving Feedback

Be sure your intention is to be helpful. Check to see if the person is open to receiving feedback. Deal with changeable behavior. Deal with specific behavior. Describe the specific behavior, don’t evaluate it. (Be

nonjudgmental) Share the impact of their behavior on you. Be sure the person understands your message. Encourage the person to check the feedback with others.

Receiving Feedback

Listen for understanding. Try not to act defensively. Summarize your understanding of the feedback. Feedback is a gift from the giver. It is okay to share your feelings (not thoughts, rationalizations,

explanations) after you have heard the feedback. The Receiver is in charge.

B. Constructive confrontationAnother technique that can help get to the root of a problem is constructive confrontation. There are times when a situation must be acted on in order to prevent further difficulties. How this is done can make all the difference in crushing a person or helping the person to a resolution.

To convert feedback to constructive confrontation add the following ingredients.

Preparation Check to see if there is an adequate time available to deal with

the issue Share what is desired and what are the specific behaviors Share possible consequences that would result if no changes

were made from the current behavior. Set up a follow up meeting with a specific agenda Share your appreciation to the other person

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C. Win/WinNo one likes to be a loser, yet when we think, we often think in terms of winners and losers. Life seems to show numerous examples of these phenomena. In elections, you have winners and losers. In sports events, a team either wins a tournament or loses it. Yet, often in life we are in situations where compromise is needed. In compromise, no side can walk away with all the things they want while leaving the other party with none.

Creating solutions to problems of conflicting interest can often be resolved in ways that competing parties can walk away feeling they have won something. A win/win paradigm can make a large difference in the way people approach potential problems.

If parties are confident that their views are listened to and taken into account and that no one will walk away from a situation as a ‘loser’, a great level of freedom occurs. During the RYS time together, each leader should work in whatever way possible to turn win/lose situations into win/win situations. Review the following situational dilemma's and come up with possible win/win situations.

Attitudes and skills in creating win/win situations

Examine and compare a win/win attitude to when you have had a win/lose or lose/lose situation. What feelings do you recognize of having both won and lost? When you won in a win/ lose situation check the win/lose status of the others involved. When you turned out the loser, what was your concern about the ‘winner’?

When trying to create a win/win situation you can: look for common goals explore alternative plans using Brainstorming and other

techniques,

You can achieve agreement through: compromise and sharing

Some skills needed for achieving win/win are active listening and sharing of feelings direct communications giving and receiving constructive feedback confronting constructively negotiating and consensus seeking

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Exercise 1. Creating Win/Win solutions:A. Some team members want to sleep later in the morning while others are anxious that they must finish the work in time. What can be done to create a win/win situation?

B. The work schedule is from 8:00 - 2:00 AM but some Muslims want time to do mid day prayers what can you do to resolve the potential difficulty?

The group is planning a trip to the sea on Saturday but a Jewish participant can not ride on any vehicle during the Sabbath (Saturday) but it is best that all participants keep a common schedule.

· Create a possible win/win solution.

Would it be useful to try to brainstorm some solutions to these dilemmas?

Exercise 2: Ground rules for Conflict ResolutionThere are many issues and events that lead to tensions and potential conflict among team members and there are ways in which these situations can be defused. The following five-step process is useful in laying down ground rules that can help.

1. Formulate a statement of the problem2. Clarify the dimension of the conflict3. Brainstorm possible solutions of the conflict4. Identify the consequences5. Choose mutually acceptable solution

When working on finding a solution to a problem please:

Consider how safe participants feel in the group. When a decision is reached the bottom line is - I can live with it.

Remember that it is not a group if some can’t live with it. Not everyone has to like it, agree with it, or support it, but they

can live with it. When someone cannot live with it, it needs to be remembered

that each individual has a bottom line and that we all have issues that can be challenged. People should feel safe to disagree.

If people have no bottom line safety net their can easily develop situations in which there is a ‘you lose feeling’.

Practices:

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With these ground rules, please discuss in teams certain issues that are creating tension. For example a team can discuss ‘time’ norms, or work efforts, or a cultural misunderstanding.

When a political or historic issue exists, you can create a team discussion around the issues that have been a source of conflict. Even if many in the team are not directly involved in the issue they may be able to provide some unique and creative insights and resolutions.

Exercise 3. Being a third party in conflict resolutionBeing the third party in a situation of potential conflict affects both opportunities and danger. With skill and some luck bring a situation to resolution or you can also turn around a bad situation but you worsen a situation by failing to be impartial or acting heavy handed. The following is an outline and exercise on how to be a successful third party support.

A third party can manage well with a combination of the following: win/win attitudes, tactics and skills, giving and receiving feedback; and constructive confrontation.

Preparation: Ask both parties to think of all the important behaviors of the other that have had a negative impact on them. Have them remember specific examples about how they felt at the time. Have each party suggest specific behavior changes they could have made to make it better (from their viewpoint; they can also take notes during this time.)

Preliminary comments: This process is important in allowing things to work out. Use the feedback process (explained below). The feedback process will provide a channel to free parties from the energy it takes to withhold complaints from each other. There are no expressed or implied expectations that either party must change; everyone involved owns responsibility for their own feelings. (General form: When you do or say X, I feel Y, then reverse the roles. As referee, you keep parties to the rules.

Format: One person (A) volunteers to start; describes the behavior in general along with their own feeling; they should give specific examples and stop often enough that the other party (B) can easily make a listening check.

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1. · B makes only listening checks (no blaming and justifying) until A is completely finished (referee should ask if there is anything else that you have been withholding? until there is no reply from A. The referee needs to strictly enforce the rules. The second party (B) takes a turn in the position of A and goes through the same set of directions as above.

2. · Party A then summarizes specific desired behavior changes. Party B is reminded of the purpose of the exercise and that there are no expectations for change being made on them. Party B then follows with a listening check. B then takes a turn at being the A in the last directions.

3. · Party A will follow with a note of appreciation and Party B will also express appreciation. As referee you can now explain the possible consequences to the parties if no behavior changes are made.

4. · Conclude the meeting by scheduling a follow up meeting with a specific agenda.

Exercise 4. Conflict, resolution an approaches to peace buildingPart: 1. The world is full of diversity and this can be an underlying cause for conflicts. Please consider harmful aspects of diversity in your community in the following fields:

Aspects underlying conflict Social and ethnic aspects underlying conflict Racial aspects underlying conflict Gender and age aspects underlying Religious aspects underlying conflict Economic conflict Diverse views and perspectives that underline environmental

conflict.

Part 2. Review the above six points and ask yourself what helpful aspects are provided through diversity. How can diversity contribute to peacemaking ?

Part 3. In teams create vision of a peaceful and diverse world.

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Part 4. Please analyze the gap between your team’s vision and the present reality.

Discuss practical actions that could help to close the gap. Discuss the resources available in your community for specific

actions. Discuss what personal resources you can provide to help close

the gap.

Part 5. Consider a strategic plan on how you will go about to close the gap in the near future.

Share what you learned from the RYS that can be helpful to you in carrying out your plan.

Guidelines for creating more successful dialogueThe following guidelines might be offered to those seeking to engage in a successful dialogue, without claiming that every specific dialogue must meet all conditions or that the list is comprehensive:

Both partners must have a need for dialogue. Have a preliminary knowledge of your partner and the

position with which you are going to dialogue. Have a clear understanding of your own position. Be well informed about the topic being discussed and

present it clearly. Set concrete areas of discussion ahead of the time. It is more promising to discus specific issues that general. Do not stereotype. Be open to the presentation of your

partner’s viewpoint. Interpret your partner’s view in the best light. Look at the

whole picture, and do not try to belittle his/her views. Look and the weakness and strengths of both views. Emphasize the things you have in common. Listen to what your partner is saying. Strive for a clearer

understanding of his of her position. Be willing continually to revise your understanding of other’s views.

There should be no hidden agendas; there should be no tactical or selfish motive for initiating the dialogue.

Be open to constructive criticism, and avoid destructive criticism. Be aware of your partner’s sensitivities.

Each member of the dialogue should be self-critical and honest. This should not mean giving up dignity and self-respect.

Do not assume that conclusions reached are final. There will always be a need for continual dialogue regarding these views.

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Each partner must accept responsibility for the good and the bad in his or her group has done or is still doing.

Both the ideals and the realities of each group should be taken into account.

Face issues which cause conflict, but emphasize those things upon which partners agree. Antagonistic relations may then give way to cooperation.

Challenge one another to be faithful to your own search for truth.

Soul-searching and mutual enrichment should be part of the dialogue. Neither truth is absolute. Each partner needs the other in order to get a more complete picture of truth. Monopoly in though leads to sluggishness in thinking and to perversion of the truth.

Dialogue is impossible if either partner claims to have already solved the problem for all time to come.

Dialogue should present new appreciation for the value of both positions.

Dialogue occurs between the persons or groups of persons, not between disembodied ideas.

Do not try to convert your partner, or the dialogue may turn again in to a monologue. Differences must be maintained, although they should change from irreconcilable ones to a diversity of approaches for the common good.

Dialogue should enable easier cooperation. Work towards accomplishing something for the better.

Work at improving the situation. Observe the dialectical nature in dialogue. Both views

should be included in the final conclusions, though not necessarily in equal measure. Both partners ought to move to new positions (not necessarily convergent ones), which would not have been possible without the dialogue.

Be aware that there are other people involved. The dialogue should be for the benefit of the whole community.

(Paul Mojzes, The what and how of dialogue” in Interreligious Dialogue: Voices from a new frontier, ed. M. Darrol Bryant and Frank Flinn:.(New York,Paragon House, 1989),202-206.

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Chapter 11. Sharing and caring for the environment

“Have benevolence toward all living beings” Jainism

“All under heaven, regard earth as your mother and heaven as your father.

Shinto

In the final portion of the RYS program, time will be given over for personal reflection and planning. Students have time to reflect, evaluate and make future plans. Participants have a chance to evaluate changes that have occurred to them and to the community.

Each person will have time to reflect and discuss issues of profound importance. Time is given to discuss such questions as: "How has this process aided their personal quest for peace?" Interaction takes place in search for appropriate ways can the lessons learned be the ways transmitted to others in one's family, community, nation and world?

In Chapter’s eleven and twelve the RYS themes are often a primary focus at the reflection period of the program. Many of the exercises that these chapters contain are especially useful to use during that time period.

The education thrust of chapter eleven fits well with the goal of having the reflection period near places of natural beauty. This can give participants easy access to the quiet and beauty that is so valuable in talking, thinking and explaining issues that relate to the natural world. Chapter twelve’s theme, “Experiencing the transcendent” also can be well integrated into the reflection period for many of the same reasons.

During the final stage of the RYS each person is given time to reflect and discuss important issues. We may ask questions like: "How has the RYS helped you in your personal quest for peace?” Participants naturally want to share what they learned with a larger group of friends and family. Time is give for personal interaction to help come up with appropriate ways to transmit to others in the RYS experience to one's family, community, nation and world? Also included in this section are materials that focus participants on recognizing the value of the creation and it seeks to point to the great contribution our religious heritage has given to us.

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How our faith and our practical needs can be reconciled into a clear vision of life is a challenge. The questions in this section aim at helping people examine and reconcile with such difficult issues as the balance between economic development and ecological well-being. In addition the role and relationship between science and religion is looked into and participants are asked to consider how these two forces can be harnessed to substantially create a world of peace and well-being.

Participants are asked to evaluate their personal worldview or form one drawing from the resources that they have learned. It is also during this time period that each participant should have developed a more clear vision of their life and the power they have to move in directions that will contribute to building the conditions that will make peace possible.

Learning Goals During this Section Help participant’s form or evaluate their personal worldview. To increase awareness of personal and collective responsibility

towards creating conditions that support religious cooperation. Examine the relationship between humanity and the

environment and religions responsibility to guide human action. To instill in participants confidence to apply what they learned to

and for life.

Program Questions: Environmental harmony as a spiritual responsibilitySome people have had their deepest spiritual experiences when observing the creation. Please reflect think of some of the experiences you have had enjoying the creation. What made these moments special?

What does your personal faith and religious tradition teaches about caring for the creation?

It has been said, "beauty will save the world." Please be prepared to share something that is beautiful to you. What gives this object its beauty?

Are there universal qualities of beauty that everyone can accept?

Exercise 1: Discus the following in teams How could the religions of the world go about the task of

preserving a healthy environment? What are some of the practical problems that must be

overcome?

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Are there any teachings or practices in your religious tradition that you think would be especially useful in striving for this goal?

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Chapter 12. Experiencing the Transcendent: Inner Peace/Outer Peace

Genuine dialogue can be either spoken or silent. Its essence lies in the fact that each participant turns to the others with the intention of establishing a living mutual relationship.

Martin Buber-Jewish Philosopher

“You can find God in your mind’s mind” Sun Myung Moon-Religious Leader

Throughout time people have approached the transcendent through various techniques that include prayer, meditation, and reflection. During the RYS there will be both formal and informal times for participants to seek to connect spiritually. The reflection period of the program especially is crafted to make time for probing questions, spiritual practices and genuine personal reflection.

Opportunities for participants and teachers to share some of the diverse forms of their inner spiritual practices will be given. Also, in dialogue we will examine the challenges of creating a peaceful world by translating inner insights into outer practices on individual, family, national, and global levels.

The educational approach of RYS seeks to stimulate participants' sense of awe, mystery, and wonder about life. Questions will be approached from a variety of perspectives and in a sense no resolutions will be expected. Instead the questions will act as catalysts that will help the participants inquire, discover, compare, practice, and analyze, all with a joyful sense of anticipation and renewed self-discovery.

Spiritual practices such as prayer, silence, meditation, and healing will be explained, discussed, demonstrated and questioned and when appropriate experienced. Wisdom has been passed down through the ages; some of which can be learned through training the mind, heart and will, through time honored practices. Participants have a chance to learn from these experiences and decide if they will pursue them further after finishing the training.

Goals of this Educational Section: Open participants to a wide variety of spiritual practices and

approaches to learning. Allow participants to inquire and reflect on their experiences. Stimulate the participants to the potential of spiritual discovery. Illustrate humanities quest to discover "Ultimate Meaning".

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Questions: Experiencing the Transcendent (Inner Peace/Outer Peace)Reflection is a part of the spiritual path. Some people have chosen the life of prayer and reflection in a monastic tradition in order to fulfill their ultimate spiritual quest.

Does your faith have a monastic tradition? How do you view those who practice a monastic life? What would be some of the advantages and disadvantages for

you as a seeker in choosing a monastic path?

Many have expressed that more can be said through silence than with words. Often people set aside a time of silence to collect or direct their thoughts. During the reflection period we will spend part of a day observing silence.

What can be learned through silence and how can silence become an internal and external practice that can help one lead a more peaceful life?

Some people think that through reason we can find the truth. Others claim that intuition is our strongest gift. Please explain why you agree or disagree with the statement: "One can use reason alone to find and know the Ultimate Cause of existence."

What are the roles of reason and intuition in guiding us to live a more perfect life?

Some people believe in a personal God; one who guides and cares for them intimately. Other people view God as an impersonal giver of laws and principles-the Orderer of the created world. Others believe in a God who is far above and beyond them, while others find God within.

What do you believe is the relationship of man/woman to the transcendent?

Do you see how the above approaches to the Ultimate can be reconciled?

Spiritualists, shamans, and other communicators with the spiritual planes have been known to exist throughout the world since the beginning of humankind. Some find such communication an indispensable part of their spiritual life, while others think of it as dangerous heresy.

What is your view about those who claim to communicate with others in the realm of spirit?

Is it possible for anyone (like you or me) to receive revelation from "above," or communicate with those that have departed this earthly plane? Please explain your answer.

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Can people receive things from "above" that are not correct? "Our ancestors guide us and relate to us from the spiritual

world" claims a shaman from Korea. What do you think about that and why do you believe the way you do?

Can what was considered a divine revelation in one era become outdated in another? Please explain your answer.

How would your answer on the role of new revelation affect the teachings of already established religions?

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Chapter 13: Family as the building block for peace

There are three partners in man, God, father and mother. When a man honors his father and mother, God says, “I regard it as though I had dwelt among them and they had honored me”

Judaism, Talmud

When examining the many religions, it may appear that they are so different that they could not possibly share in common many of the same values and norms. In researching the book World Scripture a Comparative Anthology, Dr. Andrew Wilson found that 80% of what religions believe is in basic agreement. The following questions are designed to encourage the participants to research and examine religious sources and then share what they have discovered.

The themes of this section are critical for the health and well being of each individual and the society in general. Persons are given an opportunity to analyze and recognizes that restrictions on certain modes of behavior are not simply the whims of our parents or a local authority but that they are rooted in a well reasoned manners by religions and cultures into this current day. It is the hope that the reflection done in this section will help the individual to understand more clearly the foundations in which his values were given.

It is hoped by understanding our values and morality more clearly and in relationship to others that the participants will have a chance to root them into their live practice more substantially.

Goals of this Section

To remind participants of our religious and cultural norms and illustrate the logic and heart behind them.

To illustrate our interdependence on various levels of society; family, community, national and global.

To present an ideal for participants to strive for. To help participants to understand and put into life practice the

values that they believe in.

Questions: Values, Morality, Norms, and the FamilySocieties are built on shared values and norms for they provide a foundation upon which all aspects of life are built.

In what way do the religions of the world share common values and norms that they can agree on?

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How can these shared values be a bridge for greater cooperation between faith communities?

What role do religious values play in shaping a society? In increasingly pluralistic societies how can shared religious

values act as stabilizing elements?

Values such as generosity, loyalty, and unselfishness are appreciated by all societies. Please consider and list values that you consider Universal.

What values do you think should be taught to everyone? How would you go about teaching those values to your family? How would you teach them in school? How could these values be taught in other places?

When a child grows up it is expected to increasingly adhere to and accept the norms of the family, community and nation it was born into.

How are the norms of a society transmitted to an individual? Why should one obey the norms of society? What is the result when individuals constantly put their own

good above that of the group, nation, and common good?

Openness can be a virtue when it allows us to seek the good by using reason. Openness, on the other hand, can be corrupted to the point where one accepts everything and denies the power of reason and reasonableness.

How open and accepting should one be to things that are: o different?o against one's morality?o damaging to the common good?

What becomes your standard for making these value judgments?

Throughout history, warnings and prohibitions have been raised by religious and civic leaders concerning unrestricted sexual relationships.

Why do all the central religions of the world have teachings against sexual promiscuity?

Why do societies make laws that prohibit certain sexual relationships and acts?

Despite religious and secular laws against sexual immorality, why do you think it still occurs?

What are some of the affects that sexual immorality has on the individual, the family, and society?

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How does your religious tradition help you to avoid sexual immorality?

How can this be taught to young people today?

Religious values have often been used as reference points for governments to use when making public policy decisions.

If, or when, those reference points are removed as a framework for decision-making, what do you think will be the result?

Love is sung about, talked about, praised, abused, and generally sought after as part of the human condition.

Can you define love in your own words? What are some of the responsibilities that grow out of love? How can one love and respect one's parents? What does your faith and culture teach you about your

relationship with your parents? How can parents demonstrate love to their children? Do you expect the same kind of love from your mother as you

do from your father? Why? What does your religious and cultural tradition teach you about

the parent-child, child-parent relationship?

Some consider the family as the first school for learning how to love. Creating an environment of love and nurturing is an important element in building a happy family and a morally strong society.

How can a family practice love? Please make up or share your own experience about how a family can express love and caring to each of its members.

Share your ideas of how a family can become a model family for the community.

Please share about a special family in your life. What is it that makes them so special?

How can family education help develop character and the quality of heart in a person?

Please share ways that family (home) education can develop morals, character, and heart.

What is the proper role of grandparents and elders in your culture and faith tradition? Why do religions teach us to respect our elders?

What role do grandparents and elders have in education? Can you see them in a position in which they would make different judgments than parents? How can this be helpful?

How we treat the weakest in our society demonstrates the true strength of our society.

Please share why you agree or disagree with this statement.

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Why do you respect yourself enough not to take drugs? Does your faith help give you a stronger sense of confidence in this regard? Why?

What is it that you have learned in your family, school, or faith that teaches you to stay away from drugs and other harmful practices?

Why do young people hope that their marriage will be one that lasts forever? Please describe something about love that is eternal and unchanging. How can we become people whose love is unchanging?

Since emotions change frequently, love must be more than mere impulsive emotions. How is love different than the simple elation of initially falling in love?

Please write a one-page story about true love.

Please write a one-page story about the difference between caring and loving. Use a child, a parent, or friend as the main character.

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Section C. What works and what can we improve

Chapter 14. Evaluating and improving the program

“Woe to those who are wise in their own eyes” Isiah 5:4

There is a learning cycle to life; an each step in that process of learning is of unique and vital importance. After we have had a learning experience it is critical that we review and evaluate that experience. This time for feedback: review, reflection and evaluation provides an opportunity to reconnect to the learning experience and evaluate how it has made an impact on our way of thinking, observing, feeling etc.

RYS provides learning in a multi-dimensional with lessons learned from the knowledge and the experiences that have occurred. Some of these lessons, are profound and life changing, while others may have fallen far short of their promise. Allowing time for reflection and evaluation can provide criteria for judging what was learned and how effective the program has been. Feedback serves to help planners sharpen the overall educational focus and balance of the program, of great value in designing future developments.

The period of reflection will often provide the soil for the deepest personal realizations. It allows participants to reexamine their journey to and through the RYS. From this, participants can gain a sense of clarified purpose, this often leads to making a personal commitment to change and develop.

The RYS period of reflection is the conclusion of one particular program yet it makes a step in each person’s personal journey. This time can provide both the opportunity to critically examine what the gap between the programs goals and promise and the actual performance. By creating an evaluation system, each participant can contribute to improving the future of RYS, in a sense they evaluation provides an opportunity to leave a personal legacy.

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One a personal level, the evaluation of one’s own experience can lead a person to examine how they have grown from RYS. They should have discovered parts of themselves that they like and other parts that they want to improve on. The reflection period should give ample time for quiet, written and verbal expression of these thoughts and feelings.

A gathering such as RYS is designed to inspire participants to a higher vision of life. It is important to ‘nail’ down from participants a personal commitment towards the future. This commitment should be expressed in written or verbal form, for that is much more powerful then just having people leave with an unexpressed commitment to change.

Participant and staff feedback also allows for an awareness of the diversity of individual, cultural, religious and economically based perceptions that can easily be overlooked and/or misunderstood. Although no program can be designed perfectly, employing this corrective measure is very valuable because it helps planners get in close touch with all aspects of the learning and living process.

In RYS evaluation forms are given to all the staff and participants. They are asked to evaluate the programming, lecture content, group activities, leadership, selection of work sites, quality of the outings, shared activities, the scheduling balance between private and public time, pre-program preparations, housing and meal arrangements, transportation, cultural and community programs and other important aspects of the program.

Your evaluations should have room for written comments after each question and additional room for final comments. A numerical method of using number grades from 1-9 grading has often been used on RYS projects.

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Part 4. Empowering the peacemaker

Chapter 15 Conveying the RYS Norms and expectations

Selfishness may be sweet only for oneself, but no harmony of the whole can come from it”

Tenrikyo

People are coming to RYS from a wide background of experiences. Although the program generally accepts people by application and tries to find those that can best align with the RYS vision, there are still many reasons why people show up to the program.

We want to create a community that can function with a vision and a commitment. This community needs to act according to certain sets of norms in order to promote both harmony and the accomplishment of the RYS vision.

RYS headquarters sends out a list of most of the norms that it holds participants by. Coming to RYS is like accepting a contract; the norms are part of the contract. When a participant continually disregards the norms, he can be asked to leave. No one is forcing people to keep the norms, but if you come to RYS and want to stay as part of the program then these norms are expected to become your norms.

The norms…are listed in the RYS Handbook. They include:

Respect is to be shown towards each faith, culture and religion

Participants should participate fully in the RYS No illegal drugs or alcohol are permitted Promiscuity is grounds for dismissal Smoking is discouraged Participants will do their best to keep to the schedule

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Cooperation by individuals and groups based on shared responsibility and decision-making

Participants are not to proselytize (try to ‘convert’) others.

Respect for the abilities and limitations of each individual When visiting religious and historic sights appropriate

clothing is to be worn Compliance to all local laws is required RYS aims to create a group spirit, exclusive relationships,

especially between men and women participants are not acceptable.

Participants should act in culturally appropriate manner when in the public. (Be sensitive to what is considered acceptably behavior)

ExpectationsThe initial period when the RYS group comes together is a time when a wide variety of educational approaches are used. Lectures, group meetings, group work, and cultural and religious visitations are all a part of this process.

During this time the RYS designs programs that help create ways for individuals to feel a part of the group. This is done in part through group work designed to deal with the participant's fears and expectations. As well, it is done by helping them create a vision of what the program means to them both as individuals and as a group.

A select group of RYS graduates are invited to lead a number of presentations at the orientation program. Doing this helps the new participants catch a vision of what they can become if they successfully complete the program. These graduates share their experiences of what it was like for them when they first arrived at the program. As well, they share an idea of what the new participants can expect from the whole experience. This process helps lessen the anxieties of the new participants. It also places the graduates, some of whom remain for the whole program, in a position where they can be viewed as leaders.

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The program staff is introduced after general introductions and sharing. Often this is done in new and creative ways. These introductions can also be done in conjunction with exercises that promote listening and communication skills. (See exercises in the section on Methodology).

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Chapter 16: Developing skills in communications

“You may make a statement in the interest of peace. “ Talmud, Judaism

Orientation is a time when participants should clarify a vision of their participation. It is also a time to realize the importance of good communication and begin to develop some communication skills. Throughout the whole project duration these skills can be improved through practice and additional exercises.

Creating a Vision: Explaining the exerciseRYS often has staff go through a Vision session and then continues and has a similar session with the participants. The following is an explanation of how to implement the session.

Each person should write out in a few sentences what they believe the vision of the RYS is. After having written this down, they should share their ideas with the group. The note taker should copy all their ideas down.

The next step is to agree on a short group statement of the vision of the RYS.

Once the group has agreed to a statement of what they believe the vision of the RYS is, they are to make a poster depicting it. They can use illustrations of all kinds, and color, collages, writing, etc.. The main idea is to allow the creative juices to flow. This is to become that particular group's unique expression of what they believe the RYS vision to be.

Exercise continues: Each group then designates a person to read/explain its poster.

The posters of each group are then hung on a wall for all to see and remember during the length of the program.

Lastly a staff leader should read the official RYS Vision Statement. Discussion of the vision should then ensue.

Communication Skills:

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Communications is one of the most serious challenges in building relationships. A major challenge to the success of the RYS program is how well as individuals we can communicate with each other. Developing communication skills is a part of the RYS that can be introduced in the orientation or throughout the program.

One of the most basic of communication skills is listening. We have designed an exercise (found in the next chapter), which is used to introduce people while serving as training to increase participants listening skills. In the following section we will give a brief description of what listening is. These points can be placed on poster paper and viewed and discussed by the whole RYS.

Listening:

Listening is the most basic of skill for cooperation. Listening means:

Silent attentiveness Physical or visual encouragement - (eye contact, touching,

gestures, open arms) Spoken acknowledgement -(brief utterances like, yes, uh-huh, I

understand,) Repeating what you hear, in your own words (paraphrasing) Sharing your intuition about the other person’s feelings or

situation, without judgment, and inviting their correction or affirmation. (Example: “So you really don’t agree with what the speaker said?)

Exercise on Listening - A key to dialogue Prepare to have a spirited discussion over ONE of the following topics, one that you can get excited about. The purpose of the discussion is to practice listening to someone else when the topic is controversial. Again, you will be choosing only one, when your turn comes--and it will be fun. The choices are:

Shocking things someone not knowing your religion or culture might do in your presence.

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Faith is more important than personal, religious experiences. Or, perhaps you prefer it the other way around. Make your case.

In religion, how one acts is more important then what one believes, or vise versa.

There is something important which is common to all religions, be specific.

After picking a topic divide into teams of three. ‘A’ is the speaker, ‘B’ is the listener, and ‘C’ is the moderator. Each person will get a chance to take each of the three positions. A, speaks for a minute or two and then B tries to summarize what was said. The moderator, C, will help the listener if the paraphrased comments were not accurate or the moderator will give the speaker (A) permission to continue for the listener has demonstrated that they did understand what was said. Continue until the speaker has spoken three times for around three-five minutes. Switch roles. Each new speaker can change the subject.

Brainstorming:Creating an environment in which creative ideas can flow and everyone has an opportunity to share is one way to utilize the individual and collective strengths of a group. A method in which this can occur is called Brainstorming.

What is Brainstorming?

Brainstorming is a creative problem solving process. It is a tool to overcome potentially dull and boring meetings Brainstorming serves to generate new, creative and dynamic

solutions Brainstorming encourages every person to make a

contribution The Brainstorming process is usually short and very intense Brainstorming is a time to generate quantities of ideas and

every contribution is accepted

Creating a Positive Climate

Role Playing

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Chapter 17: The challenges of team building

Work is worship, Hindu Proverb

In all human interactions there are two major ingredients: content and process. The first deals with the subject matter or the task upon which the group is working. In most interactions the focus of attention of all the persons is on the content. The RYS has developed a certain content that it hopes to convey to each of its participants. Yet a second and equally important ingredient must be taken into account, that second ingredient is “process”.

Process is concerned with dynamics, it deals with such items as morale, feeling tone, atmosphere, influence, participation, styles of influence, leadership struggles, conflict, competition, cooperation, etc. In most interactions very little attention is paid to process, even when it is the major cause of ineffective group action. RYS education is highly experiential and the process in which one learns in RYS is of critical importance.

Leadership is something each person needs to take on in life. The RYS works to help convey certain leadership skills that can benefit individuals in their attempts to lead and to understand leadership. Leadership skills can be useful on a team and collective level for they help improve the abilities of participants to relate more clearly with each other and with other roles. Leadership exercises are a part of the training the can help team leaders and members to form stronger bonds.

The team is a unit in which people can form stronger personal bonds and create a collective identity. Team leaders need to be aware of the learning process and be sensitive to what and how things are being experienced on a team. Aside from the content knowledge of the RYS themes that are discussed in the teams there is a deeper process going on in which values, beliefs, norms, vision, hopes and goals are shared. A team can be the place to draw out and receive the offerings of each participant.

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All processes take a certain amount of time. Team will develop and grow over a period of time is they are nurtured and guided well. Individuals will open up and be stimulated at a variety of different paces. Creating an environment of encouragement rather then judgment will be a crucial task of not only a team leader but for each participant.

Sensitivity to group process will better enable one to diagnose group problems early and deal with them effectively. Since these processes are present in all groups, awareness of them will enhance a person’s worth to a group and enable them to be a more effective group participant.

Their are several ways in which one can get an understanding of the process that is developing in a specific group. A team leader should look into the participation level of a group and examine the way and styles of influence that each participant exerts.

As a leader they can review the decision making procedures of a group and examining the feeling and the norms of group participants. These are a few procedures that will help increase the effectiveness of team leaders.

Characteristics of an effective teamOne of the most important elements of the RYS is the teams and how well they function will in a large part effect each participants development. The following eleven points outline some of the qualities each team should strive for. We want to thank author and publisher for the following description. (Douglas McGregor, The Human Side of Enterprise. McGraw-Hill Book Company,New York. 1960.)

On the effective team: The atmosphere tends to be informal, comfortable, relaxed.

There is a lot of discussion in which virtually everyone participates, but it remains pertinent to the task of the group.

The task or objective of the group is well understood and accepted by the members. There will have been free discussion of the objective at some point until it was formulated in such a way that the members of the group could commit themselves to it.

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The members listen to each other. Every idea is given a hearing. People do not appear to be afraid of being foolish by putting forth a creative thought even if it seems fairly extreme.

There is disagreement. Disagreements are not suppressed or overridden by premature group action. The reasons are carefully examined, and the team seeks to resolve them rather than to dominate the dissenter.

Most decisions are reached by a kind of consensus in which it is clear that everyone is in general agreement and willing to go along. Formal voting is at a minimum; the group does not accept a single majority as a proper basis for action.

Criticism is frequent, frank, and relatively comfortable. There is little evidence of personal attack, either openly or in a hidden fashion.

People are free in expressing their emotions as well as their ideas both on the problem and on the group’s operations.

When action is taken, clear assignments are made and accepted.

The leader does not dominate the group. Leadership may shift from time to time, depending upon circumstances. There is little evidence of a struggle for power as the group operates. The issue is not who controls but how to get the job done.

The group is conscious of its own operations.

Interaction Styles:

The following is an exercise that helps to show that each person has a specific leadership style while pointing out the strengths and potential weaknesses of those styles. In recognize the styles of other staff members and participants one can find way to better support and team up with others. The reality off each style falling victim to excesses helps us to understand the potential traps of failing to put limits on the ways in which we express our personality.

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Begin this exercise by posting a labeled paper with each of the three types up on the wall. Describe characteristics of the three animals and ask people to reflect on which type they are. People should then move to the appropriate poster. Ask people why they choice their site and why they did not choose the other two. Record on the poster the reasons. After completing this ask each person to fill out the Interaction Style Work sheet. (They can be found in the Group Facilitation Handbook) Explain how this is to be done.

After the sheets have been completed ask the participants to tally the A columns. Explain which group they belong to under normal conditions. Have the participants regroup under the style in which they belong to during normal situations.

Have the participants add up the B section of the sheet. Explain that this is how they act under a stressful situation. Explain the results. Have participants move to the appropriate posters.

Review the strengths and weaknesses of each style. Explain the key general principles about leadership styles. Have people look at each of the three groups. Ask people to reflect on their style and what they have learned from the exercise.

Strength Deployment Inventory

All people have a characteristic interpersonal style.

All interpersonal styles have strengths.

All interpersonal styles have weaknesses.

Weaknesses are strengths used to excess.

under stress, styles may change.

Assertive-Directing Style (Lion)

Characteristics:o Likes to control and get things done through

others.o Likes to compete and win.

o Dislikes gullibility and indecisiveness.

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o Views self as needing to be more considerate.

Strengths ______________________________ WeaknessesAmbitious RuthlessCompetitive CombativeSelf-confident ArrogantForceful Dictatorial

Analytic-Autonomizing Style (Fox)Characteristics:

o Likes to be independent and self-sufficient.

o Values planning and an orderly approach.

o Dislikes emotionalism, respects logic, fact and

wisdom.o Views self as needing to be more trusting and

considerate.

Strengths ___________________________________ WeaknessesAnalytic Nit-pickingCautious SuspiciousMethodical RigidFair Unfeeling

Altruistic-Nurturing Style (St. Bernard)Characteristics:

o Likes being genuinely helpful.o Cares about others feelings and well-being.o Dislikes selfishness and anger.

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o Views self as needing to be more assertive.

Strengths _____________________________________ WeaknessesSupportive SubmissiveTrusting GullibleAdaptable SpinelessOptimistic Impractical

Building a team spirit:It is nature that upon arriving at an RYS project participants may have trouble realizing where they are and why they came. They can vaguely identify with the idea of being part of a larger group; RYS but they are unfamiliar with the people that make up the group.Introducing each of the participants and also clarifying their roles are very important for it is one of those first impressions that can leave a lasting impression.

Get Acquainted exercises can be very simple or more complex and creative. Introductions may need to be given on at least two levels. A brief and rather superficial introduction, to be followed later by a more in depth introduction. We will share a few of the introductions that have been a part of the RYS program.

Each person should be issued a nametag at the registration. The nametag may contain a persons birth name or the name which they prefer being called. Sometimes you can add other identifiers such as nationality to the tag.

Exercise 1. The name tag grab bagAt the first meeting of the RYS, have all the participants put their nametags in a bag (basket, etc) as they enter the room. Once they are all collected you can pass the bag around and have people pick a nametag. After everyone has received some nametag, you can ask participants to all go around the room and find the person whose nametag they have so they can return it. When everyone has had there nametag returned, you can finish this part of the exercise.

Following the recovery of the nametags you can gather in a circle and make brief introductions to the whole group.

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An alternative to this plan is that on giving the nametag back to a person you ask them a set of questions. When it comes time to introduce teach other in a circle, the interviewer can stand behind the person and introduce that person and share some of the things they learned from the interview.

Sample questions:Where are you from? What are some of your hobbies? What is your family like? Do you like outdoor activities? What is your favorite food, book, place, hero etc?

Exercise 2. What would you save?Get seated in a large circle if possible. Have participant’s countdown 1 or 2 so each person can have a partner. Have a person explain the directions. Each person is in a situation where their home is on fire and all family and pets have been safely removed. You have time to return to your home and bring out one object and only one object. Please share with the group your name and nationality and then share what the object is that you selected and why you choice that item. It is all right if some items are the same as other participants.

Exercise 3. Introductions as a Listening ExerciseWhile the following can be introduced as a ‘Get acquainted exercise’ it also should be explained that it is a communication building exercises that focuses on improving participants ability to listen. The conductor can explain the value and difficulty to real listening and then give detailed instructions on how we all will take part in the following exercise.

Have on poster paper a list of three questions and in the space of the fourth question place a question mark. I will give you a sample list of possible questions:

After finding out the other person’s name you can ask the following.

What is the most exciting thing that happened to you this year? What are some of the qualities you admire in your best friend or

a hero? If you had enough money where would you travel, what would

you do there and why did you pick that location.(This is an open question that each interviewer can freely make up and ask)

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Each partner should interview the other. Do not take notes.After everyone finishes their interviewing they should then return to the circle in pairs.

Each person should then introduce his or her partner in the following manner:

Introduce yourself as if you are the person you interviewed Give the listeners the other person’s explanation for each of

the four questions. If the person who is being introduces thinks that their

explanation is not accurately being explained they can politely correct the speaker.

If they were well represented by the reporter at the end of the interview they can acknowledge that.

Participants will not only get to know something about each participant but they will also begin to understand the importance of good listening and the feelings that a person has when they know that they were genuinely listened to.

Exercise 4. Get Acquainted: Fears and expectationsBrief explanation: This may be best to do with the staff.

Each staff member makes a mask showing who and what they are to the world. For example some would choose to be a mother, teacher, female, or leader.

Each person should then share.

Then, they remove the masks and share who they really are, i.e. child of God, patient, compassionate, honorable, etc.

Exercise 5. Strengths I see in myself and strengths I see in others: (SIS-SOS)This exercise is very uplifting for participants for it helps each person to look at their strong points and recognize them while asking other participants to recognize a strong point in that person. This can be a team exercise or you can in addition pull in members of the larger group.

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This exercise should be done when participants have some experience working together so they can honestly point out qualities they recognize in others. The exercise has been done in RYS during the ending part of the work period and also during the reflection period.

Distribute poster paper large enough to make a long list of attributes. Have each participant write SIS on one side of the paper and put your name on the reverse side along with SOS.

Each participant should take time to write a list of positive attributes about themselves on the SIS side of the paper. This should be a quiet time and if you have some good background music it can be helpful. This list should have many points (at least 3-5 points) listed. Each person should know that they have special qualities without being overly modest. Qualities should be listed as with one or two words, such as: cheerful, hard working, bright, helpful, clever, humorous etc.

When everyone is finished turn your sheet around so that SOS is facing upward along with your name. Ask everyone in your team to go to each poster and put a positive attribute they see about that person. If a person wants to affirm one of the characteristics they can put a check next to the listed attribute.

Once the team has completed its comments you can open the exercise up and invite people from other teams who know participants on your team to make additional comments. In this way, other participants will be able to add more support to the exercise. Once people have finished making their remarks gather as a team. In your team, discuss with each participant about how they feel about the feedback that they have received from others. (Some people save these posters for years because they are so inspired)

Exercise 6: Ecumenical Visions of Peace:What is the highest ecumenical dream, or vision of inter-religious work and harmony, that you would want RYS to be an example of?

· also: How would you exhibit, or play-act out, this vision without using words?

Exercise 7. My Last Farewell:If everything you ever wanted happened, and you could write your own farewell to this life, what would you say in regard to the following?

My greatest triumph Greatest disappointment

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Most exquisite experience Little things that meant a lot What you did for world peace.

Please write a short commentary that you would like to have put on your tombstone.

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Chapter 18. Global citizen, inherits, appreciates and creates

“Guardianship is not to give an order but to give oneself” Nyika Proverb-Kenya

Looking back at the twentieth century we can see it as a time when many nations struggled and achieved their independence from colonial and imperial powers. Independence became the symbol of what nations should strive for while individualism became a popular model promoted as the personal ideal.

Independence, offers a nation a chance to develop a specific identity just as individualism can help a person discover who they are in relation to others. Yet the banner of independence and individualism is only one ‘stage’ in development. Independence is never a permanent condition. Our world exists in a vast array of complex relationships. The New millennium is pushing humanity as a whole and me as individuals into an ever-increasing interdependence. International markets create a global economy sensitive to shifts that a measured in seconds. The villager in Kerala, India can share soil information with the Tanzanian farmer from a computer while chatting with a Cornel University agriculturist. We are linked together for better or worse, in peace or in conflict, as the results of our action spill over to effect ever increasing numbers of people in shorter and shorter time periods.

Radical individualism has also proved to be limited in its ability to fulfill humanities deepest social desire. The carnage that the twentieth century brought to the family unit was in part a result of radical individualism. As we enter the next century a call to revive the family is taking root. The radical call to individualism is gradually being replaced for the call to Familism. (An ideology where the individual is seen as a part of both a nuclear and extended family). RYS, while promoting no specific faith, acknowledges the family as the basic building block for peace and works to create a familial environment on all its projects. Strongly aware of the growing Interdependence of our cultures thought systems, economy, technologies etc. the RYS seeks to prepare participants in ways in which they can better relate to the ‘other’. The RYS tries to prepare global citizens who seek for the betterment of the larger community.

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Wisdom, a rare quality, is needed for peace to enter the world. Wisdom is needed which can work to change the dominant thought pattern of win/lose into one that promotes win/win situations. Consider how we often seek to label nations as have and have not, is there a guiding wisdom that can promote peace, co-prosperity and common cause?

The base for such wisdom is our shared spiritual traditions and these traditions need to find contemporary expressions in order to unleash the potential of the age. RYS seeks to unleash the potential among the youth leaders from all cultures, faiths and nations.

Consider our global ecological environment. We can develop energy-conserving machines from the laboratories of Europe, Japan and North American but we can also gain a philosophic base for appreciating the environment by learning from what the Aborigines of North America and Australia can teach about the organic relationship of humanity with the environment.

The wisdom of the Buddha, the ethical teaching of Confucius, the compassion of Christ can be inherited by individuals and groups from all corners of the globe. We are living in an age that allows us to inherit the Classical wisdom of the past and build on that wisdom. In this age, where technological mastery can lead to golden achievements or the unleashing of violence, our education systems are in need of imparting more then knowledge.

The wisdom, compassion, ideals, hopes and love that can give life true value must be taught, shared an experienced by the younger generation. As Theodore Rooservelt pointed out, “To educate a person in mind and not in morals is to educate a menace to society.” (2) (True Character and Family Life Education, International Educational Foundation, New York, NY, 1997, p. 12.

RYS works to bring together a pioneer group of young adults, who are willing to work, learn and experience something new and unexpected. They are in a position to gain form their service, learn from their teachers and grow from their diverse relationships. The personal communication skills gained, the awareness of multiple points of view, the practicing of a principled life based on strongly held spiritual convictions are part of a training designed to encourage active local citizens who work with a global vision.

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Such young leaders will return to their schools, their places of worship, their communities with a desire to better those communities but also with an awareness that they are part of a much larger family, one that seeks to create a world of true and lasting peace.

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