Class 14

Mentor:

Kendyl Gibbons (2006-2008)

Kendyl Gibbons is the ninth senior minister of the First Unitarian Society. She is a life-long Unitarian Universalist, a recognized leader in our continental Association, and past president of the Unitarian Universalist Ministers Association. Kendyl is a 1976 graduate of the College of William and Mary, with B.A.s in Religion and Sociology. She holds a masters degree from the University of Chicago Divinity School, and a Doctorate of Mininstry from the UU seminary, Meadville/Lombard Theological School.

Curriculum and Readings

Session One: Essential Humanism (August 16-20, 2006)

Guest presenters: Carol Wintermute, representatives from various Humanist groups

Required Readings (bold)

A) What Brings Us Here? Goals and Questions (Wednesday evening)

Students and Mentor will introduce themselves and describe their interest and involvement in Humanism
The entire curriculum outline will be reviewed and discussed; questions will be addressed
Students will consider individual projects, field work place, and other assignments for future class gatherings
Ongoing communication between gatherings, and the creation of student portfolios, will be discussed

B) Classical Greece and the Renaissance (Thursday morning)

Gerald Larue, Freethought Across the Centuries (sections)
Charles G. Nauert, Humanism and the Culture of Renaissance Europe
Lawrence and Nancy Goldstone, Out of the Flames

C) The Enlightenment: Europe and Britain (Thursday afternoon)

Peter Gay, The Enlightenment

D) Deism and Transcendentalism: U.S. Colonial to Civil War (Thursday evening)

Susan Jacoby, Freethinkers
James Turner, Without God, Without Creed
Louis Menand, The Metaphysical Club (sections)
Robert Ingersoll, On the Gods and Other Essays (sections)

E) Civil war to Manifesto I to Now (Friday morning)

Mason Olds, Religious Humanism in America
John Dewey, A Common Faith
Humanist Manifesto I, II and III
A.C. Gaylor, Women Without Superstition
Julian Huxley, Evolutionary Humanism
William Schulz, Making the Manifesto
Edmund Wilson, Genesis of a Manifesto

F) Various Humanist Organizations I (with presenters) (Friday afternoon)

HUUmanist, David Schafer
International Humanist and Ethical Union, Warren Wolf
Society for Humanistic Judaism, Rabbi Peter Schweitzer

Howard Radest, Toward Common Ground
David Robinson, The Unitarians and the Universalists
Sherwin Wine, Judaism Beyond God
Paul Kurtz, Living Without Religion: Eupraxophy

Students will select one of the above volumes to read, and prepare to summarize/discuss it with the class

G) Definitions of Humanism I (Saturday morning)

Edward Ericson, The Humanist Way: An Introduction to Ethical Humanist Religion
Corliss Lamont, The Philosophy of Humanism
Howard Radest, The Devil and Secular Humanism
Lewis Vaughn and Austin Dacey, The Case for Humanism
Lloyd and Mary Morain, Humanism as the Next Step
Nicholas Walter, Humanism

Students will receive one of the above volumes to read, and prepare a written summary/recommendation for the class. Students will offer a presentation of not more than 10 minutes to deescribe the book to the class

H) Various Humanist Organizations II (with presenters) (Saturday afternoon)

American Humanist Association, Roy Speckhardt
Ethical Culture and Humanist Friends, Tony Hileman
American Ethical Union, Howard Radest

I) Contemporary Problems I (Saturday evening)

Students will prepare a 5-7 minute presentation (2-3 pages) on a specific issue confronting Humanism in the present day that is of particular concern to them, and discuss this issue with the class for 30 minutes

J) Contemporary Problems II, and session closure (Sunday morning)

Continue presentations

Questions and issues remaining from previous days will be addressed, and clarify assignments for field work, follow-up, and preparation for the December session

Session One: Follow-up Assignment:

Students will participate in the round-robin creation of a time line of Humanist history via e-mail. As each successive student receives the document from the previous participant, he or she will add to it a date that is of significance to the historical development of the humanist movement, with a sentence of identifying information, and then send the document along to the next student within 48 hours. We should have time for 3-4 full rounds before the next class gathering, which should make for an interesting final product that will be useful to all of us. If you find yourself unable to identify a date to add, consult any member of the HI Board or faculty for a suggestion.

Session One Field Work Assignment:

Students will find a local advisor and enter into an agreement with the person for the duration of the Institute class. A signed advisor form must be submitted to the instructor by the time of the December session.

Students will arrange to make a short presentation about some aspect of Humanist history within their local context. Their advisor will observe this presentation, and offer feedback. The student will write a one page summary of the feedback and their own reflections on the presentation, which should be shared with the advisor, and submitted to the instructor as soon as completed.

Session Two: Being Human (December 1-3, 2006)

Guest presenter: Leslie Westbrook

Required Readings (bold)

A) Perspectives on the Roots of Religioin in Human Behavor (Friday evening)

Peter Berger, The Sacred Canopy
Thomas Lewis, A General Theory of Love
Shankar Vedantam, "Tracing the Synapes of our Spirtuality" (Washington Post, June 17, 2001)
Arbaham Maslow, The Farther Reaches of Human Nature
Mihaly Csikszentmihalyi, The Evolving Self: A Psychology for the Third Millennium

Students will reflect upon, and be prepared to discuss, some of the ways in which they see the processes of meaning formation and mutual limbic regulation at work in their own lives.

B) Moral Development Theory (Saturday morning)

Robert Kegan, The Evolving Self: Problem and Process in Human Development
Carol Tavris, The Mismeasure of Women
Joseph Reimer, Diana Paolitto, Richard Hersh, Promoting Moral Growth: From Piaget to Kohlberg
Carol Gilligan, In a Different Voice

Students will prepare a 3-4 page paper presenting a case study of observed moral evolution in another individual

C) Ethical theories and Problems (Saturday afternoon)

Kai Nielsen, Ethics Without God
Thomas Blass, Obedience to Authority: Current Perspectives on the Migram Paradigm
Philip Zimbardo, The Stanford Prison Experiment (website)
David Cooper, Ethics: The Classic Readings
Michael Shermer and Denis McFarland, The Science of Good and Evil
Arthur Dobrin, Ethics for Everyone: How to Increase Your Moral Intelligience

Students will prepare 2-3 page paper discussing strategies for moral education that might produce predictable behavior in the Milgram or Zimbardo dilemnas

D) Family Values, Human Sexuality, and Gender Identity (Saturday evening)

"TransAmerica," or "Ma Vie en Rose" or "You Don't Know Dick" (films)
Kwame Anthony Appia, The Ethics of Identity
Jared Diamond, Why is Sex Fun?
Edward Stein, The Mismeasure of Desire: The Science, Theory and Ethics of Sexual Orientation
Mary Ann Mason, All our Families
Ursula Le Guin, The Birthday of the World
Check out online resources at http://www.uua.org/obgtlc/index.html

Class will include either a film or live personal presentation on transgender issues

E) Theories of Counseling Sunday Morning

Daniel Goleman, Emotional Intelligence: 10th Anniversary Edition
Michael Nichols, The Lost Art of Listening: How Learning to Listen Can Improve Relationships
The IHEU Code of Ethics for Counselors
Augustus Napier, with Carol Whitaker, The Family Crucible: The Intense Experience of Family Therapy
Isabel Briggs Myers, Introduction to Type: A Guide to Understanding Your Results on the Myers-Briggs Type Indicator

Class will include role plays to explore listening skills and ethical dilemmas of caring leadership

Session Two Follow-up Assignment:

Students will contribute to an on-line discussion of ways in which Humanist institutions and Humanist philsophy can support people of all ages as they engage their developmental and moral challenges

Session Two Field Work Assignment:

The student will have a conversation with his/her advisor in which they reflect together upon the student's development as a Humanist, using some of the structures, categories, and understandings gained from this session. The student will write a 2-3 page reflection on this conversation, share it with the advisor, and submit it to the instructor before the April session.

Session Three: Humanist Ideas in World Religions (April 20-22, 2007)

Overview

Requited Readings (bold)

Huston Smith, Why Religion Matters: The Fate of the Human Spirit in an Age of Disbelief
Jean Kotkin, Howard Radest, Oma Hankins, ed., Humanism's Answers: Speaking to the Challenge of Orthodoxy, Volume 9 of Humanism Today
Ninian Smart and Richard D. hecht, Eds., Sacred Texts of the World: A Universal Anthology
Huston Smith, The World's Religions or The Illustrated Worlds' Religions

Two students will select each one of the five non-Christian traditions listed below, read the additional recommended texts, and together prepare a 15-20 minute presentation on the attractions and difficulities of that tradition to begin the discussion with the rest of the class

A) Early Religions – Myth, Cosmos, and Connections; What is it to be Human? (Friday evening)

Joseph Campbell, Hero With a Thousand Faces
Joyce Higginbotham, Pagaism
Dennis Tedlock (author) and Barbara Tedlock (ed.), Teachings from the American Earth: Indian Religion and Philosophy
Gerald LaRue, Ancient Myth and Modern Life

B) Hinduism – Epistemology; What is Reality? How do we Know? (Saturday morning)

Diana L. Eck, Darsan
Heinrich Robert Zimmer, Joseph Campbell (ed.), Philosophies of India
Thomas J. Hopkins, The Hindu Religious Tradition

C) Buddhism – Ethics and Non-violence: What is the Right Path? (Saturday afternoon)

Daniel Berrigan, Thich Nhat Hanh, Love in Action: Writings on Nonviolent Social Change
Richard H. Robinson, Willard L. Johnson, The Buddhist Religion
Edward Conze, Buddhism: Its Essence and Development

D) Judaism – Practice and Convenant; What is Community? (Saturday evening)

Daniel J. Elazar, "The Idea of Covenant" The Covenant Tradition in Politics, Volume I, Introduction
Chaim Potok, Wanderings
Joseph tellushkin, Jewish Literacy: Most Important Things to Know About Jewish Religion, Its People & Its History
Hayim Halevy Donin, To Be a Jew: A Guide to Jewish Observance in Contemporary Life

E) Islam – Al-Andalus; What does Tolerance Mean? (Sunday morning)

Maria Menocal, The Ornament of the World
Fazlur Rahman, Islam
Reza Asian, No god but God: The Origins, Evolution, and Future of Islam

F) Christianity – The Demographic Challenge (Sunday afternoon)

Philip Jenkins, "The Next Christianity" The Atlantic Monthly October 2002
Bertrand Russell, Why I Am Not a Christian
Marcus J. Borg, The Heart of Christianity: Rediscovering a Life of Faith

Students will prepare a 2-3 page paper reflecting on how, in their view, humanists ought best to relate to Christianity and Christian believers as we find them in contemporary U.S. culture

Session Three Follow-up Assignment:

Students will contribute to an on-line discussion of whether or not Humanism qualifies as a religion, why or why not, and what would be the advantages and disadvantages, both intellectually and practically, of either perspective

Session Three Field Work Assignment:

The student will attend an event offered by one of the religious communities considered in this session, preferably one with which he or she is not already familiar, and write a 2-3 page reflection paper about the experience, specifically considering the question of how to relate with openness to such a community, while maintaining one's authencity as a Humanist. This paper should be shared and discussed with the advisor, and submitted to the instructor before the August session

Session Four: Leadership (August 15-19, 2007)

Guest presenters: Hank Wintermute, Roy Speckhart, Lori Lipman Brown

Required Readings (bold)

A) Media Awareness (Wednesday evening)

Deirdre Breakenridge, Thomas DeLoughry, The New PR Toolkit: Strategies for Successful Media Relations

Students will prepare a case study of some institutional self-presentation (newsletter, website, press campaign) and analyze it according to the strategies suggested in this text

B) Public Speaking I; Principles, Brief Exercises (Lori Lipman Brown, Thursday morning)

Hal Hart, Successful Spokesperson Are Made, Not Born: How to Control the Direction of Media Interviews & Deliver Winning Presentations

Students will make brief responses, without prior preparation, to various public relations situations

This class will include conversation with a media consultant

C) Leadership Theory and Practice I (Hank Wintermute, Thursday afternoon)

Frances Hesselbein, Marshall Goldsmith, Richard Beckhard, The Leader of the Future
Robert K. Greenleaf, Servant Leadership: A Journey Into the Nature of Legitimate Power and Greatness
Ronald A. Heifetz, Leadership Without Easy Answers
John Gardner, On Leadership
James MacGregor Burns, Leadership
Edgar H. Schein, Organizational Culture and Leadership
Peter Drucker, The Leader of the Future and Effective Executive
James Kouzes and Barry Posner, The Leadership for the Common Good, 2nd ed.
Edgar Stoesz, Chester Raber, Doing Good Better: How to Be an Effective Board Member of a Nonprofit

In addition to the required text, students will read one of the books listed above, and prepare a report and recommendation as to its content for the class

D) Leadership Theory and Practice II (Hank Wintermute, Thursday evening)

John Carver, Boards That Make a Difference

Students will write a 3-4 page paper describing the fits, skills, and core beliefs of a leader they admire enought to wish to emulate

E) Systems Theory I (Friday morning)

Edwin Friedman, Generation to Generation
Harriet Lerner, The Dance of Anger

Students will prepare a 2-3 page paper exploring the intersection of their functioning in family and institutional leadership

F) Systems Theory (Friday afternoon)

Class will include role plays to explore the application of systems theory and instiutional dynamics to situations encountered by leaders

G) Administration as Realization of Human Intention/Moral Enterprise (Roy Speckhardt, Saturday morning)

Geoffrey Bellman, Getting Things Done When You Are Not in Charge
William Bridges, Managing Transitions
Lyle Schaller, The Change Agent

H) Authenticity; Professional Ethics, Personal Integrity (Saturday afternoon)

John Gardner, Self-Renewal
Joseph Jaworski, Synchronicity: The Inner Path to Leadership
Craig Johnson, Meeting the Ethical Challenge of Leadership

Students will prepare their personal ethical leadership mission statement, and share with the class

I) Marketing; Humanism as Good News, Elevator Speechs (Saturday evening)

Thomas Bandy, Kicking Habits

Students will interview two people with no official connection to humanism, asking what the word means to them, and what they think a person who identifies as a humanist would be like. Results to be reported in one page per interview, and discussed in class.

Class will include practice in defining and advocating humanism in various public situations

Sunday morning, attend New York Ethical Culture Society, followed by lunch with THI board

J) Public Speaking II, Presentations (Sunday afternoon)

Students will take turns offering a prepared sermon, platform talk, or other public presentation relevant to their work, with discussion and feedback from the class

Session Four Follow-up assignment:

Students will expand and revise their personal ethical leadership mission statement, based on discussions and feedback from this session. Revised statements will be shared by e-mail, and students will offer brief reflections on their classmates’ statements.

Session Four Field work assignment:

The student will make a public presentation on the topic of humanism, which the advisor should attend. If this is not possible, the advisor should review a tape or text of the presentation. The advisor will offer feedback about the effectiveness of the presentation, and the student will write a one page reflection on the feedback and their own experience, and submit it to the instructor before the December session.

Session Five: Critical Thinking (December 1-3, 2007)

Presenter: David Schafer

Required Readings (bold)

A) What Do You Mean, "What Do You Mean?" (Friday evening)

B) Quantitative Reasoning (Saturday morning)

C) Religion, Reason, and Science – Explanation, Prediction, and Control (Saturday afternoon)

D) How Do You Know You Know? (Saturday evening)

E) Early Technology – Practical Knowledge of the World (Sunday afternoon)

Alec Fisher, Critical Thinking, Cambridge University Press
Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking: Concepts and Tools
Richard Paul and Linda Elder, The Miniature Guide to Analytic Thinking
Harry J. Gensler, Introduction to Logic
Simon Blackburn, Oxford Dictionary of Philosophy
Simon Blackburn, Think
Simon Blackburn, Truth: A Guide
Dirk J. Struik, A Concise History of Mathematics
Karen Armstrong, The Great Transformation: The Beginning of Our Religious Traditions
Kirk, Raven, and Schofield, The Pre-Socratic Philsophers: A Critical History with a Selection of Texts

Session Six: Science, Methods and Uses (April 18-20, 2008)

Required Readings (bold)

A) Historical and Conceptual Interrelations of Science, Religion, and Humanism (Friday evening)

John Brockman, The New Humanists: Science at the Edge
Thomas S. Kuhn, The Structure of Scientific Revolutions
Paul Kurtz, Science and Religion: Are They Compatible?
Ian G. Barbour, Religion and Science
John Brockman, The third Culture: Beyond the Scientific Revolution

B) Observation, Description, Classification, Explanation (Saturday morning)

Rupert Sheldrake, Seven Experiments that Could Change the World
Brian Silver, The Ascent of Science
Stephen Toulmin, The Uses of Argument

C) Scientific Methods – What Scientists Do and Why and How They Do It (Saturday afternoon)

E.O. Wilson, Consilience: The Unity of Knowledge and The Diversity of Life
Phillip Kitcher, Science, Truth and Democracy (Oxford Studies in the Philosophy Of Science)
Noretta Koertge, A House Built on Sand: Exposing postmodernist Myths About Science
Alan Sokal, Jean Ricmont, Fashionable Nonsense: Postmodern Intellectuals’ Abuse of Science
Paul R. Cross and Norman Levitt, The Higher Superstition

D) Science and Technology of the Inanimate World (Saturday evening)

P.C.W. Davies, God and the New Physics

E) Science and Technology of the Living World (Sunday morning)

Daniel Clement Dennett, Darwin’s Dangerous Idea
Michael J. Behe, Darwin’s Black Box: The Biochemical Challenge to Evolution
Phillip Appleman, Charles Darwin Anthology
Francis Crick, The Astonishing Hypothesis
Wendell Berry, Life is a Miracle: An Essay Against Modern Superstition
Stephen Jay Gould, The Mismeasure of Man
Richard Dawkins, The Extended Phenotype: The Long Reach of the Gene
River Out of Eden and The Blind Watchmaker

Session Seven: Contemporary Culture (August 13-17, 2008)

Students will register for and complete the on-line class:

“Humanist Activism and Organization” at the Continuum for Humanist Education (http://www.humanisteducation.com/)

Students will select one of the issues listed below (1-9), to be considered at this session, and in consultation with the instructor and other class members, select a current text treating the subject, to be read by the entire class. Students will prepare a more extensive bibliography on their topic, including a counter-text representing an opposing point of view, which they will read. Students will make a presentation to the class considering humanist perspectives on the topic, its effect on humanist practice and institutions, and sympathetically examining the opposing viewpoint.

Required Readings (bold)

A) Postmodernism, Ethics in DIscourse and Leadership (Wednesday evening)

Christopher Butler, Postmodernism; A Very Short Introduction

B) Civil Liberties and Religious Freedom (Thursday morning)

Barry W. Lynn, Piety and Politics

C) Philosophies of Government, Democracy (Thursday afternoon)

Fareed Zakaria, The Future of Freedom

D) War and Peace, The Problem of Non-Violence (Thursday evening)

Marshall Rosenberg, Speak Pease in a World of Conflict
Mark Kurlansky, Non-Violence, 25 Lessons

E) Cultures of Privilege and Oppression; Feminism (Friday morning)

Pauline Johnson, Feminism as Radical Humanism

F) Cultures of Privilege and Oppression; Racism (Friday afternoon)

David Roediger, Colored White

G) Environmental Issues (Saturday morning)

Lester Brown, Plan B 3.0

H) Globalization and Ethnic Issues (Saturday afternoon)

C. Ford Runge, Ending Hunger in Our Lifetime

I) Just Economics and Effective Politics (Saturday evening)

Jeffrey Sachs, Commonwealth
George Lakoff, Thinking Points

J) Prophecy as Leadership (Sunday morning)

Gregg Easterbrook, The Progress Paradox

Session Seven Follow-up assignment:

Students will contribute to an on-line discussion of which among these issues most nearly concern Humanism, and how Humanist groups might act effectively in dealing with them.

Session Seven Field work assignment:

The student will plan and complete some action to address one of the issues discussed in this session. The plan should be discussed with their advisor prior to the event, and the outcome should be evaluated in conversation with the advisor as well. The student will write a one page reflection on the experience and submitted to the instructor before the December session.

Session Eight: Aesthetics (December 2008 5-7, 2008)

Required Readings (bold)

A) Creativity and Being Human (Friday evening)

Mihaly Csikszentmihalyi, Creativity : Flow and the Psychology of Discovery and Invention

B) Drama and Society Structure, Art as Protest (Saturday morning)

Hugh Duncan, Symbols in Society or Communication and the Social Order
Vincent B. Leitch, The Norton Anthology of Theory and Criticism
Albert Hofstadter and Richard Huhns, Art and Beauty

C) Phiolsophy of Art in the Humanist Tradition (Saturday afternoon)

John Dewey, Art as Experience
Elaine Scarry, On Beauty
Carol Wintermute, Bob Tapp, from various issues of Humanism Today

Students will present to the class an example of some form of artistic expression – music, film, poem, play, sculpture, painting – which for them evokes humanist values or world view.

D) Personal Aesthetic Practices (Saturday evening)

Julia Cameron, The Artist’s Way; A Personal Path to Higher Creativity

Carol Lloyd, Creating a Life Worth Living

Students will share with the class examples of their personal aesthetic resources and practices

E) Ritual as Art Form, Theory and Practice (Sunday morning)

Catherine Bell, Ritual, Perspectives and Dimensions
Algernon Black, Without Burnt Offerings

Students will prepare a 3-4 page paper discussing the appropriate role of ritual within both the humanist organization, and the well-ordered humanist personal life.

Session Eight Follow-up assignment:

Students will contribute to an on-line catalogue of various works of art which they consider to express humanist values, and will begin to discuss plans for their graduation ceremony

Session Eight Field work assignment:

The student will create a work of art that intentionally articulates something about the philosophy or values of Humanism. The student will share this work of art with his or her advisor, and engage in a discussion exploring what resources or practices nourish the human spirit, for the advisor as well as the student.

Students will prepare a 4-5 page summary of their learning from the advisor and fieldwork setting, to which they will invite the advisor to add whatever he or she might wish. This, along with the advisor’s current contact information, should be submitted to the instructor before the April session.

Session Nine: Celebration (April 17-19 2009)

Required Readings (bold)

A) Humanist Interpretations of Spirituality (Friday evening)

Paul Woodruff, Reverence: Renewing a Forgotten Virtue
Robert Solomon, Spirituality for the Skeptic
Chet Raymo, Skeptics and True Believers
Annie Dillard, Holy the Firm and Pilgrim at Tinker Creek
Anthony De Mello, Awareness and Song of the Bird
Madeleine Lengle, Circle of Quiet
Sam Keen, To A Dancing God

Students will write a 2-3 page reflection on their perception of the integrative function within their own lives, using whatever vocabulary – reverence, spirituality, inner experience, centering – has integrity for them

B) Ritual Authority and Community Gatherings (Saturday morning)

Catherine Bell, Ritual
Kathleen Wall, Gary Ferguson, Rites of Passage: Celebrating Life's Changes
James F. Hopewell, Barbara G. Wheeler (Editor), Congregation: Stories and Structures
Gordon Atkinson, Reallivepreacher.com (book or website)
Richard Lischer, The Preacher King : Martin Luther King, Jr. and the Word that Moved America
William F. Schulz (Editor), Transforming Words: Six Essays on Preaching
Jane Ranney Rzepka, Kenneth Sawyer, Thematic Preaching: An Introduction
Eugene L. Lowry, The Homiletical Plot: The Sermon As Narrative Art Form

Each student will identify a person in their social environment who exercises ritual authority, observe an example of this function, and interview the person about their understanding of the role they play. The student will prepare a brief presentation exploring what they have learned from this model for the class.

C) Life Cycle Celebrations (Saturday afternoon)

Corliss Lamont, A Humanist Wedding and A Humanist Funeral
Sherwin Wine, Celebration: A Ceremonial and Philosophic Guide for Humanists and Humanistic Jews
Carl Seaburg, Great Occasions
Khoren Arisian, The New Wedding: Creating Your Own Marriage Ceremony
Edward Searl, Bless This Child: A Treasury Of Poems, Quotations, And Readings To Celebrate Birth
Edward Searl, In Memoriam: A Guide to Modern Funeral and Memorial Services
Edward Searl, Beyond Absence: A Treasury Of Poems, Quotations, And Readings On Death And Remembrance
Jane Wynne Willson, Funerals Without God: A Practical Guide to Non-Religious Funerals
Sarah York, Remembering Well: Rituals for Celebrating Life and Mourning Death
Thomas Lynch, The Undertaking : Life Studies from the Dismal Trade
Stephen R. Prothero, Purified by Fire: A History of Cremation in America
Leon Wieseltier, Kaddish

Students will prepare a sample wedding, memorial service, and child dedication, to be shared in class

D) Graduation (Saturday evening)

Students will plan, prepare, and take part, along with members of the Institute board and other classes, in a celebration of the completion of their program and their role as leaders in the humanist community

E) Projects, Evaluation, and Commitment to Leadership (Sunday morning)

Students will make a presentation to the class regarding their projects and field work assignments, discuss their experience of the Institute program, complete a written evaluation, and identify the responsibilities and leadership roles that they propose to undertake in future service to the humanist movement.