3 Storytelling as a key methodology for interfaith youth work.

Patel, Eboo ; Kunze, April ; Silverman, Noah 等

I can only answer the question "What am I to do?" if I can answer the prior question "Of what story or stories do I find myself a part?"

--Alasdair MacIntyre

Introduction: Storytelling

In the spring of 2003, a diverse group of high school students assembled on the stage of a Chicago exhibition hall to perform a spoken-word piece titled "The Sacred Stories Project." The stories that formed the piece were exercises in representing the importance of the central value of hospitality in Judaism, Christianity, and Islam. The stories were written and performed by members of the Interfaith Youth Core's Chicago Youth Council, a group of Jewish, Christian, and Muslim teenagers who met regularly to volunteer across the city and to discuss how their various religious traditions inspire them to work for a better world. Each story was a young person's interpretation of how an ancient religious narrative or practice exemplifying hospitality should be applied in the contemporary world. The stories were richly textured and complex, but their key message was clear: We have to take care of each other. This command is in all our religions, and following its imperative is our only chance for survival as a human race.

The process of writing their stories, coupled with performing them in juxtaposition to each other, caused the members of the Chicago Youth Council to realize that, while their diverse traditions all called them to the same value, they each did so in their own language. The Jewish stories were different from the Christian stories, which were different from the Muslim stories. As one Jewish participant articulated, "I came to realize, perhaps for the first time, that my story was distinctly a Jewish story and that my inspiration to serve others, while universal, was colored in distinctly Jewish ways." The participants all agreed that the experience of service, storytelling, and dialogue had not only increased their understanding of each others' traditions, but also strengthened their sense of belonging, inheritance, and identity within their own respective traditions.

At its heart, interfaith dialogue is about identity--one's own identity and the identities of the other participants. Identity, both individual and communal, constructs itself through stories and storytelling. It is through the act of telling personal narratives--and the involved processes of reflecting on, distilling, and constructing our "life story"--that we come to form an idea of who we are. Duke University theologian Stanley Hauerwas, who has written extensively on the centrality of stories to Christian theology and human identity, explains the role of narrative in identity as follows:

 Narrative plays a larger part in our lives than we often imagine.
 For example, we frequently introduce ourselves through narrative.
 To be sure, any story with which we identify "ourselves" can be and
 should be constantly tested by the history we have lived. But the
 telling of the narrative is itself a reinterpretation of the
 history. We see that because the self is historically formed we
 require a narrative to speak about it if we are to speak at all.
 One should not think of oneself as exemplifying or being some
 individual instance of a self, but one understands in what his or
 her selfhood consists only insofar as he or she learns to tell that
 particular story. (1)

This remarkable phenomenon--the generative power of personal narratives in identity-formation--is now being verified by recent scientific research. As noted in a recent New York Times article, "We are Jail] continually updating a [screenplay] of our own life--and the way in which we visualize each scene not only shapes how we think about ourselves, but how we behave, new studies find." Dan P. McAdams, a professor of psychology at Northwestern, is quoted as saying, "We find that these [personal] narratives guide behavior in every moment, and frame not only how we see the past but how we see ourselves in the future." It turns out, perhaps not surprisingly, that the brain is naturally hardwired for narrative construction. Summarizing the new research, the article concludes, "The point is that the narrative themes are, as much as any other trait, driving factors in people's behavior, the researchers say. Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become." (2)

In some ways, this research merely constitutes a scientific corollary to what religious communities have known throughout history: stories have an awesome power over the human imagination. "Stories are not substitute explanations we can someday hope to supplant with more straightforward accounts," writes Hauerwas. "Precisely to the contrary, narratives are necessary to our understanding of those aspects of our existence which admit no further explanation--i.e., God, the world, and the self." (3) Not only is storytelling generative of individual identity, but it also builds communal identity. All of the world's traditions, cultures, and nations--including intensely secular ones--employ stories to create and sustain their communities' identity: stories of creation, of the prophets and founding fathers, of where we have come, and ultimately, of where we hope to go. Coming out of the Christian tradition, Hauerwas goes so far as to define community as the end result of a process that begins with stories: "Christian convictions take the form of a story, or perhaps better, a set of stories that constitutes a tradition, which in turn creates and forms a community." (4)

Hauerwas argues that even the relationship between self and community can be understood only through narrative:

 Narrative is the characteristic form of our awareness of ourselves
 as historical beings who must give an account of the purposive
 relation between temporally discrete realities. Indeed, the ability
 to provide such an account, to sustain its growth in a living
 tradition, is the central criterion for identifying a group of
 people as a community. Community joins us with others to further
 the growth of a tradition whose manifold storylines are meant to
 help individuals identify and navigate the path to the good. The
 self is subordinate to the community rather than vice versa, for we
 discover the self through a community's narrated tradition. (5)

For Hauerwas, narrative is instrumental not only in constructing one's own, individual identity, but also in locating that identity within the tradition of a larger community. As the members of the Chicago Youth Council discovered through the "Sacred Stories Project," each of our stories is one thread intrinsically interwoven into the larger story of our tradition, the "rope" that binds us into community.

Young People and the "Faith Line"

Because an intricate relationship exists between personal narrative and a "community's narrated tradition," storytelling is a key methodology for interfaith youth work. For one thing, it helps young people strengthen their own identity within and sense of belonging to their community's tradition. It also enables the creation of a larger identity that supersedes individual and communal identity. One's own identity and the identities of the other participants may form the fabric of an interfaith dialogue, but the ultimate goal of interfaith work is the creation of a larger identity that makes room for the distinctiveness of different traditions while encompassing them around their shared, universal values. This larger identity is called pluralism: the conviction that people believing in different creeds and belonging to different communities need to learn to live together in what the theologian Wilfred Cantwell Smith called "mutual trust and mutual loyalty." (6) Those who share this conviction are pluralists, and they come from every religious and political creed on the planet, for pluralism is neither syncretism nor relativism. It is a form of proactive cooperation that affirms the identity of the constituent communities while emphasizing that the well-being of each and all depends on the health of the whole.

Though anyone, by definition, can be a pluralist without sacrificing any of his or her individual or communal identity, sadly not everyone is, and the twenty-first century has already come to be dominated by a tremendous ideological divide between pluralists and those opposed to pluralism: totalitarians. Where pluralists respect the religious identity of others, totalitarians seek to blot out any identity but their own. Where pluralists seek relationships across religious divides that provide for mutual inspiration and growth, totalitarians seek to cow, condemn, or--at the extreme--kill anyone not like themselves. Where pluralists seek to work with others for the common good, totalitarians seek to destroy the dream of a common life together. The one characteristic they do have in common is that either one can come from any religious and political creed. Rabbi Abraham Joshua Heschel was a Jewish pluralist; Rabbi Meir Kahane was a Jewish totalitarian. The Rev. Dr. Martin Luther King, Jr., was a Christian pluralist; Eric Rudolph is a Christian totalitarian. Imam Feisal Abdul Rauf is a Muslim pluralist; Osama bin Laden is a Muslim totalitarian.

Thus the central challenge of our time is indeed the faith line, but it does not exist, as some have argued, where religious civilizations bump up against each other but, rather, within and across all of them. As Martha Nussbaum writes, "The real clash is not a civilizational one between 'Islam' and 'the West,' but instead a clash within virtually all modern nations--between people who are prepared to live with others who are different, on terms of equal respect, and those who seek the protection of homogeneity, achieved through the domination of a single religious or ethnic tradition." (7) What is perhaps most intriguing about the faith line--this struggle between pluralists and totalitarians--is that the majority of people in the world are standing right on it, uncertain and undecided about their allegiance. They most likely incline toward pluralism and away from totalitarianism. In many ways, they are waiting to be won over by one side or the other, and the recruitment strategies of both sides take the form of storytelling.

As multiple scholars from multiple fields--Benjamin Barber, Mark Jeurgensmeyer, Bruce Lawrence, Jessica Stern, to name a few--have demonstrated, religious totalitarianism relies on convincing young recruits that their terrorist exploits will return their community to a fictional past when the community was pure, followed God's path, and received God's glory without complication. This meta-narrative transcends religious totalitarian movements, but one can see how stories are used more directly to recruit young people to adopt a totalitarian outlook. In 2001, bin Laden released a statement to Al Jazeera that provides a quintessential example of how totalitarians employ stories to engage young people in religious violence. In it, he tells the story of a boy who discovers that an animal (America) is blocking a monk's path (the Muslim world). The boy slaughters the animal, to which the monk responds, "My son, today you are better than me." Bin Laden then comments on the story (emphasis added):

 God Almighty lit up this boy's heart with the light of faith, and
 he began to make sacrifices for the sake of "There is no god but
 God." This is a unique and valuable story which the youth of Islam
 are waiting for their scholars to tell them, which would show the
 youth that these [the 9/11 hijackers] are the people who have given
 up everything for the sake of "There is no god but God." (8)

Bin Laden follows this story with another, this one about how the Prophet's uncle, Hamza bin Abd al-Muttalib, killed an unjust man. In this way he draws a connection and authority from the time of the Prophet, from a historical figure that Muslims consider a hero, and claims that this man's heroism came from his violence. "He won a great victory," bin Laden says of al-Muttalib, "God Almighty raised him up to the status of lord of the martyrs." (9) Through both allegorical storytelling and religious narratives, bin Laden conveys his point to young Muslims compellingly: In order to intertwine your story fully and faithfully into the story of Islam, you must engage in violence against those who are unjust and stand in our way (in this case, the U.S. and its allies).

Religious pluralists have, throughout history, employed narrative to attract young people to their vision as well. King, one of the most visionary pluralists of modern times, was a master storyteller, and he too spoke in both allegory and religious narratives. One such instance was his prophetic "I Have Been to the Mountaintop" sermon, delivered immediately before his assassination. Drawing from the story of Moses in the Hebrew Bible/ Scripture, King told his followers that, while he might not get there with them, he has "seen the promised land" of racial justice and equality. In this one sermon, King managed to recount both a biblical narrative of justice and redemption while simultaneously weaving in and retelling the story of the civil rights movement.

Aside from content and purpose, where the recruitment strategies of totalitarians and pluralists diverge is in their target audience. Totalitarians are after young people, and they have been remarkably successful at recruiting them. One of the saddest and most alarming trends of the religious violence gripping the world today is that the ages of the people doing most of the fighting, killing, and dying are generally between fifteen and thirty. This alarming truth is only partially explained by the fact that the populations of the most religiously volatile areas of the world are stunningly young: Seventy-five percent of India's billion-plus citizens are not yet twenty-five; eighty-five percent of the people who live in the Palestinian territories are under the age of thirty-three; more than two-thirds of Iranians are younger than thirty; the median age in Iraq is nineteen-and-a-half.

Though these demographics certainly make the phenomenon of youth involvement in religious violence more likely, they do not tell the full story. In a world divided by the faith line, we must come to terms with the fact that it is the religious totalitarians who have best succeeded at tapping into the passions of young people and forging their identities. Young people have always been instrumental to the success of social movements, from the U.S. civil rights movement to the Hitler youth. On the side of pluralism, many of its greatest leaders were themselves young when they assumed their leadership positions. King was only twenty-six when he led the Montgomery bus boycott. Gandhi was even younger when he began organizing for South Asian civil rights in early-twentieth-century South Africa. His Holiness the Dalai Lama was younger still, just eighteen years old, when he led his government into exile in India and began his campaign for a free Tibet.

Today, however, religious pluralists can and need to do a better job of directing their stories at young people. Youth programs now are often the top item in a congregation's or interfaith organization's newsletter but the last line in the budget. If religious pluralism has a chance of overcoming totalitarianism in the century ahead, this situation has to change. Young people must reassume their position as the heroes, leaders, and practitioners of religious pluralism. It was in recognition of this dire situation that a group of religiously diverse young people founded the Interfaith Youth Core (IFYC) in 1998. From its outset, the IFYC has been dedicated to the mission of empowering religiously diverse young people to build pluralism, and, from the beginning, it was clear that one of the best ways to accomplish that was through storytelling.

The Interfaith Youth Core's Storytelling Methodology

The IFYC has discovered that, especially when working with young people, stories are a matchless tool for interfaith sharing and thus understanding. Storytelling provides a bridge for overcoming some of the major obstacles frequently encountered in interfaith dialogue by opening the possibility for a different kind of conversation. One must recognize that, as members of religious communities that have historically clashed on theological or political issues, we are often inculcated to view others through the narrow lens of how and where our communities disagree. Often, this indoctrination becomes so pervasive that we believe the only conversation of faith we can have with our religious "others" is about our "otherness." We can, however, have another conversation. Instead of focusing on the myriad differences and political struggles among traditions, we can encourage the participants to identify and to examine their multiple shared values through personal storytelling.

Personal storytelling moves the encounter from competing notions of "Truth" to varied human experiences of life, which possess the unique quality of being both infinite and common. Who does not know pain and loss? Who does not know love and togetherness? What young person does not know the pressure to meet parents' expectations or to care for a family in their absence? In all IFYC dialogue curricula the questions always start with, "Tell a story of a time when--." Participants are then called to relate stories from their experience and their tradition that speak to the shared value at hand, be it service, hospitality, stewardship of creation, teaching, caring for the sick and elderly, etc. The combination of shared values and storytelling thus allows for what the IFYC calls a "dialogue of life." Young people in IFYC programs spend their time talking about what it is like to be a young person of a particular identity growing up in a diverse world. They make connections between challenges they have in common--such as modesty, dating, dietary restrictions, and observance of holidays--and they share how they address those challenges in keeping with the unique traditions of their specific religious or moral community. More importantly, they make connections between their shared values--fighting racism and bigotry, eradicating poverty, caring for creation--and they share how their tradition has instilled those values in them.

The IFCY storytelling methodology thus differs significantly from two other modes of dialogue that are prominent in the interfaith field: dialogues of theology--where a priest, minister, rabbi, imam, and swami discuss the nature of the divine--and dialogues of politics--where Jews and Muslims discuss Israel/Palestine or Buddhists and Hindus discuss Sri Lanka. These two modes of dialogue are useful and necessary in the broader field, but the IFYC believes more productive conversations occur among people who already possess pluralist relationships with each other. The goal of the storytelling methodology is to build those sorts of pluralist relationships among young people.

Part of the power of the storytelling methodology is that it empowers young people to be teachers and social contributors. When a young person is asked to tell a story from his or her experience, the act inherently promotes the value of that person's experience to something capable of enriching others. In asking the question, a facilitator is in essence saying, "Your life is so rich and interesting that everyone else around the room will benefit simply by hearing you retell it." This youth empowerment promotes young people to be what the IFYC calls "scholars of their own experience." (10) When young people approach IFYC staff with the excuse that they cannot participate in our dialogues because they have not memorized the Qur'an, or did not pay attention in Sunday school, or never learned Hebrew, the response is simply that it does not matter. Young people in this methodology are not required to be scholars of their traditions; they speak from their own life experience of which they are the world's foremost experts. The line repeatedly is, "No one in the world knows what it is like to be you better than you. Please tell us a story that will teach us a piece of what that has meant."

As participants become more familiar with the methodology, their storytelling evolves, from stories that are exclusively experiential--"this is my experience of living out this shared value"--to stories that become more theologically grounded--"it is the teaching of [for example: tikun olam/Matthew 25/the Hadith of Mercy] that inspires me to live this out." Good facilitators of this methodology are able to help young people move along this spectrum, helping them to see the role their tradition played in making a given value a part of their life. Excellent facilitators and interfaith organizers also possess the ability to tell grander, master narratives that intertwine their personal story and the story of their tradition in such a way that it points toward pluralism. One excellent example of such a master narrative comes from Jenan, a Muslim member of the IFYC staff:

 My mother is a devout Muslim. My mother's best friend, Aunty
 Diana, is a devout Catholic. I spent most of my childhood growing up
 in the Middle Eastern country of Qatar. Throughout our years in
 Qatar, Aunty Diana and her family were closer to us than our
 extended family. Religious holidays were the best time of year,
 when anonymous presents would magically appear on our doorstep on
 Christmas morning and on Eid we would have a house full of friends
 from various faith communities (Christian, Sikh, Hindu, etc.)
 celebrating with us. Aunty Diana, however, was a much more
 intricate part of our lives. When I was fourteen, my parents
 performed the pilgrimage of hajj, and, upon their return, my mother
 began wearing hijab. I, however, had started to grow away from
 Islam and could not understand my mother's emerging religious
 identity. During this time, it was Aunty Diana who would often
 negotiate and attempt to bridge the growing gap between my mother
 and me. My family later relocated to Chicago and after a few years,
 I stumbled upon the path of rediscovering my own religious identity
 as a Muslim. I started praying, fasting, engaging in community
 service, and I too decided to wear hijab.

 Two years ago we were reunited with Aunty Diana for a brief
 period of time. She visited us and stayed with us in our home. I
 drove her to church every Sunday, and she woke me when she noticed
 that I had missed my alarm for Fajr (dawn) prayer. The relationship
 that exists between her and my family reminds me of the story of
 Jafar-et-Tayyara, who was a cousin and close companion of the
 Prophet Muhammad. During the years of persecution from Mecca, Jafar
 was given the responsibility of leading a group of Muslims to take
 refuge in the Christian Kingdom of Abyssinia (Ethiopia). Upon
 hearing of their arrival, King Negus called Jafar into his court.
 He asked him to speak of Muhammad, and to read from the Qur'an.
 Jafar conveyed the message of Muhammad to King Negus and then
 recited the verses about the story of Jesus and his mother, Mary.
 Upon hearing this, Negus welcomed the Muslim refugee community into
 his kingdom and encouraged them to practice Islam freely. The
 Christian community protected their new neighbors, and each
 community took care of the other while respecting their dignity and
 distinctiveness. Such is the relationship between my family and
 Aunty Diana. While we are all devout in our respective religious
 traditions, what brings us together is our own faith journeys,
 which we have struggled in and experienced side by side. Like Jafar
 and Negus, the strength of our friendship lies in the values we
 share and our individual relationship with the divine.

Not only does Jenan's story relate the personal experience of her family to a story strongly rooted in her tradition, but it also makes the point that Islam has a strong basis for supporting pluralist relationships, as illustrated by the relationship between Jafar and Negus and their respective communities. These types of stories, while beyond what can be expected from first-time participants in dialogue, are necessary to continue the tradition of inspiring and recruiting young people to the side of pluralism.

Conclusion

The great rabbi, Abraham Joshua Heschel, once said, "First we begin in sound and then we must move to deed." Stories are just the beginning. They provide a powerful call to action, to a better self, for each of us individually, for our religious communities, for our nation, and for our world. However, without action their full potential for social change remains unrealized. A crucial component to the storytelling methodology outlined above is social action through the form of service-learning. Each storytelling dialogue is coupled with an opportunity for the participants to leave the dialogue circle, go out into their communities, and embody the stories of service and compassion they have told. When individual youth hear stories from others that resonate with their own experience, they can be transformed. When young people from different backgrounds join forces to combat social ills, society can be transformed. The greatest story that all our traditions tell is one of a community committed to the betterment of the world. Interfaith youth work, through storytelling and service-learning, can write the next chapter of that story.

Questions for Reflection

1. Take a moment to think about a story that expresses what your faith means to you. Tell your story to others, and hear their stories as well. Share your observations about these stories.

2. What are some ways that storytelling can be incorporated into interreligious dialogue? Is storytelling uniquely suited to dialogue? If so, why?

3. Do you find that Jews, Christians, and Muslims tend to tell distinctly different stories? Explain.

4. We can disagree about dogmas. Can we disagree about stories? In what ways are Jewish, Christian, and Muslim stories different from Jewish, Christian, and Muslim teachings?

5. Can young people's engagement in interreligious dialogue strengthen their identity in their own faith tradition? How might that work?

6. How should interreligious dialogue differ when engaged in by different age groups: teens, young adults, older adults?

7. The authors claim that pluralism is neither syncretism nor relativism, and its opposite is totalitarianism. What do they mean? What is pluralism? Do you agree that pluralism is the only viable stance that religious people can take today?

8. According to the authors, the easy part of dialogue is exploring one religion over against another. The real challenge is within and across religious lines, between pluralists and totalitarians. What implications does this hold for the goals and practice of interreligious dialogue?

9. Many young people are teetering between pluralism and totalitarianism. Name stories from your religious tradition that could inspire young people to adopt a pluralist perspective. What obstacles exist in working with young people around religious matters?

10. The IFYC uses storytelling to engage young people in a "dialogue about life." How can this model be applied to interreligious dialogue? Should dialogue about religion be set aside in favor of dialogue about life?

11. Give examples of how personal narratives might be related to master narratives--that is, personal stories intertwined with stories from the tradition.

Suggestions for Action

A. Identify approaches to interreligious dialogue that would be effective with young people.

B. Name characteristics and give examples of pluralism versus totalitarianism.

C. If you haven't done so already, tell a story that has been transformative in your life.

D. Create a dialogue program for young people from different faith traditions.

Notes

(1.) Stanley Hauerwas, The Peaceable Kingdom: A Primer in Christian Ethics (Notre Dame, IN: University of Notre Dame Press, 1983), p. 26.

(2.) Benedict Carey, "This Is Your Life (and How You Tell It)," New York Times, May 22, 2007, Health section, Online edition.

(3.) Hauerwas, The Peaceable Kingdom, p. 26.

(4.) Hauerwas, The Peaceable Kingdom, p. 24.

(5.) Hauerwas, The Peaceable Kingdom, p. 28.

(6.) Wilfred Cantwell Smith, The Faith of Other Men (New York: Harper & Row Publishers, 1962), p. 13.

(7.) Martha Nussbaum, The Clash Within: Democracy, Religious Violence, and India's Future (Cambridge, MA: The Belknap Press of Harvard University Press, 2007).

(8.) Bruce Lawrence, Messages to the World: The Statements of Osama bin Laden (London: Verso, 2005), p. 154.

(9.) Eboo Patel, Acts of Faith: The Story of an American Muslim--The Struggle for the Soul of a Generation (Boston, MA: Beacon Press, 2007), pp. 130-131.

(10.) Eboo Patel and Mariah Neuroth, "The Interfaith Youth Core: Building Chicago as a Model Interfaith Youth City," in Eboo Patel and Patrice Brodeur, eds., Building the Interfaith Youth Movement: Beyond Dialogue to Action (Lanham, MD: Rowman & Littlefield Publishers, 2006), p. 172.