Interfaith Book Club: "Burqas, Baseball, and Apple Pie: Being Muslim in America"

Tuesday, January 10
Interfaith Book Club
6:30 - 8 p.m. at Highland Presbyterian Church in the Parlor of the Education Building

Interfaith Winston-Salem’s book club has selected Burqas, Baseball, and Apple Pie: Being Muslim in America, by Ranya Tabari Idliby, for the January reading.

 In its review of the book, Amazon describes Burqas, Baseball, and Apple Pie this way: "For many Americans, the words ‘American' and ‘Muslim' simply do not marry well; for many the combination is an anathema, a contradiction in values, loyalties, and identities. This is the story of one American Muslim family―the story of how, through their lives, their schools, their friends, and their neighbors, they end up living the challenges, myths, fears, hopes, and dreams of all Americans. They are challenged by both Muslims who speak for them and by Americans who reject them. In this moving memoir, Idliby discusses not only coming to terms with what it means to be Muslim today, but how to raise and teach her children about their heritage and religious legacy. She explores life as a Muslim in a world where hostility towards Muslims runs rampant, where there is an entire industry financed and supported by think tanks, authors, film makers, and individual vigilantes whose sole purpose is to vilify and spread fear about all things Muslim. Her story is quintessentially American, a story of the struggles of assimilation and acceptance in a climate of confusion and prejudice―a story for anyone who has experienced being an "outsider" inside your own home country."

The club will discuss the book January 10thfrom 6:30 - 8 p.m. at Highland Presbyterian Church in the Parlor of the Education Building. For more information contact:barbowman@gmail.com

A New Day and a New Name: Third Thursday Conversations

Program Feature

A New Day and a New Name:
Third Thursday Conversations

In response to comments by scores of friends of Interfaith Winston-Salem, our monthly program called “Conversations” is changing dates and now will be held on the third Thursday of each month.  We have given it the catchy name of “Third Thursday Conversations” to help you remember.

Many respondents in our survey said our previous meeting night – the third Tuesday – conflicted with other activities and said that they preferred Thursday evening.  We encourage you to go ahead and mark your calendars to reserve every Third Thursday.  Reservations are not required.

The gatherings will continue to be held in the Activity Building at Highland Presbyterian Church at 2380 Cloverdale Ave. in Winston-Salem.  The Social Hall is located across the street from the sanctuary and ample parking is available in the adjacent, well-lighted parking lot.  The Activity Building permits us to use state-of-the-art video presentations and to adjust for large and small groups.

We will kick off Third Thursday Conversations January 19 with dynamic young minister and social justice advocate, Rev. Terrance Hawkins from Winston-Salem First (the former Winston-Salem First Assembly Church).  In recognition of Dr. Martin Luther King Jr.’s birthday in January, Rev. Hawkins invites us to reconsider our understanding of “Race and Faith Communities in America Today.”

As an African-American pastor serving in a large, multi-racial congregation, Terrance will have much to offer to help us grow in our knowledge and understanding these issues.

For further information, contact Truman Dunn at tldunn104@gmail.com.

Compassionate Winston Salem Updates

Four years ago this month, Interfaith Winston-Salem began building community support for the movement that we call Compassionate Winston-Salem. The idea was that all programs and activities that reflect the Golden Rule would be loosely welcomed under a broad umbrella of compassionate activity.

Leaders of Interfaith Winston-Salem and volunteers in its Compassionate Winston-Salem effort chose to allow the movement to grow organically, using the concept of constellations in which the leaders would provide incubator support to nurture new programs and invest in our emerging ideas.

Triad Restorative Justice, Inc. (TriadRJ) is the newest product of that organic approach. Incorporation of this new non-profit was approved December 8 by the state of North Carolina.  Valerie Glass, who will serve as executive director, is leading the effort to write by-laws and obtain IRS approval as a tax-exempt organization.

Compassionate Winston-Salem also is participating in the Building Integrated Communities effort guided by the City of Winston-Salem Human Relations Commission. City Council in November approved the action plan that will address needs that focus on the Hispanic community.

TriadRJ will serve as a resource to help the Triad connect and operate in a restorative way, with both proactive and reactive approaches. There are opportunities for schools, places of worship, courts, neighborhoods, businesses, correctional facilities, social services, colleges, and many other community groups to use a restorative approach to handle conflicts, disagreements and incidents that cause harm. For additional information contact valerie@triadrj.org.

Building Integrated Communities will work to ensure that new immigrants to our community are made aware of and helped to access local programs of fair housing, law enforcement assistance, help dealing with domestic violence, health care access, public transportation, education, and other community services.

Council member Dan Besse, said, “It’s a reaffirmation that Winston-Salem is an actively welcoming city, and recognizes that we all do better when each part of our community succeeds.  For more information contact: http://www.cityofws.org/Departments/Human-Relations/Building-Integrated-Communities 

Endorsements from Leaders in Worship Communities:

The idea for a world religions curriculum in local high schools has drawn a strong positive response from community and faith leaders.  Here are some of their endorsements.

“In our increasingly pluralistic world, it is essential that we learn better to understand our neighbors and their diverse faiths. High school is a good time to begin what should be lifelong learning on this topic. Our community and world will be stronger and more peaceful as a result.”         

Rev. Dr. Larry Hovis, Executive Coordinator

Cooperative Baptist Fellowship of North Carolina

Winston-Salem

“As the rabbi at the only synagogue in Winston-Salem I spend a significant amount of my time introducing Judaism to individuals and groups who want to learn about Judaism. So many people have limited or no exposure to who we are and subsequently tremendous misunderstandings and ignorance exist – not just about Jews but about so many different wisdom and faith traditions in our world. I see teaching children about the world’s religions as a significant attempt by the WS/FCS system to make sure our county increases its awareness of and sensitivities to the diversity of our world.”

Rabbi  Mark Cohn

Temple Emanuel

Winston-Salem

“This is a noble idea to bring the Interfaith concepts at the root. I think it is very important to instill the concept of diversity at the early ages of a student. By providing the knowledge that, there are different religions around the world and people who are following are, could be our friends, colleagues and teachers. This brings a concept of acceptance and tolerance and inclusiveness at the very early age. Also getting true knowledge about the religions around the world will bring message of peace, love and humanity to each individual at the very early age. This helps each individual as they grow into an adult.”

            Sri Manjunath Shamanna

            Community Hindu Priest

            Winston-Salem

“The Ministers Conference of Winston-Salem and Vicinity endorses the proposal for a World Religions curriculum and will partner with Interfaith Winston-Salem to support implementation.”

Bishop Todd Fulton

Ministers Conference of Winston-Salem and Vicinity

“The high school curriculum for“A Study of the World’s Religions” is not only fascinating, but also provides necessary information in this internet world where boundaries between countries and cultures is minimal. The over-abundance of misinformation on social media lends easily to misunderstanding; a class such as “A Study of the World’s Religions” will educate our young people about religion, culture and tradition all over the world and in their own communities. Understanding lends itself to peace instead of conflict. “

Reverend Michelle Jiun Nicolle, Ph.D.

Zen Buddhist Minister and Chaplain

Winston-Salem

“As someone who took comparative religions in college, and thought "Why isn't this offered in high school?" I fully endorse this ‘Study of the World’s Religions’ curriculum. As an educator with a Ph.D. in Educational Studies, and as the Director of Jewish Life at Wake Forest University, I understand and have lived the positive theoretical and practical implications of such a curriculum, especially related to broadening individual and group perspectives, creating mutual understanding, and developing US/ global citizenry. “

Gail H. Bretan, Ph.D.

Director of Jewish Life
The Office of the Chaplain (Religious Life)
Wake Forest University

“In this age of growing religious intolerance, it is important that we learn about religious traditions other than our own.  Ignorance can be dangerous.  Also, learning about other religious traditions helps a person appreciate their own religious tradition more.”

Dr. Jeff Patterson
Yadkin Valley District Superintendent

Western North Carolina Conference of

The United Methodist Church

            Winston-Salem

“Exposing kids early in their academic years about different cultures and religions will make them accept different people in their surrounding as the technology is bridging the gaps of distances and you find more people moving around in the world for work. It also will make everyone understand that the deep-rooted mission of all religions is to bring peace and spread love among fellow beings on this planet.”

Sita Somara, Ph.D.

Winston-Salem Balahivar

Hindu Youth Organization

Winston-Salem

“Understanding religious writings, beliefs and practices of our own diverse population and of peoples around the world is essential to modern citizenship.  This well designed course in World Religions offers informed, knowledge-based introductions to several major religions that are represented in our own community and practiced universally by millions of people.  It is also offers invaluable opportunities for students to deepen their thoughtful engagement with their own religious experiences and convictions.  I am happy to endorse the proposal.”

Rabbi Andrew Vogel Ettin, Ph.D.

Professor Emeritus of English, Wake Forest University

Adjunct Professor, Department of the Study of Religion and School of Divinity, WFU

Spiritual Leader, Temple Israel, Salisbury, N.C.

“It appears to me that the more we as a society understand our religions and customs, the more we can help build a more cohesive and accepting environment.”

Mayor Allen Joines

City of Winston-Salem

“As a Muslim, I believe there has been no greater need for having such a syllabus in our high schools than our current time. With religion being used for political agenda and misconceptions are spread around by all parties, students are understandably confused about what’s happening nowadays and are in serious need for a historical and a factual source of information that will prepare them to deal with an increasingly globalized world. Providing such an inclusive and diverse syllabus will help make our students open minded, well-informed and less likely to bully each other based on their religious beliefs. It will also help them understand the history of world religions and the common things that bind us together as human beings. Freedom of Religion is one of the most important ideals our early democracy gave to the world. Ideas and convictions about religion are among the most important factors in character formation and personal identity development, and because of the power of these ideas and convictions they must be given the opportunity to properly develop in an open, safe environment. “    

Dr. Shadi Qassem

            Clemmons, N.C.

“One specific environment could be an objective, reliable course of instruction about the rich diversity of religious ideas, convictions and practices that could be taught in a public school setting. Such a course that promoted unfettered investigation, nonjudgmental discourse, and mutual respect would have the promise of furthering the ideal of religious freedom for another generation.  I would certainly support an academic course about religious diversity being taught in our WS/Forsyth County Public Schools. Such a course would be well within the guidelines of the First Amendment to the Constitution. “

Reverend Charles F. Wilson

President, N.C. Triad Chapter of Americans United

for the Separation of Church and State

“As a retired Social Studies High School teacher of the WS/FC school system, I wholeheartedly support the proposed World Religion course. Over my tenure as a high school teacher, I was honored to teach World History, U.S. History, African-American Studies, Civics and Economics, Sociology, Old and New Testaments Bible History and Psychology. It is imperative that our students have a working knowledge of comparative religions to be effective critical thinkers in the 21st century."

Fleming El-Amin

Retired Teacher and Community Volunteer

Winston-Salem

“Neighbors for Better Neighborhoods (NBN) is pleased to provide this letter of support for the proposal by Interfaith Winston-Salem for a high school religions curriculum. A curriculum that teaches students about religion will help them not only be knowledgeable about different faiths but also the role of religion in society.  A curriculum of this nature should instill understanding, tolerance and respect for others in our community as well as educating them about one of the fundamental elements of freedom and democracy in our country.

NBN is a neighborhood support organization whose mission is to connect people, strengthen voices and leverage resource with community to create safe, just and self-determined neighborhoods. We have used an asset based community development approach in our work since our inception 25 years ago.  We believe that a project like this will only help to make Winston-Salem a greater place to live, work and play. We wholeheartedly support this proposal and highly recommend its approval.”

Paula J. McCoy

Executive Director

Neighbors for Better Neighborhoods

Winston-Salem

Bring Education About Religion Into Our High School Classrooms

(The opinions in this article are opinions of the writer and may -- or may not -- represent the views of Interfaith Winston-Salem. It is written by Jerry McLeese, founder and board member of Interfaith Winston Salem.)

Surveys by the Pew Research Center have shown that America is among the most religious of the world’s developed nations. Nearly six-in-ten U.S. adults say that religion is “very important” in their lives, and roughly four-in-ten say they attend worship services at least once a week. But Pew’s U.S. Religious Knowledge Survey in 2010 showed that large numbers of Americans are uninformed about the tenets, practices, history and leading figures of major faith traditions – including their own.

How should this deficit be addressed? Where do we start?

With research from students at Wake Forest University and guidance from local educators, Interfaith Winston-Salem has developed a proposal to address shortcoming.  We plan to recommend that an elective class about world religions be offered in high schools in Winston-Salem/Forsyth County Schools. The class would focus on indigenous traditions, Hinduism, Buddhism, Judaism, Christianity and Islam and would discuss trends in the religion landscape.

Among the advisers on whom we have relied in preparing this proposal are Dr. Marlin Adrian, Salem College; Dr. Eric Greaux, Winston-Salem State University, Dr. AmyBith Gardner Harlee, R.J. Reynolds High School; Fakhria Luna, R.J. Reynolds High School; Rev. Charles F. Wilson, Americans United for Separation of Church and State; Rev. Mamie Murphy, Salem Academy; Dr. Leann Pace, Wake Forest University; and Dr. Michelle Voss Roberts, Wake Forest University School of Divinity.

Numerous leaders from across the community have endorsed the proposal, including Rabbi Mark Strauss Cohn, Rabbi Andrew Ettin, Dr. Gail Bretan, Rev. Dr. Larry Hovis, Dr. Jeff Patterson, Sri Manjunath Shamanna, Sita Somara, The Ministers Conference of Winston-Salem and Vicinity, the Rev. Charles F. Wilson, the Rev. Michelle Jiun Nicolle, Mayor Allen Joines, Dr. Shadi Qassem, Fleming El-Amin and Paula J. McCoy.  You can read their comments here.

They reflect how a study about world religions can make an important contribution to the lives of our young people and to the future of our community for reasons like these:

1.      As Winston-Salem expands its knowledge-based economy the area will attract individuals from many cultures and religions, contributing to the diversity and pluralism of our community. Understanding their traditions will enable others to welcome them graciously.

2.      To succeed in a multicultural world, young people need to develop a religious intelligence to accompany their emotional intelligence, scientific intelligence, multilingual intelligence, artistic intelligence and moral intelligence.

3.      Understanding the world’s religions will help us realize the many different forces that have contributed and continue to contribute to the world in which we live.

4.      As the world becomes smaller, cultures demand the sensitivity and mutual respect that comes with the understanding of different belief systems.

5.      Students of world religions become prepared to work side-by-side with people of different faith traditions whether in the classroom, the corporation or in the community.

6.      Religion is a primary discipline for investigating life’s deepest questions.

We request your support as we continue our effort to encourage Winston-Salem/Forsyth County educators to bring this community-building opportunity to our high school students.

Celebrating Our Hopes of a World without Fear

By Rose O’Brien and Jerry McLeese

Two days before the U.S. Presidential election, Interfaith Winston-Salem opened the doors for its fifth annual Children’s Festival of Faith and Culture, and a rainbow of Americana streamed in. Christians, Jews, Muslims, Hindus, Buddhists, Unitarian Universalists, atheists, Wiccans and some of no particular religious persuasion. They were black, brown and white; gay and straight; old and young; rich and poor. They were recent refugees from Syria and neighbors who have lived here for decades.  More than 325 people in all.

Then, four days following the election, Brendle Recital Hall and Davis Field at Wake Forest were filled with a resounding welcome to immigrants during “Wake Refugee Day.” This student-conceived celebration embraced refugees and community members from Ethiopia, Syria, Cuba, Iraq, and many others – over 450 guests in all.

Rather than a melting pot of different cultures, these events were a salad bowl of ethnicities, languages, and faith traditions. Dissonance from election rhetoric was put aside in favor of compassion and neighborliness. Difference was embraced and celebrated. It was America at its best, as it can be.

At the interfaith festival, children from Speas Elementary School sang and danced to global tunes. Adults and children together spiraled around the floor in a chain of humanity. Others sat and listened with smiles on their faces to Hare Krishna chants and the haunting sounds of a didgeridoo.

Muslim children fashioned Jewish menorahs from popsicle sticks and yellow construction paper with the help of Jewish youth. Jewish children marveled as Muslim youth applied henna tattoos to their arms. Mexican parents watched as their children chose phrases representing family values prepared by adults at the atheist booth. More than 100 children made silver chalices at the Unitarian Universalist table. Thirteen arts and crafts tables representing different traditions were surrounded throughout the afternoon and children and adults circulated around the room.

During Wake Refugee Day, tables were loaded with ethnic foods from local families and restaurants including Nawab, 1703, Mooney’s Mediterranean, and Camino Bakery. Local Egyptian chef Shereen Abdelfatteh brought trays brimming with golden brown baklava, and the new catering company SyrianCuisine provided traditional Syrian cookies. Student groups such as the Habesha Student Association displayed cultural wares alongside local refugees from Myanmar and Ethiopia, who sold Ethiopian coffee and Burmese jewelry.

The main event was a panel of refugees from Iraq, Ethiopia, and the Democratic Republic of the Congo, moderated by Maria Henson of Wake Forest. They shared moving stories of displacement and war, followed by light-hearted moments talking about American food and North Carolina weather. Following their stories was a speech by Persian martial arts master, Dr. Heshmat Shokrighadi. He expounded upon his 36 years of experience, followed by a short demonstration by his son Shahin, and powerful spoken word poetry by his daughters Marzieh and Atoosa. To finish the day off, guests watched a short documentary about a Congolese refugee who becomes an advocate for women worldwide.

We can hope that these days were a demonstration that a community like ours can survive and thrive without the narrowness, hate, and fear that sometimes nag at our baser instincts. We have seen the possibilities through the variety of programs offered by Interfaith Winston-Salem: a breakfast club where individuals share their stories, a conversations gathering where we explore issues of faith, a book club where we share insights from our personal experiences, a tour of worship centers where we shed ignorance for understanding, and a series where we dig into topics like religious extremism and refugee relief. At Wake Forest, the Pro Humanitate motto – use knowledge, talents, and compassion to better the lives of others – permeates the campus philosophy.

All of these opportunities invite us to walk in the shoes of “the other,” to move outside our limited understanding and experience. When the mayor and City Council unanimously endorsed the Charter for Compassion three years ago, Winston-Salem became one of first 20 cities in the world to signify that the Golden Rule – treating our neighbor as we would like to be treated – will be a philosophy that binds us together.

Each of us is a stranger to someone else. As we reach out to those who are different from us – in nationality, in language, in religion, in political position and in many other ways – the stranger becomes our neighbor. We avoid the spiral of ignorance, mistrust, hatred, and violence. Instead, we move from a place of ignorance to a place of understanding, respect, justice, and peace.

(Rose O’Brien, a student at Wake Forest University, organized Wake Refugee Day. Jerry McLeese is founder of Interfaith Winston-Salem.)

Help World Relief and Winston Salem

Welcoming our Refugees

into their First Home in America

Help us collect items needed for our newly arriving brothers and sisters arriving from Syria, Iraq, Chad, Sudan and Somalia, the Congo, Nepal, Eritrea and other countries.  Their suffering and their stories are very hard to hear.  But, what we DO hear, is that they want to

be good, productive, educated, tax-paying Americans … but they need some help getting started.  Please ask friends, family and fellow congregants for any of the following:

1)    For Children:

Slightly-Used Toys (incl. cuddly animal toys/bears) for all ages

Coloring Books and non-toxic crayons (esp. ABCs and Numbers)

Car Seats and Booster Seats for Infant and toddler

                  Cribs, High Chairs, Strollers, and Backpacks

                  Pampers, Bicycles (adult-sized also), etc.

2)     Kitchen Items: 

Dishes, Glasses & Cups, Silverware and Serving Spoons

Microwave, Pots & Pans of all sizes

Spatulas, Mixing Bowls, Food Storage Containers

Broom and Small Hand Sweeper, Mop and Bucket

3)    Household Items:

Furniture (Sofas, Chairs, Lamps, Bookcases, Chest of Drawers, etc.)

Twin Beds and Mattresses, Bunk Beds, Rugs, Pictures for the walls

Washer and Dryer for Clothes, Clothes and Pants Hangers

TV and Children’s DVDs and even Tapes

Sheets (mostly for the Twin Beds), Towels, Washcloths, etc.

Waste and Laundry Baskets, Broom and Dust Pan   

4)  Gift Cards -

Many people have items to donate, but others might prefer to

donate money or gift cards for Walmart, Target, local markets, etc. 

Checks can be made out to World Relief.

These would all be gratefully accepted. 

5)    Welcome Kits:

 If you have a group that would like to prepare “Welcome Kits” of Toiletries or Cleaning Supplies, a list can be provided.

With questions or donations contact Barry Geller or World Relief

Barry(818) 802-4162orbgeller7@gmail.com

World Relief  (336) 887-9007orwww.worldreliefhighpoint.org

A Compassionate Justice

Compassionate Winston-Salem has a favorite saying: “Justice is compassion raised to an institutional level.” When I think about this quote, it really gets me to think deeper about the meaning of the word justice. What is justice? How do we achieve justice? And what does it mean to “hold someone accountable?” The answers to these questions aren’t simple, and then they lead me to more questions – Can we do better justice? Who decides if justice has been served? Are there other ways to think about justice?

In his book Changing Lens, Howard Zehr says, “True justice cannot occur unless people and relationships are transformed into something that is healthy so the injury does not recur.” Restorative justice is justice that focuses on transforming and healing relationships. How does restorative justice compare to our traditional justice system? Zehr summarizes it briefly by comparing the questions we seek to answer:

Our traditional justice system tries to answer three questions:

·         What crime was committed?

·         Who committed the crime?

·         How should they be punished?

Restorative Justice asks three very different questions:

·         What harm has been caused?

·         Who has been impacted by this harm and what are their needs?

·         Who is responsible for addressing the needs and healing this harm?

Restorative Justice recognizes the importance of everyone involved -  the victim, the offender and the community that surrounds them. A foundation of respect for all people undergirds every interaction between those involved – extending compassion in a process that so desperately needs it. Victims are able to express the depths of their ordeal and are empowered to contribute their wishes in the process and in the outcome. Offenders face the real aftermath of their actions – not the arrest, trial and prison – but the effects of the harm they inflicted on another person. They are accountable for the hurt they caused and take an active role in repairing it – more meaningful than a sentence imposed passively onto the offender that has nothing to do with the injury. The community surrounds both and finds ways to support the victims in their path to healing, and also support the offenders in their journey to a new, restored life as a valued community member.

Restorative justice also has applications in our schools. Suspensions have been the go-to discipline approach for a range of infractions for decades, and with the expanding reach of zero-tolerance policies, suspensions are increasing quickly. But there is no evidence to show that suspensions are highly effective tools for helping students change their behavior. In fact, suspensions can have lasting and harmful effects. Recent reports have revealed an alarming trend of racial disparity in the use of suspensions.  In North Carolina, African-American students receive 51% of the total suspensions, but only make up 26% of our school enrollment. Every suspension increases the likelihood that a student will drop out of school. Multiple studies have shown a strong correlation between students who have been suspended and their chances of future involvement in the juvenile or adult criminal justice systems. This school-to-prison-pipeline has devastating effects on our communities.

Restorative Practices is the movement to enact the values of restorative justice in our every day lives. When restorative practices are applied in a school setting, there is an emphasis on building relationships and developing a strong sense of community. Restorative practices help teachers and administrators connect with students. This personal connection to their school community encourages students to be more involved in the classroom and in their learning. As a result, this higher level of connectedness helps keep kids in school – from reduced suspension rates to higher attendance and graduation rates (see www.SaferSanerSchools.com for additional statistics). Lowered suspension rates do not mean that students are getting away with disruptive and harmful behaviors. Students are still held accountable for their actions. Indeed, they are held to a higher level of accountability than a simple suspension because they must admit how their actions impacted others and take steps to repair the harm they caused.

The way we understand and pursue justice can have a profound impact on individuals and the community.  Through this restorative approach, my own understanding of justice has deepened and compels me to seek alternative paths to justice. I hope our community can come together, through initiatives like Compassionate Winston-Salem and others, to explore ways to foster a more restorative Forsyth County. Stay connected with updates by following on Facebook at Restorative Forsyth or on twitter @RestorativeNC. If you want to be actively involved in this initiative, contact Jerry McLeese at jmcLeese1@yahoo.com or Valerie Glass at vglass3@gmail.com.

Carlton Mitchell Series Returns in September

After a one year hiatus, Interfaith Winston-Salem, in partnership with Wake Forest University,  is proud to announce the return of the Carlton T. Mitchell Interfaith Series, Thursday, September 22.

Dr. Charles Kimball of Oklahoma University will speak on “Understanding and Countering Religious Extremism Among the Children of Abraham” at 7 p.m. in Brendle Recital Hall on the Wake Forest University campus. The lecture is free and open to the public. Faith communities are encouraged to come as groups to hear Dr. Kimball’s presentation.

The Carlton Mitchell Interfaith Series honors Dr. Carlton T. Mitchell (WFU ’43), who taught in (and also Chaired) the Department of Religion at Wake Forest University for thirty years (1961-91). Current Sponsors include Interfaith Winston-Salem, WFU Dept. for the Study of Religions, Wake Forest School of Divinity, Wake Forest Office of the Chaplain, Knollwood Baptist Church, The Shepherd’s Center of Greater Winston-Salem, and the Mitchell family.

Dr. Kimball is Presidential Professor and Director of Religious Studies at the University of Oklahoma in Norman, Oklahoma. Between 1996 and 2008, he served as Chair of the Department of Religion at Wake Forest University. An ordained Baptist minister, Kimball received his Th.D. from Harvard University in comparative religion with specialization in Islamic studies.

His articles have appeared in numerous publications, including Sojourners, The Christian Century, The Los Angeles Times, The Christian Science Monitor, and The Boston Globe. He is the author of five books, including When Religion Becomes Lethal: The Explosive Mix of Politics and Religion in Judaism, Christianity, and Islam (Jossey-Bass/Wiley, 2011). His previous book, When Religion Becomes Evil (HarperOne, rev. ed. 2008), was named one of the "Top 15 Books on Religion" by Publishers Weekly and one of the top ten books of the year by the Association of Parish clergy.

August Interpath Commentary

Why Interfaith Work Matters to Me

James L. Ford, Ph.D.

When I was thirty years old, I quit my corporate job, sold my house and other possessions, and embarked on a year-long trip around the world. Starting in New Zealand, I traveled north through Australia, Southeast Asia, Japan, India, Nepal, East/North Africa, Israel, and finally Turkey. In most of these places, I lived on considerably less than $10 a day. Along the way, I encountered devotees of many of the world’s great religions including Christianity, Judaism, Islam, Buddhism, Hinduism, Shinto, Sikhism, Jainism, and African religions. It was (and is) difficult, for me at least, to meet and interact with followers of other traditions and casually dismiss them as wrong, deluded, or even misguided. Even if I didn’t fully understand their tradition, I almost always experienced a deep authenticity of faith, sincerity, graciousness, and a genuinely warm hospitality. Clearly, these other religions harbored the capacity to foster the best in human nature. But I had been taught that Christianity was the “only way” to God, salvation, and even a moral life. How was I to reconcile these received teachings with my own experiential encounters with those of different faiths? More generally, how is anyone to make sense of these different spiritual trajectories of human faith and our seemingly universal quest for the divine?

These are questions that stayed with me throughout my travels. And upon my return, they provoked me to apply to graduate school where I pursued them with greater depth and intensity. Eventually, I earned a Ph.D. in religious studies with a focus on East Asian religions, Buddhism in particular. After almost thirty years of intensive study and teaching, I still find these questions about religious diversity captivating. Indeed, they provoked me to write my most recent book entitled The Divine Quest, East and West: A Comparative Study of Ultimate Realities (State University of New York Press, 2016).   

I share this summary of my personal odyssey because it explains in part why I think genuine interfaith dialogue and understanding are so important to those of us living in this extraordinarily diverse and globalized world. There was a time when only the most adventurous travelers might encounter people of a radically different faith and worldview on a daily basis. Now, however, it is virtually impossible not to encounter religious practices and beliefs different from one’s own, particularly for those of us living in the United States. Even if we don’t have direct relations with followers of other faith traditions (or no faith at all), we cannot help but be aware—through the news, other media sources, and simple daily existence—of their presence around us. Given this reality in which we of the 21st century find ourselves, interfaith engagement and understanding is not just an option, it seems to me, but an imperative—if we are to create the hospitable society and peaceable community in which we would all like to live.

Interfaith understanding and cooperation are not about proselytizing to the “other”; nor is this about creating an indiscriminate melting pot or simply becoming more “tolerant” (i.e., allowing others to practice their faith free of discrimination). The goal, rather, is to facilitate learning, understanding, respect, and even cooperation between and among belief communities and groups. Oftentimes, this is accomplished less through comparing our different “belief” systems, and more through doing things together…like reading books, sharing our contemplative practices, or learning about the arts, music, dance and even food of our different cultural and faith traditions.

What is more, there is a deep need for this kind of work, now more than ever. It is widely noted that America is one of the most “religious” and religiously diverse countries in the developed world. Almost 60% Of U.S. adults say that religion is “very important” in their lives. Roughly 90% believe in God, to one degree or another. And yet, our religious literacy is appallingly low compared to other developed nations. A Religious Knowledge Survey conducted by Pew Research Center in 2010 “shows that large numbers of Americans are uninformed about the tenets, practices, history, and leading figures of major faith traditions—including their own.” Ironically, atheists scored highest on the religious knowledge test.

There are numerous reasons for our collective ignorance, but a significant contributor is the lack of religious studies in our public schools. The Pew survey revealed that many people think that the constitutional restrictions on teaching about religion in public schools is stricter than they really are. Just 36% know that classes on comparative religion may be taught in public schools. So it is not surprising that school boards and administrators might be reluctant to authorize such classes.

Given this state of affairs, it is incumbent upon non-profit organizations like Interfaith Winston-Salem to step into the breach to foster greater understanding within our community. Why? Because ignorance and misunderstanding about other religious traditions and those who follow them can lead to misdirected anger, resentment, and even violence.

While I have not fully resolved all the questions that arose from my world travels many years ago, I can say that my many encounters with religious “others” over the years have, as many interfaith participants have noted, actually served to deepen my own religious faith. In some cases, the teachings and practices of other traditions have helped me discover a thread of my own that I never even knew existed. But the differences are also revealing and important. In the end, I cannot put it any better than His Holiness the Dalai Lama did to a predominantly Catholic audience at St. John the Divine Cathedral in New York: “Harmony among the major faiths has become an essential ingredient of peaceful coexistence in our world. From this perspective, mutual understanding among these traditions is not merely the business of religious believers—it matters for the welfare of humanity as a whole.” Amen.

…..

Dr. James L. Ford is Professor and Chair of the Department for the Study of Religions at Wake Forest University where he has taught since 1998. He has served on Interfaith W-S Board of Guidance since 2014.