Rys Project Guide

8/12/2019 Rys Project Guide

1/113

IMPLEMENTINGIMPLEMENTING

THETHE

INTERFAITHINTERFAITH

IDEALIDEAL

A g u i d e t o ru n ni n g R eli g i o u s Yo u t hA g u i d e t o r u n ni n g R eli g i o u s Yo u t h

S e r v i c e (RY S)S e r v i c e (RY S)

By: John W. Ge hringBy: John W. Gehrin g


2/113

- 2 -


3/113

Imple m e nting th e Interfai th Ide alA guide to running the Religious Youth ServiceTable of Contents

Part 1. An overview of the Religious Youth Service.........................................7Introduction: h! this guide and how to use it .................................................................7What you can find in this manual........................................................................................ 8

In Part 1. An !er!ie" #f the Religi#$% $th 'er!i(e..................................................................)In Part 2. Implementing the R&' !i%i#n.........................................................................................)In Part *. +$ilding leader%hip %,ill% a% part #f the pr#gram..........................................................In Part . +$ilding leader%hip %,ill%............................................................................................1/

Cha"ter 1. Sharing a sense of our histor!# vision and "ur"ose............................ ........11

A brief history and background of RYS..............................................................................11Hi%t#r0.............................................................................................................................................12Re(ent "#r,....................................................................................................................................12##perating #rganiati#n%.............................................................................................................1*

The Vision, urose and goals of RYS...............................................................................1!3i%i#n .............................................................................................................................................1

P$rp#%e .........................................................................................................................................1G#al% and 45e(ti!e% .....................................................................................................................16

RYS is a ser"ice learning rogram.....................................................................................1#7hat i% %er!i(e learning8...............................................................................................................19

Part $. I%"le%enting the RYS vision................................................................1&Cha"ter $. Creating a successful staff and "artici"ant orientation...............................1&

$ntroduction%......................................................................................................................1&A% The Staff 'rientation............................................................................. .......... ............. 1&A guide to accomlish staff orientation goals%............................................. .....................()

G#al 1. Familiarie the %taff "ith the !i%i#n and %pirit #f R&'...................................................2/G#al 2. +$ilding a team !i%i#n and %pirit ....................................................................................21G#al *. T# ad5$%t t# the h#%t l#(ati#n and the fa(ilitie% #r ($lt$re. ............................................2*

G#al . T# (reate a (lear (hain #f (#mmand and %en%e #f re%p#n%i4ilit0.....................................2*G#al 6. T# 4$ild a %pirit #f per%#nal re%p#n%i4ilit0.......................................................................2*G#al :. T# rem#!e a% man0 4arrier% and fear% a% p#%%i4le ..........................................................2G#al 9. T# impr#!e %taff (#mm$ni(ati#n %,ill%............................................................................26G#al ). T# prepare %taff t# "el(#me and g$ide parti(ipant% thr#$gh their #rientati#n............ ...26G#al . Preparing mem4er% mentall0; ph0%i(all0 and %pirit$all0 f#r the "#r, %er!i(e................2:G#al 1/. Prepare %taff t# "#r, "ith an#ther (#mm$nit0 .............................................................29G#al 11. T# pr#m$lgate and p$t int# pra(ti(e the R&' n#rm%.....................................................29l#%ing N#te%..................................................................................................................................29

*. +articiant 'rientation.................................................................................. .............. (8Additional oals for the +articiant 'rientation..............................................................(8

G#al 1. Gain in%ight% int# the faith; ($lt$re and religi#%it0 #f the h#%t nati#n ...........................2)G#al 2. Pre%ent in%ight% int# the faith that are repre%ented am#ng the parti(ipant%. .. ...............2G#al *. 3i%it %ight% f#r hi%t#ri(; religi#$% and ($lt$ral %ignifi(an(e...........................................2

G#al . larif0 the fl#" #f the R&' %(hed$le and e


4/113

G#al 6. T# eTheme> n faith.............................................................................................................................)Theme> Refle(ting #n the religi#n% r#le in (reating pea(e..........................................................Theme> E ..........................................................................................................Preparing thr#$gh !i%it% and dial#g$e>..........................................................................................6/

Section B. Integrating the interfaith experience................................................51Cha"ter 7. 0nderstanding our shared religious inheritance........................................../1

*asic RYS re0uirements in the field of -orshi and interreligious study........................ ..211.M#rning Meditati#n% andB#r 7#r%hip %er!i(e> .........................................................................622. Interfaith 'er!i(e........................................................................................................................62@$e%ti#n% t# refle(t #n>?nder%tanding #$r %hared religi#$% inheritan(e............................................................................6*

3/ercises%................................................................................................................... ........ 22Religi#n; Leader%hip and '#(ial hange.......................................................................................66

Section C. Looking into the themes of discoer! ...............................................5"Cha"ter 3. 4uilding the global citi5en in a "luralistic world........................................./7

Some of the +rograms oals of this Section% ....................................................................28E n M$lti($lt$ral A"arene%% and Per%#nal Gr#"th ......................................................6)Ge#graph0 and ($lt$ral e..........:2E 1. $lt$re and Traditi#n .............................................................................................:*E


5/113

E'trength% I %ee C'I' in m0%elf and %trength% I %ee in #ther% C''.............................................:6

Cha"ter &. The social di%ensions of s"iritual res"onsibilit!................................... .....7

Some of the +rogram oals of this Section%......................................................................4#Pr#gram $e%ti#n% #n 'pirit$alit0 and '#(ial Re%p#n%i4ilit0 .......................................................:)The R#le #f faith in %#(ial 5$%ti(e i%%$e%>.......................................................................................:)E7#men a% pea(ema,er%>...............................................................................................:Faith and "#r,>...............................................................................................................................:E 7#r, and "hat it (an tea(h $%....................................................................................:E..................................................................................................................9/

Cha"ter 1,. Conflicts# resolution# and a""roaches to "eace .........................................71

Some of the oals of this Sections +rogram%.....................................................................#(Pr#gram @$e%ti#n% #n #nfli(t Re%#l$ti#n and Pea(e..................................................................92H#" d#e% the ed$(ati#n %0%tem in 0#$r (#$ntr0 "#r, t# pr#m#te pea(e8.....................................927hat i% the r#le #f religi#n in (l#%ing the generati#n gap8...........................................................9*E


6/113

reating a P#%iti!e limate............................................................................................................Cha"ter 17: The challenges of tea% building ................................................................1,1

haracteristics of an effecti"e team.................................................................................1)(n the effe(ti!e team>...................................................................................................................1/2Intera(ti#n 't0le%> ........................................................................................................................1/*'trength Depl#0ment In!ent#r0...................................................................................................1/

*uilding a team sirit%.....................................................................................................1)4E.....................................................................................................1/

Cha"ter 13.


7/113

Part 1. An overview of theReligious Youth

ServiceTr u t h i s o n e : s a g e s c a l l i t b y d i ff e r e n t n a m e s :

R g v e d a , Hi n d u

N o n e o f y o u t r ul y b e l i e v e s u n t il h e i s h e s f o r hi s b r o t h e r h a t h e i s h e s

f o r h i m s e l f.

Haddi th , ! s l am

Introduction: h! this guide and how to use it

The Reli gi #$% $ t h 'e r !i(e CR&' i% a !i %i #na r 0 % e r !i (e- lea r ni ng

pr#5 e( t t h a t % t ri,e% t h e h e a r t % a n d im a gin a ti #n #f 0# $ n g a d $lt% t h e

"#rld #!er. 'in(e i t % ina$g $ra l Philippine% pr#5e( t in 1): the pr#5e( t

ha% g r #"n % $4% t an t i all0. In la rge pa r t t h i % g r #"t h ha % 4 ee n t h e r e % $ l t

# f pa r t i(i pan t % and % t a ff (a t (h i ng t he R&' !i %i #n an d t hen % e e,i ng t #

d$ pli(a te i t in the i r #"n n at i#n% an d (# mm $ni ti e% .

R&' pr#5e( t % a nd a( t i!i ti e% a re 4e ing d e!el#pe d thr#$ gh# $t th e "#r ld

an d a% a r e%$l t #f th i% gr#"th i t i% in(rea % ingl0 imp#r tant tha t pr# 5e( t %

% ha r e i n (#m m#n t h e R&' % t and ar d% . The% e % t and ar d% a r e i n pa r t "ha t

differen t iate th e R&' fr#m an #rdinar0 %er!i(e pr#5e(t . R&' ha % i t % #"n$ ni $e ( ha ra (t er a n d e % %e n( e; " hi( h % er! e % a % a !it al p a th f#r

e


8/113

The !al$e% h e ld a% n #rm% f#r th#%e en5#0ing the R&' (#m m$ ni t0 #ft en

r efl e( t t h e % pirit $ al ( # d e % #f t h e " # rl d= % g r e a t f ai th % . P e# pl e a r e

en(#$r aged t # l i !e #$ t i n p r a( t i (e t he i r h i ghe r i dea l % ; and # f t en f i nd

the m% el!e% t e% t ed 4 0 %harp (#n t radi( ti#n% tha t e< i % t in e!er0da 0 lif e .

Th e R&' e


9/113

* h a( t e r t o p r #!i de% e


10/113

Mat eri al % pr e% e n t ed i n t he% e % e( ti #n% (an 4e % e l e( ti !el 0 $% e d 4 a% e d #n

0#$r p r #5 e( t ne ed% . The0 a r e de % igned t # he l p pe#p l e pr ep a r e t #

en ga ge in the pr#gr a m 4#th m en ta ll0 an d %p iri t$a ll0. Alth#$gh %e !e n

t he me % a r e h i ghli gh t ed i n t he% e (hap t e r % ; an a ( t $a l p r#5 e( t ma 0 #n l 0

(#!er a f e" #f the m "hile an# the r (#$ld (#!er the m a l l; 0e t # ther %

m a0 re $ire a n e" de % ign f#r a % pe(ifi( %er! i(e (#nte< t . The d$ra t i#n#f th e R&' pr#5e(t ; it % f#($% ; an d th e e< pe r t i %e a! aila4le are %# m e #f

the f a( t#r % tha t "ill p la0 int# %e le( t ing the me % .

E!al$a t i#n i% a (r iti(al p ar t #f the learning pr#(e %% . In (#n(l$ding thi%

%e( t i#n * ha ( t e r f o u rt e e n # ffer % "a0% #f e!al$a t ing a nd impr#!ing a

pr#5 e( t. Th e e ! al$ a ti #n a n d refl e( ti #n m a t e rial% % e r! e t # pr#!id e

e


11/113

Cha"ter 1. Sharing a sense of our histor!# vision and "ur"ose

/ ' o c i a l 0u s t ic e i s n o t a n e n d i n it s e l f b u t a m e a n s t o a r d s t h e e n d o f

g l o r if y in g G o d a n d e n 0 o y i n g Hi m . T hi s i s e v i d e n t l y i n h a r m o n y i t h t h e

s ( i r i t u a l ( u r ( o s e o f t h e h i g h e r r e l i g i o n s . 1

$rnol d Toynb e e 2Hi s tor i anA b r i e f hi s t o r y a n d b a c k g r o u n d o f RY S

The Religi#$% $th ' er!i(e CR&' i% a n inter fai th pe a( e pr#5e(t " hi(h

m # d el% t hr #$ g h " #r, % e r!i( e a n d ( # m m $ nit0 li!in g p a t te rn % #f

(##pera t i!e l i! ing e%%ent i a l in ef f#r t % t# r e!er %e (#ndi t i#n% "hi(h l ed

t# r e ligi#$% in t#leran( e an d % t rif e . R&' ha% 4e en a( t i!e in pr#m# t ing

in t erf ai th ( # # p e r a ti #n a n d l# !i ng % e r !i( e %i n( e 1 ) : a n d i% a !it al;

imp#r tant ; and pra( t i (a l m#del #f h#" 0#$th #f a l l ($ l t$re% and fa i th%

(an (##per a t e in the %er! i(e #f a l a rger g##d.

A re(en t r ep #r t h a% ( la imed tha t #f the th ir t0- %i< arm ed (#nfli (t % g#ing

# n in t h e " #rl d; t hir t0-t "# h a ! e r eligi# $ % % tr $ g gl e % a % a f a( t# r

(#n t ri 4$ ti ng t # t he d i% (#r d . Thi % i% #ne r ea% #n "h0 ma n0 p e#p l e l ##,

a t religi# n a % p a rt #f t h e "#rld = % pr #4l em r at he r t ha n a % a , e0

(#mp# nen t t # % # l !i ng t he p r #4l em% .

It i% a l %# t r$e tha t f#r m#% t #f the "#rld ; r eligi#n an d the %p iri t$a l pa th

pr#!i d e a f# $n d a ti #n fr # m "hi (h t h eir ! al$ e % ; h# p e % a n d dr e a m %

e m erg e. Religi#n i% a li!ing; !ital an d de epl0 per%# nal f#r(e (ap a4le #f

p $ % hing a p e r % # n t # gr e a t n e % % . Reli gi #n% h a! e m # ! e d ($l t$r e % a n d

helpe d in the ri %e #f ( i!ilia t i#n% . The re ligi#$% %p i ri t ha% in%piredp e # ple t# gi!e $ p h # m e ; pr#p e r t0 a n d e! e n life f# r t h e % a, e #f t h eir

Ideal an d th ei r fell#" =m an = .

The r e li gi #$% i mp$l % e ha% 4e en h i% t # ri (all 0 i mp#r t an t i n ma n0 # f t he

gr ea t % #(i al r ef #r m% . In t he 2/ t h (en t $ r 0; % p iri t $al leade r % Maha t ma

Gandh i and Re!er end Mar t i n L$ t he r i ng % t and #$ t a % (hampi #n% # f

h$ ma ni t0 "h# "ere "illing t# ri %, the i r li!e% f#r a ( a$% e . Thi % (a$%e

"a% grea ter th an the i r par t i($lar r eligi#$% t r adi ti#n it tr an %(e nd ed the

de % ire t# 4e n efi t th ei r #"n na t i#n #r ra( e. The religi#$% %piri t pr#!ided

t h e% e le ad e r% "ith a !i%i# n #f life a n d h $ m a ni t0 a % a " h#l e; a

h $ m a n it 0 t h a t n e e d e d t # $ n d e r % t a n d t h e p a t h t # tr $ e p e a ( e .

- 11 -


12/113

The R&' % e e,% t # r a i % e a ne" ge ner a t i#n # f leade r % and a r m t he m "i th

a n $ nd e r% ta n din g a n d (# m p a %%i# n f#r t he h $ m a n %i t$ a ti# n. It

r e(#nn e(t % i t% p ar t i(ipant % t# t he i r r eligi#$% r##t % "hile %h#"ing th e m

t h e !i %t a % in " h i( h t h e " #rl d= % m a n 0 p e # pl e % h a ! e 4 e e n p r e p ar e d ;

pr e p ar e d f#r a p $ rp#% e " e % h all ( al l p e a( e . The R&' % e e,% t # dr a" # $ t

# f e a ( h p e r % # n a g r e a t n e % % t h a t ( # m e % fr# m # ff e ri n g % e lfl e% % % e r !i (ean d d ee p refl e( ti#n .

+0 in ($l( a ti n g a g r e a t e r % piri t # f ( # # p e r a ti # n; r eli gi# n % t a n d % in a

p #%iti#n t# #ff er t h e "#rl d a n e" p ar a dig m; # n e in "hi(h t h e pr#p h e ti (

(ri e% f#r 5$% ti (e ; m er(0 and l#!e (an 4 e rea l ied . F#r %$(h a par adigm

t # t a , e r # # t it n e e d % t # 4 e % $ p p # r t e d 4 0 t h e 0 # $ t h; f #r 0 # $ n g a d $ l t%

h a ! e al" a0% 4 e e n # n t h e f#r efr# nt #f ( ha n g e; p r# m #tin g % $( h

a (ti!itie % a % t he e n!ir#n m e nt al m #! e m e nt a n d ! ari# $% p e a( e

init iat i!e%.

Th e e n t h $ %i a% m ; id e al % a n d r a " e n e r g 0 # f 0 # $ th ; ( # m 4 in e d "it h a( lear ! i %i#n #f lif e ; pre% ent (hall enge % t# th e e % ta 4li %hed #rd er. At the

% igh t # f i n5 $%ti (e 0#$ t h a r e # ft en "illi ng t # a( t 4# ldl 0 "her e # t he r %

"#$ld he % it a t e . In the R&'; 0#$ng a d$l t % a re (rea t ing a (# m m$ ni t0 #f

% p iri t$a ll 0 r ## t ed ; (#mmi t t ed an d p ea( e f $l a( t i!i %t % . The% e m e m4 er %

a r e % eiin g # p p # rt $ ni ti e% t # r e a ( h # $ t a n d % e r! e # t h er %. Th e 0 a r e

t r0i ng t # 4 $ild a ( # m m $ n it 0 # f p e a ( e ; d e d i( a t e d t # ! al $ e% t h a t a r e

h e l d $ n i! e r % all0 4 0 p e # p l e #f a ll t h e " #rl d= % r eli gi #n % . Th e R&'

e < p e ri m e n t i% a n a ffir m a ti #n # f " h a t i% p # % % i4l e; a n d a r e m in d e r # f

"ha t m $% t 4 e d#n e i n # r de r t # ma,e t h e d r ea m a r ea li t0.

*His to ryRe!. '$n M0$ng M##n ina$g $ra te d th e R&'; a pr#5e(t #f the

Intern at i#nal Religi#$% F#$nd at i#n C IRF; in 1) 6 at th e A%%e m4l0 f#r

th e 7#rld=% Religi#n in M( Afee; Ne" Jer%e0. D$ring hi% t al, t# th e %i

K Man= % $ni t0 "i th G#d i% n#t a m at t er #f 4e li e f% an d d#(t r ine% 4$t i t

m$ % t 4e e


13/113


14/113

R&' (#nt in$e% t# % t r i!e t# h e lp prep are a n e n!ir#nm en t d edi(a te d t#

4 $ildi ng> KWorld e ace throug h interreligious dialogu e and act ion K.

T h e Vi s i on ! u r ! o s e a n d g o a l s o f RY S

The R&' ha % #!er th e 0e ar % d e% igned a pr#gra m "i th a % t r#ng ! i %i#n #f

h#" t # ( rea t e a l ea rn ing e


15/113

$r pr#gra m m #d el % in ter fai th dia l#g$ e a nd (##per a t i#n thr#$gh i t%

$ni$e #ffering #f ed $(a t i#nal e


16/113

The R&' (rea t e% pr# 5e( t % #n a ! ar ie t0 #f !ar i ant %(#pe an d %(a le . The

large% t #f th e% e pr#5e(t% ar e th e gl#4al le!el th e R&' pr#5e(t% . At th e

gl#4 al le!el th e R&' %tr i!e% t # a (hie ! e t he f#ll#"ing>

T# en (#$ra ge ; pr# m#t e ; an d (#nt r i4$te t# m e aningf$l d ial#g$e4 e t" e e n 0# $ n g p e # ple #f all fai th % "h#; a % r epr e % e n t a ti !e% #f

th e religi#n% #f th e "#r ld; #ffer the (e ntr al h# pe f#r th e f$t$re #f

h$man, i nd .

T# (#nt r i4$te 40 m e an % #f th i % dia l#g$e t# a gr#"ing

$nd er % t and i ng #f $ni !e r% a l % ha r ed !a l$e% t h a t (an % e r !e a % a

4 a %i% f# r "#rl d p e a ( e % t $ die% .

T# pr#!ide a %e t t ing "ithin "hi(h inter-religi#$%; int er($lt$r al ;

an d inter -ra(ial e< pe r ien(e % (# m4ine t# all#" in%ight% in

dial#g$e t# 4 e imm edia te l0 ap pli ed an d t e% ted in p$rp#% ef$l

a(t i#n.

T# m#d el f#r a %,ept i(al "#rld th e p#" er #f th e religi#$% % pi ri t"he n i t r ep la(e% (# mp et i ti#n "i th (##p era t i#n a% th e n#r m.

T# de !el#p % ,ill % in Klea de r%hip f#r pe a( eK a m# ng religi#$% 0#$ th.

Thi% in(l$de % th e a 4ili t0 t# #rg anie #n a gra %%r##t % le!el .

'impler pr# 5e( t% #n a l#(a l l e!el a l %# %ee, t# pr# m#t e th e e % % en( e #f

th e R&' 4$ t th e0 al%# % t r i!e t # a( hie!e th e f#ll#"ing>

T# %er! e a nd "#r, f#r (#mm $ni ti e% in nee d a nd in %# d#ing

m# del a !i%i#n #f th e p #%% i4ili tie% th at "#r,ing in har m# n0 (a n

re% $lt in. T# 4$i ld a % pi ri t #f (##p era t i#n "i thin the gr#$ p th at i % (en ter ed

#n a % ha r ed !i %i #n and t a % , .

T# help pa r t i(ipant % an d (# m m$ ni ti e% de !el#p a l a rger % en% e #f

K(#mm $ni t0K 40 e

+0 pr#!iding a n e


17/113

T# 4$ il d a % en% e # f a((#mpli %hm en t an d (#nfi den(e a m#n g t h e

p a r ti (i p a n t % th a t r e % $lt % in g e n e r a ting a Ne" H#p e in th eir li! e%.

T# help indi!id$al% t# de !el#p an ap pre(iat i#n f#r the inner life

40 e < plaini ng a n d d e m # n % tr a ting differ e n t ,i nd % #f pr a 0 e r;

m e di tat i#n; "#r%hip; ar t ; an d religi#$% (ele4r at i#n.

T# dem# n% t r a t e an d t r ai n pa r t i(i pan t % t # $nd er % t and t he i rt r adi ti#n = % %pi ri t$a l !a l$e% a nd t# h e lp them t# %e e th e

impli(at i#n% t ha t th e% e ! al$e% h a! e # n %#(ial; p#li ti(al;

e(#n# mi( ; en! ir #nme nt a l ; hea l t h and # t he r r el a t ed i% % $e% .

Gi!ing ea( h p er %#n a (ha n(e t# %har e in a f a mili a r t0pe

a t m # % p h e r e " h e r e a m e m 4 e r i% fr e e t # g r #" 4 $ t a l% # ( a n 4 e

(ha ll enged an d h e l d a((#$n t a4 l e 40 # t he r f amil 0 me m4 er % .

In #rder t# a((# mpli %h the a 4#! e g# al %; the R&' ha % de !el#ped a

pr#gr a m f#r r el igi #$ % 0# $ t h a n d f#r % e e, er% #f t r$ t h fr# m a r# $ n d t h e

"#rld. Thi % pr#gra m (an a nd h a% 4 ee n ad5$% te d f#r $% e in l#(a l

(#m m$ ni ti e% a((#rding t# i t% par t i ($lar ne ed % .

RY S i s a s e r v i c e l e a r nin g ! r o g r a m

ne # f t he m #% t e


18/113

In %er! i(e learn ing the (# mm $ni t0 %er! i(e a% pe (t %er! e% a % a ! ehi(le

f#r a( hie!ing %p e(ifi( a( ad e mi( g# al% an d #45e(t i!e% . D$ring %er!i(e

learning pr#5e(t% a re(ipr#(al relat i#n%hip de !el#p% in "hi(h %er!i(e

re inf#r(e% a nd % t r e ngt he n% th e l earn ing an d th e l earn ing re inf#r(e%

an d % t r en gth en % the %er! i(e . In the R&' ap pr#a(h t# % er! i(e l earn ing ;

t he a(ad e mi( #45 e( ti !e% g# han d i n han d "it h t he t r an% (e nde n te lem en t% #f l earning .

'er!i(e l earn ing pr#gra m% pr#!ide % t r$( t$red t ime f#r % t$de nt % t#

refl e( t #n th e ir %er! i(e a nd l earning e


19/113

Part $. I%"le%enting theRYS vision

Cha"ter $. Creating a successful staff and "artici"ant orientation

/ &o u a r e h e r e y o u r d e e ( , d r iv in g d e s i r e i s . $ s y o u r d e s i r e i s , s o i s y o u r

i ll . $ s y o u r il l i s , s o i s y o u r d e e d . $ s y o u r d e e d i s , s o i s y o u r d e s t i n y . 1

B ri h a d a r a n y a a 6 ( a n i s h a d , H in d u i s m

/ 6 n d e r s t a n d i n g G o d i s n o t a n e n d i n it s e l f, b u t i s r e l at e d i n s o l vi n g

( r a c t i c a l ( r o b l e m s . 1

' a n Ha n 7 e e 2 " h i l o s o ( h e r

"n t r o d u c t i o n#

R&' pr#5e( t % de! el#p thr#$gh a pr#(e%% #f three p er i#d% . The pr#5e( t

4 e gin% "i th a % t aff a n d t h e n a p a r ti (i p a n t #ri e n t a ti #n; it (#n tin$ e % "i th

the "#r, %er! i(e p er i#d an d i t (#n(l$de % "ith a r efl e( ti!e per i#d. Ea(h

#f t h e % e p e ri# d% i% $ ni $ e a n d n e ( e %% a r0 f#r t h e % $( (e % % #f t h e

pr#5 e( t. 7it h# $ t a n 0 #f t h e % e el e m e n t % 0# $ m a 0 h a! e a g ## d % e r!i (e

pr#gr a m 4 $ t it "ill n# t 4 e a n R&'.

A# Th e S t a ff $ri e n t a t i o n

Maintaining a pr#fe%% i#nal % taf f #rient at i#n pr i#r t# t he pa r t i(ipat i#n#r ienta t i#n i% a (r i ti(al fa(t#r th at ha % (#n tri4$t ed t# R&' %$(( e%% .

D$ring the #ri enta t i#n th e % t aff 4$ild% a % en% e #f t ea m"#r, an d ! i %i#n

"hile (a pt$ r ing th e $ni$ e %pi ri t th at 4el#n g% t# the R&'. 'taf f

m e m4 er% "#r, and prep are f#r the ar ri!al #f the pr# 5e( t par t i(ipant %

an d an t i(ipa te $p(# ming pr#5e( t ne ed % . The g#al % #f % t a f f #ri enta t i#n

in(l$de>

1. T# familiarie th e % t aff "i th th e R&' !i%i#n a nd %pi ri t

2 . T# 4$ il d a t ea m !i %i #n and % p iri t

* . T# ge t ad 5$% te d t# th e h# % t l#(a t i#n and t he l#(a l f a(ili ti e%

. T# ( r ea t e a (l ea r (ha i n #f (#mm an d a nd % en % e # f r e % p#n% i4ili ti e %6. T# 4$i ld a % pi ri t #f pe r%#n al re%p#n %i4ili t0

: . T# r em#! e a% ma n0 p r #5 e( t 4a r ri e r % and f ea r % a % p#% % i4l e

9 . T# impr#!e th e % t aff % (#m m$ ni(a ti#n %,ill %

) . T# p r epa r e t h e % t a ff t # "el (#m e an d g$ i de t he p a r ti (i pan t %

thr#$gh t he par t i (ipant #r i enta t i#n

. T# prep are m e m4 er% m en ta ll0; ph0% i(a ll0 an d %p i ri t$a ll0 f#r the

"#r, %er!i(e.

- 1 -


20/113

1 /. T# pr ep ar e th e % taff t # " #r, "it h t h e l#( al (# m m $ nit0.

1 1. T# pr# m$lg at e an d pr a( ti( e t he !al$ e% an d n#r m% #f t he

R&'

7e "ill %h are in thi % t e< t %# me #f the 4a % i( pr#gra m% an d a( t i!i ti e%

th at R&' $% e% t# f$lfill th e% e g# al% .

A g u i d e t o a c c o m ! li s h s t a ff o ri e n t a t i o n g o a l s #

G o a l # . 8 a m il i ar i 3 e t h e s t a f f i t h t h e v i s i o n a n d s ( i ri t o f R& '

R&' ha % a d0n a mi( re(#rd an d h i % t#r0 tha t in par t gre" #$ t i t%

relat i#n%hip "ith #the r #rganiat i#n% an d pr#5e(t% . A% a pr#5e(t #f th e

Intern ati#n al Religi#$% F#$nd ati#n CIRF; the R&' "#r,% t# %$ pp #rt t he

g# al % #f tha t #rga nia t i#n. The%e g#al % in(l$de 4 $ilding a "ider an d

d0n a mi( 4a %e f#r r e ligi#$% (##p era t i#n and p ea (e m a,ing. M$(h #f

th e inter -religi#$% an d a (a de mi( %$pp #r t f#r R&' (# me % thr# $g h i t %

f#$n d ati#n "ith th e IRF a n d la te r th e IRF7P.

R&' pr#gra m% e


21/113

9Today the religious -orld mu s t go b ey on d th e ir ar ti cular dog ma s to

a oin t - h e re t h e y c an :oin tly c oo er at e a n d d e m o n s tra t e t o a n

increas ingly cynical -orld th e t rue s iri t o f re ligion . That s iri t is

fo un d in e / re s si ng faith t hroug h acti ons o f lo " e a n d s er "ice to

others .;

The R&' ha % ta, en a % i t % m# t t#; %Wo rl d ! e a c e t h r o u g h i n t e r f a i t h

d i a l o g u e a n d a c t i o n%& R&' me m4 er % ha! e f #$nd t ha t t h i % m#t t #

%e r!e % a% an imp#r t an t g$iding light in pr#m# t ing the r#le #f religi#n

a% a p e a( e m a,er . Effe(t i!e R&' pr#gra m% find (rea t i!e "a 0% t#

e< pre% % thi% %piri t #f religi#$% an d ($l t$ral (##per at i#n an d pr#!ide a

!ia4le m# d el #f li!ing f#r the larger (# m m$ ni t0.

The R&' a% a pr#gra m % ee, % t# h a! e p ar t i(ipant % $ nd er% ta nd re ligi#n

in a d ee pe r ; m#re re%p e(t f$l "a0. It i % n#t th e pr#m #te r #f a p ar t i($lar

fai th 4$t %e e% "i thin the r e ligi#$% para digm; the grea te % t h#p e f#r"#rld pe a(e .

'taff #ri enta t i#n pr#!ide% a n #p p#r t$ni t0 t# (#m m$ ni(a t e a nd

$n der% t anding #f the %p iri t and %a(r ifi (e tha t i % par t #f the "#r ld= %

%pi ri t$al an d r eligi#$% t ra di ti#n% . #n!er% el0; i t re alie% th at i t i %

imp#r tan t n#t t# 4e 4 lind t# 4#th the h i % t#ri (al an d (#nt e mp #rar0

"ea,n e% % e % t ha t h a!e ma r ,ed t he de! e l#pm ent # f r eli gi #n% . An

$n de r% t an ding #f th e re ali t0 an d impli(at i#n% #f religi#$% % t r i!e a nd i t %

i mpa( t #n t #da 0 = % "#rl d a r e % ha r ed an d d i %($% % ed a m#n g t h e % t a ff.

' taff #ri enta t i#n pr#!ide% th e #pp #r t$ni t0 t# %har e the r ea% #n% th a tthe R&' re(#rd i% #ne t# ha! e pr ide in. The (##pera t i#n ge ne ra t ed 4 0

the F#$nd er % ! i%i#n an d t he eff#r t % #f n$ mer# $% re ligi#$% l eade r % ; the

% t r #ng i nt e rf ai t h (#mmi t me n t # f m#r e t hen t en t h#$% an d p a r ti (i pan t % ;

% t a f f an d a d!i %#r % %er!e a% the f#$ndat i#n in "hi(h the ($rrent pr#5e( t

i % e m erging.

'taff #ri enta t i#n 4 $ild% (#nfiden(e an d e $ip% ea (h "i th a phil#%#ph0

tha t pr#m #te % (##p era t i!e in ter- religi#$% eff#r t % an d dra" % t#g eth er

0#$t h in the %pi ri t #f l#!ing % er!i(e.

G o a l ) . B ui l di n g a t e a m v i s i o n a n d s ( iri t3i%i#ning i% a pr#( e% % h elpf$l t# lea ding t# a fr$i tf$l life a n d i t i% (r it i(al

in 4$ilding a %$ (( e% %f$l R&' pr#5e(t . A% th e R&' %t aff d e! el#p% a (lear

!i% i#n #f "her e i t "ant % t# g# an d h #" i t "ill ge t th ere; i t a ll#"% the

p a r ti (i p a n t t# e n t e r a n e" e n !ir #n m e n t a n d $i(,l 0 feel fr # m t h e % t aff

a %#lid 4a% e #f %$p p#r t . 7hen th e R&' !i% i#n i% (lear i t (rea te % a 5#int

(#m mi tme nt a nd a f ee ling #f per %#n al an d %h ared re%p#n % i4ili t0.

- 21 -


22/113

+0 "#r,i ng t #ge t h e r t # ( r ea t e a !i %i #n % t a t e me n t ; ea (h p e r % #n t ha t i %

in!#l!ed gain% a % t r#ng % en% e #f #"ning the ! i%i#n "hile gen era t ing a

%piri t #f m$ t$ al (#m mi tme nt . P#%ting the !i %i#n % t a t e me nt% #n the

"al l; f#r the d$r at i#n #f th e pr#5e(t ; "ill %er! e a % a re minde r #f #n e%

p e r %# n al (# m mit m e n t a % " ell a % t h e (#lle(ti !e g # al%. The % t a t e m e n t %

"ill !i%$al l0 pr#!ide a %e n% e #f p$rp# %e in tim e% #f di ffi($l t0; % h#"ing a% t and ar d t ha t ea (h pe r % #n h a% (l ai med a % t he i r #"n .

The !i %i#n %e%% i#n i% de% igned t# h e lp 4ring par t i (ipant % t# ge the r an d

free l0 %har e the i r idea% an d "#r, in t e a m% . Thi % %e% % i#n (an 4e d#n e

in a f#rm r e%e m4l ing th e f#ll#"ing.

Vi s i o n e ' e r c i s e

r e a t e % m a ll t e a m % # f %i < t # t e n m e m 4 e r % a n d a % , t h e m t # % e le ( t a

re(#rder. Dire( t the t e a m lead er% t# a%, ea( h per %# n t# 4ri efl0 %har e

th ei r pe r%# nal !i% i#n f#r R&'. F#ll#"ing thi% %h ar ing 40 e a( h t ea m

m e m4 er ; t he r e(#r de r "ill r emi nd t he t e a m #f t he ,e0 p#i n t % t ha t e a(hpr e % e n t e r m a d e . Th e t e a m "ill t h e n "#r,% t#g e t h e r t# (r aft a

% t a t e me n t #n "ha t t h e0 % e e t #g e t he r t # 4e t he R&' !i %i #n.

Ea(h t ea m% 5 #i nt % t a t e me n t % h#$ l d t hen 4e r e( r ea t ed # r in t e r pr e t ed i n

pi(t#ri al f#r m. E! er0 t e a m m e m 4 e r % h# $ld "#r, # n (re a ti ng a n

ill$% t r a te d !er % i#n #f the % t a t e me nt #n a % ingle l arge %h ee t #f p#% t er

p a p er. F#ll#"i ng t h e (# m pl e ti #n #f t h e p #% t e r % ele( t % # m e t e a m

m e m4 er% t# !er4 all0 an d ! i%$all0 %har e .

After %har ing th e (#nt en t #f the p#% t er % ha !e the m p #% te d in a ! i %i4l0

a(( e%% i4le l#(a t i#n . F#ll#"ing the %e% % i#n 0#$ m a0 " ant t# p #% t a ll thet e a m !i %i# n % t a t e m e n t % i n a ( e n t r al a r e a % # t h a t t h e 0 ( a n % e r ! e a % a

g$ide an d r emind er #f th e R&' %pir it .

J$% t pri#r t# (#n(l$ding th i % e


23/113

C re(ei!e m #re d eta i l % #n h#" t# ( ar r0 #$t % e%% i#n% th a t "ill pr#m#t e th e% e g# al%

4 0 ref er e n(i n g> Par t > +$ ildin g le ad er % hi p %,ill%. Re !i e" % e(ti #n% #n

K+rain%t#rmin gK; Leader %hip 't0le%; 'DI; an d #n% en %$ % 4$i lding .

G o a l + . To a d0 u s t t o t h e h o s t l o c a t i o n a n d t h e f a c il it i e s o r c u lt u r e .

'taff #ri enta t i#n pr#!ide% # pp#r t$ni ti e% f#r ea( h % t aff me m4 er t# ,n#"

the h#$% ing ; le( t$re ; r e% t and re(re a t i#n area % a% " ell a% th e , it (hen%it$a ti#n. Thi% "ill gi!e Thi% g# al i% ra th er % imple 4 $t e %p e(ial l0

i mp#rt an t f# r t h#% e t r a!e li ng fr #m an # t he r na t i #n % #me ti me fr am e f #r

ad 5 $% t me n t % t # 4e ma de in % $(h t hi ng% a % m e a l % e r !i (e. Re(e i!i ng t hi %

fir % t han d e


24/113

The fa(t th at R&' i% a% g## d a % Y$ma,e it; i % a t h em e t h a t % h#$ l d 4e

"#!e n int# the % t aff #r ienta t i#n. A% th e % t af f in(re a% ingl0 re alie% thi%

p #in t t h e 0 "ill m #r e eff e( ti !el0 (#n! e 0 t h a t % piri t t# p a r ti (i p an t %

thr#$gh #$t the pr# 5e( t .

G o al . To re m o v e a s m a n y b a rri e r s a n d f e a r s a s ( o s s i bl eEa(h % t aff m e m4 er 4ring% "#rri e% and fe ar % in t# the pr#5e( t . '#m e #f

t he% e "#r ri e % (an 4e ea % il 0 de a lt "i th # t he r % ne ed t # 4e h ea r d a nd

re%p# nd ed t# . An e KI (an = t (#m m$ ni(a t e "ell en #$g h t# l ead

a te a mK --- p#% % i4le re% p#n %e --- KI he ar "h at 0#$r % a0ing --- "e 4 elie!e

0#$ (an (#m m$ ni(a t e "ell en #$g h 4$ t "e "ill p la(e a ! er0 (apa 4le

a% % i % t an t #n 0#$r t e a m t # he l p 0#$ ; if 0#$ % h#$ l d nee d % # me he l pK .

K$ (an al%# fe el f ree t# (#n ta (t th e pr#5e(t lea de r if 0#$ ar e h a!ing

pr#4le m % . In t hi% " a0 0# $ a r e d e ali ng "i th %i t$ a ti #n% 4 ef#r e th e 0

4l## m int# pr#4le m %; 0# $ a r e % $ p p #r ti ng p e # pl e a n d re(# g niing t h a t

t he0 ha! e l egi ti ma t e (#n(e r n%.

E!er 0#ne g#e % t # a n e" p l a(e "i th % #m e f ea r % ; an< ie t 0 and h#pe .

Man0 # f t he% e f ea r % a nd an< i e ti e % (an 4e de a lt "i th " it h#$ t m$( h

eff#r t 4$t # th er % (a n 4 e(# me a m a5#r % t$m4l ing 4 l#(, in the a4i li t0 #f

a p er %#n t# a ( t$ a ll0 ge t in!#l!ed f$ ll0 in the pr#gra m. Thr#$gh

li %t ening "ith an #p en mind th e % eni#r % t a f f (an %##n d i %(#!er tha t

% #m e pe# p le = % h#pe % a r e $n r ea li %ti ( # r ha!e n# t h ing t # d# "i th t he

pr#gr a m "hil e a t # th er ti m e % t h e 0 p a r all el t h e h# p e % a n d g # al% #f

# th er % . Thr#$gh integr a t ing a l$mni an d fir % t time % t aff m e m4 er% a%

p a r t #f t hi% pr#( e % % t h e % h a ri ng pr#!i d e % a n #p p#r t $ nit0 f#r pr# 4le m

%#l!ing ; t ea m 4$ilding an d a t r$% t .

7e (#n% ider the imp#r ta n(e #f de a ling "i th pe#ple% h#p e% ; f ear % an d

e


25/113

It i % na t$ra l tha t "he n 0#$ pr#!ide a t ime t# %h are p er %#n al (#n(ern%

"ith the h#% t #r the #rganier %; the % t a f f m e m4 er% "ill m#r e ( lear l0

re alie the e


26/113

A %$4 % ta nt i al e ff#r t i % m ad e t# h e lp (rea te a m#n g a ll % t a f f m e m4 er%

t h e $ n d e r % t a n d in g t h e 0 a r e t h e r e t # " el( # m e a n d h e l p e a ( h

p a r ti (i p a n t . Thi % i% e % p e(i al l0 imp#r t a n t a t th e a r ri! al ti m e a n d

thr#$gh #$t th e #r i enta t i#n . Thr#$gh th i % a t t i t$de #f %er!i(e ; the % t af f

"ill m# d el the %pi ri t tha t R&' i% 4$ilding; a %pi ri t tha t (# me % t# % er!e

# t he r % .

ne m et h# d t ra di ti#nal l0 $%e d in R&' % t aff #r ienta t i#n t# help pre pa re

% taf f t# (are an d " el(#m e par t i (ipant % i % thr#$gh (rea t ing %, it % .

Am#ng the m an 0 p#%% i4le the me % f#r a %, i t; par t i(ipant % h a!e #ft en

(rea t ed % t#r0 line% ar#$n d th e " el(#ming #f the n e"l0 ar ri!ing

p a r ti (i p a n t % . At # t h er ti m e % t h e % t aff h a % %i mpl0 pr ep ar e d %# m e

h$ m#r#$% %, it % in "hi(h the 0 (an p er f#rm %##n af t er par t i(ipant % h a!e

%et t led in.

G o a l = . " r e ( a ri n g m e m b e r s m e n t a l ly, ( h y s i c a ll y a n d s ( i ri t u a ll y f o r

t h e o r s e r v ic e .Pe#ple ha! e !ar i#$% a t t i t$de% C e! en (#nt ra di( t#r0 a t t i t$de % t#"ard%

p h 0%i ( al la4#r. It i% imp#rt a n t t h a t all th e % t aff $ n d er% t a n d a pr# p er

re% pe (t f#r ph0 %i(al la4#r. If a m e m4 er !ie"% ph 0%i(al la4#r a% fi t f#r

#n l0 t he p##r; a % % #m et h i ng t ha t t he0 a r e a4#! e ; it "ill ( r ea t e a

pr#4le m "i thi n t h e R&' a n d "i th t h e larg er (# m m $ nit0.

' t a ff % h#$ ld he l p p r #m#t e a (l ea r $nd er % t and i ng # f t he i mp#rt an(e

an d !al$e #f ph 0%i(al la4#r. 'taf f (a n h elp all th# %e in!#l!ed in th e

%er!i(e pr#5e( t %h# $ld ha! e a %$4% ta nt i al idea #f h#" the i r la4#r "ill 4e

4 e n efi(i al t# t h e l# (al (# m m $ nit0. In a d diti #n; % t aff % h# $ld h elp

p a r ti (i p a n t % 4 e % e n %iti!e t# t h e fa( t th a t t h e 0 "ill ine!i t a 4l0 r e( ei! em$( h m #r e f r#m t h e (# mm $ni t0 t hen t he0 a ( t $a ll 0 g i!e .

'in(e t he "#r, in R&' i% an #ffer ing; i t (a n 4 e h elpf$l t# re me m4 er t he

4i4li( al t e< t; It i% m #r e 4le % % e d t# gi! e t h e n t# r e( ei! e. The% e "#rd%

p #in t t # t h e a t ti t$ d e R&' % h # $ld % h ar e "hile #ff eri ng t h eir ti m e in t h e

(#mm$ni t0 .

An#t he r i mp#r t an t i %% $e t ha t % h#$ ld 4e % ha r ed #!e r an d #!e r a ga i n i%

th at #f %afe t0. $r g# al% are f#r n# in5$rie% an d thi% re $ire%

a"ar e ne% % a m#n g R&' #f t he t h ing% t ha t ma, e a (l ean ; he a l th0 and

% a f e en! ir #nmen t . ' t a ff ne ed% t # ,eep t he i r e0e % #pe n f# r da nger %an d p r #!i de t he % t r eng t h # f g$i dan(e t h r #$gh#$ t t he p r #5 e( t.

'in(e th e R&' (a n in!#l!e "#r, th at (a n re %$l t in in5$r0; pr#p er % afet0

an d h eal th pr#(ed$r e% f#r "#r,ing a t th e % i t e %h#$ld 4e e


27/113

It i% imp#r tant th a t "#r, g#al % 4e (larifi ed %# th a t r ea% #n a4le

e


28/113


29/113

'pea,er % (an 4e 4 r #$gh t i nt # t he # r i en t a ti #n C and # t he r p a r t % # f t he

pr#gr a m t # e< pl ai n differ en t fai th tr a diti#n% . @$ e % ti #n a n d a n %" er %

a n d t e a m d i% ( $% %i #n % ( a n 4 e a d d e d t # t h e p r# g r a m % # t h a t e a ( h

p e r %# n "ill 4 e a 4le t# h a ! e m #r e in!#l! e m e n t "i th t h e (#n( e p t %; ide a %

a n d f a( t % t h a t a r e p r e % e n t e d .

f ten th e h i % t#r0 #f a na t i#n i % m ar,ed 40 e! ent % th a t h a!e p#li ti (al-

($l t$ral an d religi#$% %ignifi(an(e. T# $n de r% t an d th e p e# ple =% r##t% it

i % imp#r tant t ha t the %e % ignifi (ant e!e nt % a r e %h ared "i th par t i(ipant %

# f t he p r #gr am.

G o al ) . " r e s e n t i n si g h t s i n t o t h e f a it h t h a t a r e r e ( re s e n t e d a m o n g

t h e ( a r ti ci ( a n t s .

Par ti (ipant % (#m e fr#m a d i!er %e r e ligi#$% an d ($lt$ra l 4a(,gr#$nd

an d i t i% ad! i% a4 l e t # g i!e "a0% f # r t hem t # e


30/113

R&' ha % a rh0th m t# i t; "hi(h in(l$de % 4 eing #n t ime an d "#r,ing in

t ea m% . It ha% a pa( e i % t ha t i % # ft en i nt en% e ; a % if t # % $ee e a % m an0

g##d e< per ien(e % in t# a pa(,ag e #f time a % p#%% i4le . In a %e n% e ; the ir

i % an R&' ($l t$re th at i % $ni$ e a nd i t i % differen t th en th e ($l t$re #f

th e p ar t i(ipan t% . Thi% i% in par t a re%$l t #f R&'% e


31/113

Cha"ter '. Achieving one(s "otential through wor) service

?@veryone can be great because everyone can serve?Rev. Aartin 7uther ing

/ W h e n y o u o r y o u a r e a f lu t e t h r ou g h h o s e h e a r t th e h i s ( e ri n g o f t h eh o u r s t u rn s t o m u s i c , . . . $n d h a t i s t o o r i t h l ov e 5 !t i s t o e a v e t h e

c lo t h i t h t hr e a d s f ro m y o u r h e a rt C e v e n a s if y o ur h u s b a n d e r e t o e a r

t h e c l o t h . . .

ahil Gi bran . , $uthor T he "ro(h et

A% pa r t i ( i pan t % (#n( l $de t he # r i en t a t i #n t he0 en t e r a t i me "hen t he0

"ill % pe nd a pa r t # f t he d a0 (#n t ri 4$ ti ng "#r, a % % e r !i (e. The % e(#nd

p a r t #f t h e pr#gr a m "ill f#($% # n "#r, 4 $ t t h e "#r, i% n # t % e e n a % t h e

$ lti m a t e g # a l 4 $ t r a t h e r ; t h e " # r, " ill % e r! e a % a m e a n % t # p $ ll t h e

( # m m $ n it 0 t # g e t h e r a n d h e l p (r e a t e a m # r e % $ 4 % t a n ti al e < p e ri e n ( e i n

4 $ildi ng a ($lt$r e #f p e a ( e.

A gr e a t e r p a r t #f t h e e d $ ( a ti #n al p r# ( e% % # (( $r % d $ ri ng t h e " #r,

% e r !i( e p r# g r a m . 7# r, % e r !i (e a ll #" % % t $ d e n t % t # t r $l 0 ( h all e n g e

t he m% e l !e% . Thi % "#r, % e r !i (e a( ti !i t0 i% t he (#m m#n den #mi na t # r ;

" hi( h a ll p a r ti (i p a n t% % h a r e . T h e m $ t $ a l r e % p e ( t t h a t a % h a r e d t a % ,

pr#!i d e % a m # n g t h e p a r ti (i p a n t % all#"% f#r d e e p e r int ern al 4# n d % t#

#(($r. D#ing ph0% i(a l l a4#r t#ge the r p$%h e% a gr#$p t# in t# %i t$a t i#n%

" h e re t h e 0 g # t hr #$ g h diffi( $lti e% a n d % $ (( e % % e % t # g e th e r. Thi%

(rea t e% a !er0 %p e(ial (#mr ad el0.

Le ar ni ng t hr #$ g h h a n d % # n lif e e < p e ri e n( e i% a m a 5 #r p a r t #f t h e

ed $(a t i #na l pr #gr am d$r ing t h i% pe r i#d . r ea t ing a ha r m# ni#$% "#r,an d li!i ng en! ir #nmen t i% an e % p e( ia ll 0 i mp#r t an t pa r t # f t hi % p r #(e% %

4 e ( a $ % e it e n a 4le % t h e % t $ d e n t % t# d e e p e n t h eir (#n( er n a n d

% e n % iti!it 0 f #r e a ( h # t h e r " hil e a t t h e % a m e ti m e a ( ( # m p li %hi n g a n

agr ee d $ p#n t a%, "i thin a %pe (ifi ( time per i#d .

All a % p e( t% #f th e ti me % pe nt # n thi% p ar t #f t he pr# gr a m ar e

(#n%i de r ed !a l$a4 l e (# mp#n en t % # f t he t r a ini ng n e(e% % a r 0 f # r li!i ng

har m# ni#$%l 0 i n an in t e rf ai t h (#mm $ni t0. The in t en% e en! ir #nmen t

t h at i% (r e at e d a t t h e "#r, %i t e pr e% e nt % t h e p a rti(ip a nt "ith a

( #n %t a n t % tr e a m #f ( h alle n g e%. Th e %e ( h all en g e % ( a n in! #l! e

% i t$a t i#n% a% % imple a% de( id ing "h# t a,e% r e%p#n% i4 i l i t0 f#r ( l eaningt h e %i n, % t # a % ( # m p li( a t e d a % fig $ ri ng # $ t h # " t # g e t a l# n g "i th a

!er0 d i % r$pt i!e per %# n.

- *1 -


32/113

D$ri ng t he "#r, pe r i#d pe #p l e a r e p l a(ed i n % it $a t i#n% "her e t he0 (an

m # r e (l e arl 0 % e e t h eir # "n a n d # t h er %= % tr e n g th % a n d " e a , n e %% e % .

Le ar ni ng h # " t # 4 $ild # n # n e = % % tr e n g th % a n d t # i mp r# ! e # n # n e = %

" e a , n e % % e % i% p a r t # f t h e % ,ill% t h a t t h e R&' % e e , % t # i m p a rt e a ( h

p a r ti (i p a n t .

Gr#$p "#r, i% an e % %e nt i al el e me nt in thi % pr#(e%% . It a ll#"% f#r m$(h

grea ter an d fa% ter per %#n al gr#"th . It he lp% the par t i(ipant % l earn h#"

t # a n a l0 e i% %$ e % "it h a m $ ( h 4 r# a d er p e r% p e (ti! e; a n d it h el p%

fa(ili t a t e the i r %#( ial %, ill % an d the i r a 4 ili ti e% t# de !el#p % t r#nger an d

m#r e m e aningf$l fri end%hip% .

Thi % t ime per i#d i % a l%# fill ed "i th a "ide !ar ie t0 #f # th er a( t i!i ti e%

d$ri ng t he de 4a t e% ; me e t i ng%; !i %i t% ; re( r ea ti #n and fr ee t i me a r e p a r t

#f the da il0 %(he d$le .

Im p# rt a n t % t aff r e min d er> In t h e r $% h t # ( # mpl et e t h e " #r, t a %,a% % i gned $nd er % t and t ha t a % ph0% i(a l a % t he "#r, g e t % in R&' it % t ill

r e m a in % a % pirit $ al p r a( ti( e ; a % pirit $ al p r a( ti( e t h a t le a d % t # t h e

f$lfillme nt #f higher g# al% an d !al$e % . K7#rld pe a( e thr#$ gh inter faith

d i al #g$e and a( t i#nK i% t he R&' m#t t # and it i mpli e % t h a t a( t i#n i% a

n e ( e % % a r0 ( # m p # n e n t f#r (r e a ti ng 4 # th r eligi# $ % ( ## p e r a ti# n a n d

"#rld pea (e . A% the R&' pr#(e%% $ nf#ld% and e! er0#ne i % in!#l!ed in

t he % t r $gg le t # a( t t #g e t he r a % a (#m m$ni t 0 #f % e r !i (e a % p iri t #f $n it 0

"ill ap pe ar. Thi % %pi ri t #f $ni t0 and (##per a t i#n i% the f#$ndat i#n #r

(#rner % t#n e f#r 4$ilding a ($lt$re #f pe a(e .

+ o al s f or t h e , o r k ! e r i o d

1 . T# ge ner a t e a % p iri t # f !#l $n t ee r % e r ! i(e .

2 . T# de! e l#p a mi( r #- (#m m$ni t 0 "i th a % ha r ed !i %i #n ami d% t

di!er%it0.

* . T# 4$ild r ela t i#n%hip% "ith th e l a rger (# mm $ni t0.

. T# de! e l#p $nd er % t and i ng and appr e( i a ti #n #f # t he r ($l t $r e% ;

fai th%; and hi%t#r0.

6 . T# e < a mi n e ! a l$ e % t h a t a r e % h a r e d a m # n g p e # p l e #f fai th .

: . T# e


33/113

Thi% g#al i % %# me thing tha t #rga nia t i#n% ar#$ nd th e "#r ld are a l"a0%

% e e,ing a n% "e r% f#r. In R&' th e %pir i t #f !#l$nt e er % er!i(e i%

%# me thing tha t #(($r% ; a lm#% t n a t$r a ll0; 4$t " e "ill ma ,e a f e"

%$g ge % t i#n% #n h#" #r "h0.

W h y RY S ! r o - ec t s h a v e s e r v i c e a s a n o r m #R&' !#l $n t ee r % a r e m#% t # ft en % e l e(t ed 4e( a$% e t h e0 ha !e a de% i re t #

%er! e an d a ($r i#%i t0 t# l earn fr#m #ther % . Thi % g i!e% th e pr#gra m a n

ad! an t a ge # f n# t ha! i ng t# ( r ea t e t h e de % ir e t # % e r !e 4$ t a l %# an

ad de d re %p#n % i4 ili t0 t# pr#!ide a % m an 0 #p p#r t$ni ti e% f#r !#l$nte er

%er! i(e a% p#%% i4le .

"ner% hip int# th e !i%i#n #f R&' i% f$nd a m en tal t# th e pr# gra m%

%$((e %% . The m#re th e !#l$nte er % t a,e re%p# n% i4ili t0 in the pr#gra m

the grea ter th e ir %en% e #f #"ner% hip . Fr#m lif e "e learn tha t #$r

"illingne%% t# (#nt r i4$te t# a (#m m$ ni t0 #ft en in(rea% e% "h en # $r

!#i(e #r e ff#r t i % a(,n#"ledg ed a nd a ppre ( ia ted . ' taff m e m4 er = % inR&' are t r a ined an d p la(e d in a p#% i ti#n "here t# #ffer an d pr#!ide

p #%iti! e fe e d 4 a (, a n d e n (# $r a g e m e n t t# p a r ti (i p an t % a n d t # e a (h

#th er i% the n#rm. The % t aff na t$ra ll0 a% % $ me % a% a (#re r e%p #n% i4ili t0

t he g#a l #f d r a"i ng #$ t an d e n(#$r ag i ng t he 4e% t e ff #r t fr #m e a(h

p e r %# n.

Ea(h R&' pr#gra m i % $ni$e an d i % grea t l0 infl$en(e d 40 t he n$ me r#$%

p e r %# n ali ti e% a n d t h e (#n tri 4$ti #n% e a ( h p er %# n m a, e % . Thi % #rg a ni(

%pi ri t #f R&' (rea te % a n $ nd er% t an ding an d a t m# %p he re t h at ; KR&' i%

"ha t 0#$ m a,e #f itK . Thi % %e n% e #f ea (h p er %#n (#nt r i4$ting t#

( r ea t ing t he p r #gr am% % $((e% % #pen % $p d##r % f #r pe#p l e t # g#4 e 0#n d t h eir #"n limi t% a n d e


34/113

R&' ma0 n#t 4e t0pi(a l #f m#% t (# mm $ni ti e% in tha t i t ha % p e#ple #f

fai th a% th e l a rge% t % eg me nt #f par t i(ipant % . The n#t i#n #f %er! i(e i %

n# t a f #r ei gn (#n(ep t t # pe#p l e # f f ai th . Re% ea r (h ha% % h#"n t h a t a

%piri t$a l m# t i!a t i#n #ft en i % "hat dri!e% n# ta 4le p$ 4li ( %er!ant % t# g#

4 e 0#n d t h e m % el!e % . Pe# pl e (# m e t# th e pr#5 e( t ,n#"i ng t h e 0 "#$ld

4 e a %, e d t# % e r! e. Par ti (i pa n t % (r e a t e !i %i#n % t a t e m e n t % d $ ri ng#r ienta t i#n p#inting t# % er!i(e a% p ar t #f the R&' !i% i#n. +0 a%,ing

p e # ple t# % e r! e "i thin t h e R&' (# m m $ ni t0 a n d "i th t h e larg er

(#m m$ ni t0; "e are #nl0 a%,ing pe# ple t# li!e #$t th e %$ 4% ta n(e #f

th ei r #"n 4 elief% and (#n!i(ti#n% .

The R&' %pi ri t i% %ha pe d 40 th e de di(a t i#n an d % er!ing a t t it$d e #f the

% t aff. The pr#5e(t % m## d i% %e t in th e "a 0 % taf f m# d el %e r!i(e a nd i t i %

th i % %p iri t tha t i % an d %pre ad t# par ti (ipant % ; a% the 0 are "el(#m ed int#

th e pr# gra m. 7hen th e 'taf f m# del% th e R&' %pi ri t #n al l le!el% #f

l ead er %hip the p ar t i(ipant % %# #n (a t(h #n a nd the 0 in t$rn "ill ad d

thei r #"n $ ni$e (#nt r i4$t i#n% . If th e % piri t #f %e r!i(e i % n#t pr e% en t inth e % taf f the "h#le pr#5e(t "ill r$n int# diffi($l tie% d $r ing e a( h % te p #f

t h e p r #g r a m .

S ! iri t u al r o o t s o f RY S#

In th e #riginal !i%i#n #f R&'; 0#$ th r epr e% e nt at i!e % #f the "#rld%

religi#n% (a me t#g et he r t# pr#!ide a p$ 4li( m# d el #f %elfle%% % er!i(e.

A% R&' e


35/113

The %piri t #f !#l$nte er % er! i(e ( an 4e % t 4 e d i %p la0ed d $ring th e "#r,

ti me "hen pa r t i(i pan t % (##per a t e a nd (#n t ri 4$ t e t # t he % $((e% % # f t he

"#r,. M$t$al en (#$ra ge me nt a m# ng t he R&' famil0; %e t t ing rea li a4le

g#a l % and % (he d$ l e%; and ( r ea ti ng a n a t $ r a l % en% e # f pe r % #na l

re% p#n %i4ili t0 and a(( #$ nt a4i li t0 t# #th er% "ill help in 4$ilding a t r$e

R&' %pirit.

G o a l ) . To d e v e l o ( a m i c ro 2 c o m m u n i t y i t h a s h a r e d v i s i o n a m i d s t

d i v e r s i t y

The %e n% e #f 4e ing a (#m m$ ni t0 i % en ha n(e d in R&' thr#$gh "#r,ing

t#"ard% a % har ed ! i%i#n . In the pr#(e%% #f he ading t#"ard% tha t !i %i#n

p e # ple di%(#! er t h a t t h e 0 #ft e n h a ! e ! er0 differ e n t " a0% #f d#ing

thing% .

Di!er% it0 pr#!ide% #pp# r t$ni t ie% 4$ t al%# p#te nt ial pr#4le m%. Ha!ing

p a r ti (i p a n t % pi(, $ p a d diti #n al tr aini ng # n (# m m $ ni(a ti#n %,ill% a n d

(#nf li(t re%#l$t i#n (a n 4e ! er0 helpf$l . The% e le%%#n % (an 4 e 4$i ld int#t he % (hed$ l e # r % i mpl 0 e


36/113

The "#r, pr#!ide% a %h ared g# al. The eff#r t #f ea (h pe r %#n ha % m$( h

in (#m m# n "i th th e n e


37/113

F#ll#"ing the pre% ent a t i#n% ; t ime i % g i!en t# $ e% t i#n the pa nel i% t . An

e


38/113

In H #n d $ r a % a % p e a , e r ( a m e t # t h e p r # gr a m a n d % h a r e d a 4 # $ t t h e

th#$ %a nd % #f mi%%ing (hildren a nd the da ng er #f (hildren 4 e ing %# ld t#

$n%(r$p $l#$% m edi(a l pe #ple f#r the %a le #f h$ ma n 4#d 0 par t % . $

(an i mag ine t h a t t a l , ha d a n i mpa( t #n ma n0 # f t he i nt e r na t i#na l

p a r ti (i p a n t % . In (#n tr a % t ; "e la t er h a d # $r r efl e( ti #n a t a 4 e a $ ti f$lna t $ r a l 4e a(h a r e a . In t h i% "a0; t he 4 ea $ t 0 # f t he n a t i#n (#$l d 4e

pr e % e n t e d "hile pr#!i di ng a n # p p#r t $ nit0 f#r t h e p a r ti (i p a n t % t#

4 e (# m e a ( $ ain t e d "i th t h e Garif$ni ($l t$r e.

It i% imp#r t an t t ha t ea (h p e r % #n ha! e a n e


39/113

G o a l # > . To ( r o v i d e a o r i n g , h a ( ( y m o d e l o f r e li g i o u s c o o ( e r a t i o n

ne "a 0 t# (e le4ra t e th e $ ni$e (rea t i!i t0 an d d i!er %i t0 tha t e< i % t %

a m#n g th e p ar t i(ipant % i % t# ha !e a ($l t$ra l an d t a l en t n ight . Thi %

pr#gr a m ( an 4 e f#r t h e p $ 4li( #r %i mpl0 f#r t h e R&' a n d friend %.

Tradi ti#nall0; the% e pr#gra m% h a!e 4e en #ne #f the m# % t f$n thing% #n

e a(h R&'. G##d per f#rman (e % r e$ire par t i(ipant % t# %pen d %#m et imet h r #$gh#$ t t he "#r, pe r i#d p r epa r i ng t he m% e l !e% # r t he i r t ea m% .

7ith religi#$% % t r ife a nd pre5$di(e a pa r t #f t#d a0=% "#r ld; par t i(ipan t%

#ften 4r ing the i r #"n pre 5$di(e% t# the pr#5e( t . 7i th pa t i en(e ; ea (h

p e r %# n % h# $ld d e ! el#p a "i d er p er % p e( ti! e # n p e# ple a n d gr#"i ng

re%p e(t an d t# leran(e . The ph0% i(a l l a4#r; "hi(h e! er0#ne i % in!#l!ed

in #ft en ; pr#!ide% a 4#n ding ele me nt f#r par ti (ipant % t# % har e . Tr$% t

4 e t" e e n p e # ple fr# m ! ari #$% 4 a(,gr#$ n d % n#r m all0 d e! el#p% a n d it

#ft en 4 l##m % in t# de ep fri end%hip .

T# pr#m# te an en!i r#nm en t #f fri end%hip an d t r$% t #rganie p la(e% f#rp a r ti (i p a n t % t# inf #r m all0 % h ar e a n d di%($% %. It i% #ft e n t h e la t e nigh t

#r inf#rmal (#n!er% a t i#n% tha t r em ain dee p in pe #ple = % me m#r0 #f

R&'. F#r m an 0; th e 5#0 #f all#"ing #n e% elf t# (ar e; t# rea (h #$ t an d t#

find (#m m# n gr#$ nd i % a t r$ l0 r eligi#$% e


40/113

Cha"ter *: The Reflection Period: Inner +uest and "ursuit of %eaning

/ H e h o s e h e a r t is in t h e s m a ll e s t d e g r e e s e t u ( o n g o o d n e s s i ll di s li e n o

o n e 1* o n f u c i a n i s m $ n a l e c t s : + 2

FB y s u s t a i n e d e f f o rt , e a r n e s t n e s s , d i s ci ( li n e , a n d s e l f2 c o n t ro l, l e t t h e i s e

m a n m a e f o r h i m s e l f a n d i sl a n d h i c h n o f lo o d a n d o v e r h e l m .

B u d d h i s m .

D h a m m a ( a d d a ) 9

The R&'=% th ird a nd final per i#d i % a time t# d ige% t an d internalie t he

le% %#n% l earned t hr#$gh# $t the pr#gra m. Thi % i % a t ime #f r eali a ti#n ;

d e e p di%( #! er 0; a n d t h e id e al ti m e t # m a ,e (# m mit m e nt % t# g #

f#r"ard in life pra (t i(ing "h at "a% di%(#!ere d.

Th e r efl e( ti# n p e ri# d #ff er % t h e # p p# rt $nit 0 t # in tr# d$ ( e a n d

de m#n % t ra t e !ar i#$% %p iri t$a l pra( t i(e% ; f#rm% #f m edi ta t i#n ; Tai hi;

e t ( . Ad!an(ed p r a( ti ti #ne r % #f t en lead t he% e % e% % i #n%. Par ti(i pan t %

" h # m a 0 ( h #i( e t # $ % e t h e % e e < p e ri e n( e % a n d l e% % #n % a % a 4 a % e f#r

f$t$re di%(#!er0.

The f ina l per i#d in( l$de % a $ie t t ime f#r p er %#n al r efl e( ti#n ; t ime f#r

"ri ting #r (rea t i!e e


41/113

* . Pr# !i de a (l #%i ng # p p #r t $ni t0 f#r e a ( h p e r %# n t # g e t t # , n# "

ea (h # t he r.

. E!al$ at e "h at "#r,ed a nd "h at ( an 4 e impr#! ed # n th e

pr#gr a m.

6 . Ma, e p e r% # n a l g # a l% a n d ( # m m it m e n t % .

: . Help par t i(ipant % ga in a4i li ti e% t# r e(rea te the R&' e


42/113

R&' i% n# t th e e nd . #ntin$ all0 impr#!ing # n e% life; 4$ilding a

(#m m$ni t 0 # f pe a(e ; ( r ea t ing a ( a t a l 0% t f# r (han ge ; t he% e a r e % #m e # f

the #!er riding g#al % #f an R&' pr#gra m. Gi!e pe# ple a (h an( e t# l##,

a t h i% # r he r lif e and e


43/113

After p ar ti(ip an t% h a !e % p en t ti me t# g et h er a n d g #n e t hr# $g h

n$ mer #$% % ha r e d e pening th e d##r t# % e lf-ma % te r0

An a d di ti# n al % e g m e n t ( a n f#ll# " t h e fir %t p a r t. In t h i% % e % %i# n

p a r ti (i p a n t % % h ar e h #" th e 0 "#r, e d t# #! er(# m e % piri t$ al diffi($l ti e % ;

" h e re t h e 0 h a ! e m a d e p r# gr e % % a n d " h a t e l% e t h e 0 pl a n # n d # in g t #

(l ai m t he pe r % #na l !i( t #r 0 t ha t t he 0 ha! e 4 ee n % ee, i ng.

@ - er ci s e ) : 7i s t e n i n g t o ' il e n c eThe R&' in(#rp#ra te % the pra( t i (e #f % il en(e int# it % r e fl e( ti#n per i#d .

'il en ( e a % a % pirit $ al p r a (ti( e i% $ % e d t hr # $g h # $t t h e m a n 0 f ai th

t r adi ti#n% #f the "#rld . M$(h (an 4 e (# mm $ni(a te d in %il en(e .

H#" i% the pra (t i(e #f %ilen( e $ %e d in 0#$r fai th t radi t i#n8

Dr a" a p i( t $ r e # r "ri t e a p#e m de% ( r i4i ng % il en(e . CD# t hi % in

$ie t t ime.

H# " " h e n " e li% t e n t # # $ r % el ! e% ; ( a n l e% % # n % l e a rn e d ; h e lp $ %

li %t en t# # ther %8

@ - e r ci s e + . 6 n i v e r s a l W o r s h i ( ' e r v i c e :ne # f t he "a0% t # ( r ea t e a de ep % en% e # f r eli gi #$% appr e( ia ti #n and a

pr#f#$n d a p pr e(i a ti #n #f e a ( h fai th i% t hr#$ g h h#ldi ng a ?ni!er % al

7#r%hip 'er!i(e. The f#ll#"ing i% a d e%(r ipt i#n #f h#" 0# $ ( an (#nd $(t

the %er! i(e .

1 . A l ar ge r (en t r al (and l e and # t h e r (and l e% a r e p la(ed #n a n a l t a r.

The (en tral (a ndle i % pra 0erf$ll0 li t. Thi% (a ndle repr e% en t% G#d

#r th e % #$r(e #f al l life ; l#!e a nd t r$th.

2 . Ea(h #f t he # t he r (a nd l e% i% t # r ep r e% en t t he "#rl d% r eli gi #$%

t radi ti#n% . $ %h#$ld ha! e e a(h fa i th tha t i % r epre% ent ed

a m# ng t he R&' light a (a ndle. $ (a n al%# ad d a ddi t i#nal(an dle% t# r epre%en t # ther ma5#r f ai th% . Ea(h (an dle %h#$ld

ha! e a pra0 er #r %(rip t$ra l r ea ding ma d e 4ef#re i t i% li t.

* . 7hen the f ai th i % (a ll ed the r epr e%e nt a t i!e "ill r ea d a %(r ip t$re

an dB#r r e(i t e% a pra0 er. The read er "ill the n light the (a ndle .

. An ad di ti#nal (andle i % l aid #$t t# r epre% ent a ll the pa % t r e ligi#n% .

6 . ne a l %# i % lit t # r epre%e nt n e" a nd f$ t$re r eligi#n% .

- * -


44/113

:. Am#ng the r e ligi#n% %h# $ld 4e a ( andle t# r epre%e nt t r adi ti#nal

"#r%hip.

9 . 7 h en t h e ( a n d le % h a ! e a ll 4 e e n lit a p e r % # n ( a n t h e n g i! e a

%h#r t mini-%er m# n. $ (a n (#n(l$de "ith a % ilent pr a0er . M$%i(

(an a((#mp an0 t h e % e r !i (e. CPl ea% e f eel fr ee t # m a,e

ad5$% tm en t% t# th i % f#rmat ; "hi(h i% l##%e l0 4a %e d #n the?ni!er%al 7#r%hip %er!i(e gi!en at '$fi (ent er% .

@ - e r ci s e . $ " il g r i m a g e o f 7i f e:

Life g#e% thr#$gh a (0(le f r#m (#n(e pt i#n ; 4 ir th ; 0#$th ; a d#le%(en (e ;

m ar ri age ; middle age ; # ld ag e an d pa %% ing . Fr#m !ari#$% %(rip t$re%

fi nd #$ t "ha t t he 0 % a0 a4# $ t e a(h % t age # f lif e and a l% # find pa% % ag e%

tha t (a n d e%(r i4e the "h#le pr#(e%% a % # $r p ilgrima ge #f lif e .

rganie a " al,; ei the r in % ilen( e #r "i th %#m e % inging #r (h an t ing. At

(er ta in l#(a t i#n% ; r ead er % ( an %har e %(rip t$re #r "#rd% #f 7i%d#m

(#n(erning th i % lif e% m# n$ me nt a l e! en t % . The%e (an in( l$de %$(h

% t ag e% a % 4 ir t h ; 0#$ t h ; pa% % i ng t # ad$ l t h##d; ma r ri age ; pa r e n t ing ; andelder 0e ar % ; pa %% ing #n . #n(l$de t h i% e


45/113

Ea(h per %# n %h#$ld 4e t# ld tha t th e l e t t e r "ill 4e mai led t# the m a t

%# me p #in t in the f$ t$re 40 the i r par tner . Thi % ad d% an e lem en t #f

% $ r p ri % e t # t he e


46/113

Part '. Integrating the

interfaith e-"erienceSection A. Preparing the education

program

Cha"ter /. The%es set the tone: 0sing the%es to "ursueunderstanding

/ ! t i s n o t ( o s s i b l e t o b u i ld a m o r a l s o c i e t y i t h o u t ( u r s u i n g e c o n o m i c0u s ti c e 1

"o( e John "aul !!

. o n / u e r an g e r b y l o v e & .o n / u e r e v il b y g o o d & . o n / u e r t h e s t i n g y b y

g i v i n g & . o n / u e r t h e li ar b y t r u t h &

B u d d hi s m . D h a m m a ( a d d a ) + +

R&' pr#5e( t % ; "hile % t r i!ing t# pr#m# te inter fai th h arm# n0 an d %er! i(e

(#n t a i n (e r t ai n e % % e n t i al el em en t % #n e a(h p r #5 e( t. &e t; t he R&' ha%

m a n 0 a p p r # a ( h e % t # t h e 4 r # a d g # a l #f ( r e a ti n g a " # rl d # f r eli gi# $ %

(##per a t i#n an d % e r !i (e. Ea(h p r#gr am "ill ha! e i t % #"n ed $(a t i#na l

fl a!#r a nd t h i% d i !e r %i t0 (an e


47/113

A r e(en t e< am pl e #(($r r ed "hen an en! ir #nmen t p r #5 e( t "a% % e l e( t ed

a% pa r t #f a (# #p era t i#n "i th th e Mini% t r0 #f $th in Ga$t en g

Pr#!in(e; '# $th Afri(a. The pr#5e(t in(l$de d "#r,ing an d % ta 0ing a t a

%(eni( % t a t e n a t$r a l r e%er! e . The pr#5e( t f#($%ed #n 4$ilding har m#n 0

i n t he (# mm $ni t0 and "it h t he en! ir #nme nt . 'pea,er % fr #m t he

na t $ r e r e % e r !e ga! e p r e% e n t a t i #n%; % h#"ed fil m% and ha den !ir#nm en ta l pr#gram % "hile the "#r, it %e lf pr#!ided an

en !ir#nm en ta l 4e nef it . It % er! ed th e pr#5e( t "ell t# ha! e an

en! ir #nme nt a l t he me 4e( a$% e p r epa r a t i#n ed$( a t i#n ma t e r i al (#$l d

4 e % e n t #$ t "hi(h d e alt "i th t h e th e m e ; p ar ti (i p a n t % (#$ld lat e r

in!#l!e th e m% el!e% in en!ir#nm en ta l t a l,% "hile a( t$ a ll0 ha !ing a n

e

%0rien d shi !A m e ri c a1s r o- e c t s%& The l ar ge r t he me # f 0ri e n d s h i ! A m e r i c a

de a l % "i th the i %%$e #f in ternat i#nal (##pera t i#n a nd in terfa ith

(##p era t i#n in the Ameri(a = % "hile the the me #f the G$ate mala R&'

d e alt "ith KEd$( ati#n al $plif tK.

The l a rger th e me a ll#"% m an 0 d ifferent #rga nia t i#n% t# t a,e p ar t in

%$p p#r t ing th e idea l #f 0ri e n d s h i ! A m e r i c a2 s . Thi% (a n 4e e% pe (iall0

imp#r tan t in (a% e% "her e (##per a t i#n "i th a r e ligi#$% #rgania t i#n i %

diffi($l t . The R&' 4 e(# me % #n e #f %e!e ral %p#n %#r% f#r th e pr#5e(t

(#nt r i4$t ing in ter fai th ed$ (at i#n e


48/113

Cha"ter . Training that tunes !ou in to the sa%e fre+uenc!. Pre"ro2ect "re"arations

Man i% man 4e(a$%e he i% freePa$l Tilli(h-The#l#gian

+ ef #r e a t t e n d i n g a n R&' p r# g r a m t h e r e a r e ( e r t ai n i %% $ e % t h a t 0 # $

n e e d t # , e e p in mi n d a % 0 # $ p r e p a r e. 'i n( e p a r t i(i p a n t% ( # m e fr # m

d i! e r % e 4 a ( , gr # $ n d % ( $l t$ r all 0; r eli gi# $ %l 0; % piri t$ a ll0 a n d e ! e n

ling$i % ti (all 0 t he0 ne ed % #m e he l p in p r epa r ing t # (# me t #ge t h e r a % a

li!ing (#m m$ ni t0. It i % imp#r t an t t# prep are p ar t i(ipan t% in "a 0% "hi(h

t h e 0 ( a n g a in a "i d er ( # m m # n 4 a % e # f $ n d e r % t a n d in g p ri #r t # ( # m i ng

t# th e pr# 5e( t .

M at e ri al % h a ! e 4 e e n d e % ig n e d t h a t ( a n h e lp p a r ti(i p a n t% r efl e( t # n

thei r #"n fai th t r adi ti#n . ther ed$( at i#n m at er i al he lp% (andidat e% t#

r ea(h #$ t an d t a,e n# t i(e # f t he "i de ! a ri e t 0 # f % pi ri t$a l and ($ lt $ r al

p e r % p e( ti!e % t h a t e


49/113

In "hat "a0% d# e% 0#$r f a ith af fe( t 0#$r d e( i %i#n%8

H$ma ni t0 ha % ma de gr ea t %(ient ifi( pr#gre%% . Ha% the g en era l

%p iri t$a l l e!el #f h$ ma ni t0 (ha ng ed #! er the mi ll enni$m8 Plea% e

e

- -


50/113

T h e W o r l d S c r i ! t u r e > A #mp ara t i!e Anth#l#g0 #f th e 7#rld =%

Religi#n

T h e R e li g i o n 1s o f 3 a n ; 40 H$% t#n 'mi th ; Harper a nd R#"

CLi% t #th er re ading% . A "ide !ar iet0 #f 4##,% 40 Ninian ' ma rt .

+leas e crea t e y o ur o -n lis t cross ref eren ci ng s e mi nari es or o t h erins ti tut ions th at ha " e religious s tu dies rogram s.

" r e ( a ri n g t h r o u g h v i s i t s a n d d i a l o g u e :

A%, pa r t i(ipan t% t# !i% it a r eligi#$% % i te #t he r th en th ei r #"n

faith.

Arrang e a n in ter!ie" "i th %#m e# ne #f an #th er f a ith .

A%, par ti (ipant % t# pre par e $ e% t i#n% the0 "#$ld a%, a p er %#n

fr#m a n#t her f ai th .

- 6/ -


51/113

Section B. Integrating the interfaithexperience

Cha"ter 7. 0nderstanding our shared religious inheritance

! b e l i e v e i n t h e n e e d f o r h u m a n u n d e r s t a n d i n g a n d h a r m o n y f o r a i d e r

r e a s o n , h i c h is s i m ( ly t h a t e a r e a l l h u m a n b e i n g s . G e o g r a ( h i c al ,

c u l t u r al a n d ( h y s i c a l di f f e r e n c e s a r e s u ( e r f i ci a l. @v e n d i f f e r e n c e s o f f a i th

a n d i d e ol o g y a r e tr a n s c e n d e d h e n e b e g a n t o t h in o f o ur s e l v e s a s

h u m a n b e i n g s . W e a ll a n t h a ( ( i n e s s a n d d o n o t a n t s u f f e ri n g a n d e v e r y

h u m a n b e i n g h a s t h e r i g h t t o ( u r s u e h a ( ( i n e s s . 8 o r i n t h e f in a l a n a l y s i s a ll

o f u s b e l o n g t o t h e s a m e h u m a n f a m il y.

Hi s H o li n e s s t h e D a l ai 7 a m a

/ W e h a v e e n o u g h r e li gi o n t o h a t e o n e a n o t h e r b u t n o t e n o u g h t o l o v e o n e

a n o t h e r 1

Jo n a t h a n ' i f t 2 a u t h o r

M an 0 # f t h e p a r ti(i p a n t% # n R&' p r #5 e (t % ( a rr 0 "it h t h e m a % t r# n g

$ n d e r %t a n di ng #f t h e ir # " n f ait h t r a di ti# n. t h er % h a ! e # nl 0 a

% $ p e r fi(i al $ n d e r % t a n di n g #f t h ei r # " n f ai th a n d e ! e n l e% % #f # t h e r

fait h%. Th e R&' ( a n % er! e t # h elp d e e p e n e a ( h p a rti(ip a nt %

$ n d er %t a ndin g #f t h eir # "n faith tr a diti# n " hile (r e atin g a n

e n ! ir #n m e n t " h e r e t h e 0 ( a n g r #" in a p p r e (i a ti #n #f # t h e r % piri t$ a l

t r adi ti#n% "h#%e inher it an( e "e %h are .

It i% # $ r e < p e ri e n( e t h a t p a r ti(i pa n t % in t h e R&' #f te n d e ! el #p a

% tr #n g e r $ n d er %t a n di ng #f t h eir f ait h i% t h e n t h e 0 h a d p ri#r t #

a t te n din g. 7e 4 elie! e t h at t hi% i% i n p a rt d $ e t # t h e fa(t t h at

p a r ti (i p a n t % a r e #ft e n a %, ed t# e< plai n a n d refl e( t # n t hing% a 4 # $ t

t h e ir # " n f ai th . +0 % h a ri n g t h e ir f ai th in a n a t $ r a l " a 0 i t 4 e ( # m e %

m#r e f amili ar t # t he m. Par ti(i pan t % m a0 n# t h a!e r ea lied 4 e f #r e h#"

t h eir f ait h p r# !i de d ( e rt ai n e le m e n t % a n d e < pr e % %i# n % a 4 % e n t fr# m

# t h e r f ai th % . # n ! er % el 0; % e e i n g p e # p le % d e ! # ti #n t # a f ai th # t h e r

the n #n e% #"n a ll#"% a gr#"ing re%p e(t t# d e! el#p. 7hen a p ar t i($lar

f ai th i % a ll #ne ,n#"%; i t (ann# t 4e p la(ed in (#n t r a % t "i th a n0 # t he r4 eli ef %0% t e m % . ft e n a % tr#n g % e n % e #f a p pr e(i a ti #n d e ! el#p% "h e n a

4 eli e! er ( a n % e e t h eir fai th fr # m a "i d er p er % p e( ti ! e.

a s i c RY S r e / uir e m e n t s in t h e fi e l d o f , o r s h i ! a n d

i n t e r 4r e li g i o u s s t u d y

- 61 -


52/113


53/113

Thi % pr#gra m %e e,% t# pr#m# te $ nd er% ta nding f#r e a(h fa i th an d i t i %

n# t me an t t # 4e % 0n( r ene t i( . ne a% p e( t #f t he p r #gr am in(l $de%

%e t t ing $p a t ime #f "#r%hip "here a l l f ai th% are r epre %e nte d d$r ing

th e % er!i(e. 7e m a0 (all thi% inter fai th %er!i(e a ?ni!er%al all t#

7#r%hip. CRe!ie" th e pa % t %e (t i#n #n ?ni!er%al 7#r%hip 'er!i(e An

Inter fai th m#r ning %er!i(e (a n $t i lie the 7#rld '(ript$re a nd #th er%#$r(e 4##,% . Medi ta t i#n pra( t i(e% (an 4e % har ed "ith the

p a r ti (i p a n t % ; Tai hi; m a r ti al a r t f#r m%; e t (.

u e s t i o n s t o r e f l e c t o n :

6 n d e r s t a n d i n g o u r s h a r e d r e li g i o u s i n h e r i t a n c e

Pra0er ha% 4e en de %(ri4ed a % th e lif e-4l##d #f f ai th ; the m# % t in tima te

e


54/113

@o- can y o u erson ally h el in fos t ering t his roc es s of

cooerat ion?

Think about ho - th e nor ms o f forgi"en ess a nd :us ti ce can -ork

h a n d a n d h a n d .

5o es forgi" e n e s s of a -ro n g m e a n t h a t no res ti tu ti on s ho uld b e

gi" e n , or do e s it chan g e th e t y e of re s titu ti on th a t is n e e d e d? Wh at i s the role of forgi"e ne ss in your faith?

W h a t is th e role of rest i tut ion in yo ur fai th?

The f$n(t i#n #f #4 edie n(e an d di%#4 edie n(e in religi#$% life !ar ie% in

differen t t radi t i#n% . In %# me faith t radi t i#n% th e a $t h#r i t0 #f a %pi ri t$al

lead er i% (#n% ider ed th e highe % t %#$r( e #f %pi ri t$al g$ida n( e. 7hile in

#th er % ; the pr ie% th## d #f a ll 4e li e!er % i % % t r e% %e d .

Wh ere do es th e u l tima te author it y o f your fai th res t?

Wh at i s the hierarchy of aut hor ity in your faith?

Wh o ha s te aching au thor ity in yo ur faith?

Who h as th e las t -ord?

W h a t rol e d o e s e r so n al c o n sci e n c e l a y in y o u r tr a di tio n in

carrying o ut a religious au th orityBs directions?

D e at h a n d im m #r talit 0 a r e % $ 45 e( t% t # " hi( h e ! e r0 r eligi# n h a %

% p#,en . H$man 4 e ing% f a(e t he i % % $e #f de a t h "it h m0% t e r 0 and a" e .

Wh at i s your b elief ab out life af t er life?

@o- do e s y o ur b eli ef af f ec t y o ur ac ti ons?

@o- canca n n o t t h e b eli ef in rei ncarna ti on is reco nciled -ith t h e

bel ief that a n indi"idual has only o ne life to l i"e o n e ar th?Wha t role cans the religions o f th e -orld lay in shaing the fu ture?

'#m e p e#ple #f fa ith e


55/113

Will yo ur und ers tan ding of >Cl tima te Real ity> D chang e in tim e?

5' er ci s e s #

1. $ n A ! ! r e c i a t i o n# +lease share from a scr itural source in your

tr aditio n a ss ag e s o n t h e a tti t ud e o f a r ecia tio na s a n

indi"idual, as a fa mily, as a n ation.

( . A ! ! r e c i a t i o n# +leas e crea t e a si m le o e m e / re s si n g

gra ti tud e to th e r ea tor an dor a recia tion for t h e crea ti on. $f

t h is is di fficul t -ri t e abou t eo l e you ar eci a t e. Thes e can

include y our arent s , fri ends , t eac hers or o th er fa mily m e m b ers .

. 0ro m t h e 6 e a r t o f 3 y 0ai t h# +reare s o m e t hing t ha t

re r es e n t s t h e h e a rt o f y o ur f ait ha s cri tur al a s sa g e , a

s y m b ol, a ic ture, a t al e, e t c.so m e t hing t ha t ca n b e s h are d

-i th o thers .! . S y m b ol s a n d t h e r e m e a ni n g# S h ar e s o m e s y m b ol s of y o ur

fai th an d e / lai n - h a t is t h e in n er m e a nin g in t h e m .

S o m e e o l e cre dit religio us ico ns a s ro "idin g a a th t o

und er st and ing and r el a ti ng m or e eas il y - i t h t he 5i "i ne . ' t hers

c o n si d er - o rs hi b e f or e a n y i m a g e a s i dol atr y. W h a t d o y o u

b eli e" e a n d - h y d o y o u t hi nk g o od e o l e b elie " e o o sit e

things on this issue.

a n o th er fi eld s o f k n o -l ed g e En or m all y c on si de re d n o n

religio usF h el e o l e t o u n d er st an d t h e m e a ni ng s o f t h e

s y m b ols t h a t t h e y h old sacre d? 3/lai n.

W h at ar e s o m e o f t h e t hi ng s $ ca n disc o" er b y s tu d yi ng t h efor m s of o t h er faiths?

R e li g i o n , 7 e a d e r s h i ( a n d ' o c i a l *h a n g e

A% a t ea m> Di%($% the r#le th a t r e ligi#n an d l ea der % hip pla0 in (rea t ing

%#(ial (hang e .

6o , c a n r e li g i o n (in g e n e r al ) a n d y o u r r e li g io u s t r a d i t i o n

in ! a r t ic ul ar ! r o v i d e t h in ki n g a t t i t u d e s o r ! r a c t i c e s t h a t

c o n t ri b u t e t o ! e a c e f ul s o c ia l c h a n g e 7

Leader % h ip i% t h#$gh t # f i n d iff er en t "a0% in d iff e r en t r eli gi #n% an d

($l t$re% .

W h a t a re s o m e o f t h e - a y s it i s c o nc ei " e d in y o ur religio u s

t radition and - hat t rai t s do yo u th ink l eaders oug ht to ha" e?

What resources do es your re ligious t radi tion ha" e for minimiGing

conf lict be t- e en religions?

- 66 -


56/113

an you g i "e e /a ml es f or m your o-n e/ eri ence?

- 6: -


57/113

Section C. Looking into the themes ofdiscoer!

Cha"ter 3. 4uilding the global citi5en in a "luralistic world

Aa n o f t e n b e c o m e s h a t h e b e l ie v e s h i m s e lf t o b e

Gandhi

FT h e r ul e r h o s u b m i t s t o d e m o c r a t i c i d e a l s , Hi s r ul e i s l a s t i n g F .

' i h i s m

It i% e a % 0 t # p r e5 $ d g e a p e r % # n 4 e ( a $ % e # f th e ir a p p e a r a n ( e . It i% a

(ha ll enge t # % h ed

# $ r ( a t e g # r i ( a l 5 $ d g m e n t % # f g r # $ p % # f p e # p l e a n d t a , e t h e t i m e t #

l##, a t i ndi !i d$al % a % $n i $e and irr epl a(ea4 l e . In t hi % "#rl d "her e

(# m m $ni( ati#n %; e (# n# mi(% a n d p #liti(% a r e in(r ea %in gl0in te rd e p e n d e n t; $ n d er %t a n di ng # th e r p e # pl e 4 e ( # m e % a n e ( e %% a r0

f#$nd at i#n f#r gl#4al har m# n0.

Gl# 4 al in t er d e p e n d e n ( e h a % ( re a t e d in (r e a % e d # p p # rt $ ni ti e % f# r t h e

$ n d er %t a n di ng a n d a p p re (i ati# n #f ( $lt $r e % # th e r t h a n # $r # "n.

'pi ri t$a l and r eli gi #$% f #$nda t i #n% t h a t p r #!i de t he !a l$e% t ha t % e r !e

t # h# l d % #(i e ti e % t #ge t he r % $pp#r t e< i % ti ng ($ lt $ r e%. The% e % p i ri t$a l

f#$ndat i#n% ar e g i!en f#rm thr#$gh !ar i#$% ($l t$ra l e


58/113

S o m e o f t h e r o g r a m s + o al s o f t h i s S e c t i o n#

1 . $ncr eas e t h e a-ar enes s o f one Bs i nheri t ed f ai t h and cu lt ure .

( . $llu s tr a t e und erli ni ng com mo nalti e s a mon g t h e h u man f amil y.

. +resent d if f erenc es -ith in cultures and fai ths in light o f shared

"alue s a nd rinciles .

! . S t imulate in0uiry, in teres t and arecia tion in the reali t y that

m uch can be d is co"er ed f rom a ge nu i ne de s ir e t o l ear n from

others . And to illust ra te tha t those l es sons that - e l earn can be

"aluable in imro"ing o ur lif e an d t he li "es o f tho se around us .

2 . To hel reare ar ti ciant s to beco m e fu ture g lobal c iti Gens

T h e foll o , in g / u e s t i o n s s t i m u l a t e d i a lo g u e a n d u n d e r s t a n d i n g

i n t h i s r e g a r d #

l e a s e a s k t e a m s if t h e y c a n d e f in e , h a t a +lo b a l .i ti 8 e n i s .

The f#ll#"ing i% the re% $l t #f pa% t R&' di%($%% i#n% a nd i t (a n 4 e $ %e d

a% a r e f er en(e .

9lobal i ti Gens are sel f a-are a nd se cure in their a-are ne ss to th e

e/ t en t t ha t t hey addr es s t he n ee ds and r obl em s o f s oci e t y and are

s e n si ti " e to o t h ers, are coo erati " e

an d recog niGe th e im act of th eir act ions -hile s tan ding for th eir

"alues and arecia ting o th ers.;

A +l o b a l .i ti 8 e n i s o n e , h o # (RY S ! a r t i ci ! a n t 1s d e f i ni t i o n )

1. Heels like a child of the lanet and tak e th e res onsibili ty for being that .

( . Who i s -hole -i thin and f ee l s one -i th the u n i"erse .

. W h o ca n s ee o t h er eo l e a s h u m a n b e i ng s .

! . Who iden ti fi es -ith the co m mo n m an an d has resec t for o ther cul tures .

2 . Who can f ee l comf ortable -ith anybody be cause t hey are comfor table

-it h t h em s e l "e s .

4 . Who is ready to acce t o thers as the y are and is oe n to all cul tures .

# . Who -i ll de dicate hims el f in the s er"ice of hum ani ty.

@ - e r ci s e : %n Au l ti c u l t u r al $ a r e n e s s a n d " e r s o n a l Gr o t h

+leas e con si d er th e foll o-i ng t h e m e s a nd 0 u e s ti ons an d di scus in t ea m s af t er

s o m e refl ec ti on. Th e y are to h el e ach erson gro- in a -aren e s s of thi s

lur ali sti c - orl d.

9 n o , l e d g e

our o-n c ul ture and i t s dis t inct i"e "alue s an d goals

other cul tures and their d is tinct i"e "alues and g oals

- 6) -


59/113

e r c e ! t i o n s

image o f ourse l"es

image s o f o thers f rom our o-n cu l ture

image s o f e o le f rom o ther cu ltures

A t t i t u d e s

to-ards ourse l"es

to-ards our cul ture

to-ard eole in our culture

to-ard oth er cultures

to-ards ersons in other cul tures

e h a v i o r s ( g e n e r a l )

in teract ion -i th e ole

fro m our o - n cul ture

in teract ion -i th eole f rom anoth er culture

e h a v i o r s ( ! a t t e r n )

l istening acti"ely

gi "i ng a n d re c ei "i ng f e e d b ac k

clarifying erce tions

clarifying inten tions

negot ia ting misun ders tand ings

s hi fti ng b e ha "ior f le /i bilit y

redu cing confl ict

taking s e cif ic , construct i"e act ion

S kill s

informat ion gath ering Elearning abou t our o- n an d ot her cul turesF

analyG ing our o- n and other cul tures

-i thholding :udgem en t

- 6 -


60/113

iden ti f y and unders tand -ords and m ea ning

arecia te a mbigu it y and a mbi"a lence in se lf and o thers

acce t , resec t , accom mo date and "a lue m a:or cul tural di ff erences

anticiate s ecif ic oints of o te ntial diff iculties in crosscultural

con tac t s

l ace o n e s elf in anot h er erso nBs o si ti on int ell ec tually an d

emot ional ly

s e e a n d "al u e o o si ng "ie - oi n t s

ad:ust imag es of cul ture that are dif ferent

analyGe accurately and reson d con struct i"ely to crosscul tural

ro bl e m s

fi nd co m m o n gro u nd a n d s h ared "al u e s an d g oal s -i th a erso n fro m

anoth er cul ture - hos e " alues and g oals in it ially a ear 0ui te d i fferent

fro m our o - n

r a c t i c e s

A s tro ng s iri tual and religious b el i ef a n d r ac ti ce

A -illi ngn e s s to b eco m e m ore a -are of on e Bs o -n re: udi c e s

regarding di f ferences and di"ers ity.

A co m mi t m e n t to u n d ers tand an d " al u e ba si c h u m a n si milari ti e s an d

core cul ture "alues through cross cul tural in teract ions , s tud y of

religion, history and culture of oth er di ffere nt grous an d cultural

immers ion e/er iences .

An a bility to ar ti ci at e -i thi n on e Bs religious, e t h ni c or cul tur al gro u

and -i thin grous tha t are di fferent .

An a bility to id en ti f y -i th on e Bs o -n religion and cul ture and -i th a

range of dif ferent religious and cultural grous -ithin oneBs nation. An a bility to id en ti f y -i th di fferen t religions an d cul ture s t hro ug ho ut

the -orld.

The f#ll#"ing are t#pi(% an d $e % t i#n% th a t ( an 4 e $ %e d f#r f$r ther

di%($%% i#n%

- :/ -


61/113


62/113

Whe n , if e"er, can on e : us tif y t he us e o f f orce as a li ed i n t he

d ir ec ti "e % >An eye f or an ey e and a t oo t h f or a t oo t h?> +l eas e

e / lai n h o - y o u h a " e c o m e t o y o u r c o n cl usi on a n d cit e y o ur

re ferences .

H#" (an fai thf$l %er! i(e t# # th er % %er! e a % a m e an % t# h ea l 4ar ri e r % #fr e % en t me n t ; 5 eal #$% 0; h a t r ed ; e t ( . 8

G e o g r a ( h y a n d c u l t ur al e - c h a n g e a n d i t s i m ( a c t o n o u r

u n d e r s t a n d i n g a n d ( e r c e ( t i o n s:

5o y o u t hink t ha t e o l e of t h e s a m e fai th, b u t fro m " er y

d if fe re n t c ul tu re s a n d b a c k gro u n d s , a ro a ch 0 u e s t io n s

a b o u t t h e >Clti m a t e > i n " a ri e d - a y s in a r t b e c a u s e o f

t h e ir c ul tur al a n d e n " iro n m e n t a l di ff e re n c e s ? +l ea s e

e / lain - h y y o u d o or d o n Dt b e li e " e t h e a b o " e a n d als o

s hare - h a t y o u m a y b e abl e to learn a bo u t a roach es toth e >Cl tim at e> from oth ers?

Pe#pl e "h# h a!e li!ed i n % ep a r a t e na t i #nal and ($ lt $ r al en( l a!e%

inha4i t

t h e " #rl d. P e# pl e in % p e (ifi( n a ti #n % d e ! e l# p a n a ti# n al

(hara( ter . Ea(h

n a ti #n al ( h a ra ( t er r efl e( t% diff er e n t a % p e ( t % #f t h e K h$ m a n

p e r %# n ali t0.K

3/l ai n - h y y o u a gre e or disagre e -i th th e a bo " e?

5o y o u s e e c er tai n na tion al charact eri sti cs -ithi n y o urna tion? +leas e 3/ lain.

$n - h a t - a y do y ou t hink t ha t e o le o f e ac h n a ti on ca n

l

Documents

Rys Project Guide