Theory of Change

The Social Context for Our Theory of Change (part 2)

Dr. Nathan C. Walker, June 9, 2020, Philadelphia, Pennsylvania, USA

I founded 1791 Delegates—a delegation of First Amendment and human rights educators—on the premise that religiously literate and legally literate leaders are uniquely positioned to promote peaceful coexistence between people of all religions and none. Our theory of change is simply:

Religious Literacy + Legal Literacy = Peaceful Coexistence.

We assume that religious literacy is more than knowing facts or trivia about religion—it is a fundamental civic competency. Religious literacy is a set of teachable skills and attitudes that equip citizens with knowledge of how religion, spirituality, and non-religion informs everyday life. Religious literacy is also achieved through relationship-centered learning environments where people can know one another as they seek to be known.

Pew Research Center reports “Americans who personally know someone in a religious group different from their own—or who have at least some knowledge about that group—generally are more likely to have positive feelings about members of that group than those who do not.” This further reinforces the fact that religious literacy is more than textbook knowledge but an expression of interpersonal intelligence.

Religious literacy, as acquired through academic and social settings, also requires knowledge about the civil, constitutional, and human rights afforded to all people. In these ways, religious literacy and legal literacy are interlocking civic competencies. They are teachable and measurable skills that are needed to create informed and engaged citizenry.

A religious literate leader as one who dispels stereotypes about religions counters gross generalizations with nuanced observations and meaningfully contributes to the civic discourse about the intersection of religion and public life.

Imagine if there were a heard of religious literate teachers in public schools who helped prevented their colleagues from bullying Muslim children. Imagine if civil servants, at every level of government, were doing the same—immediately putting an end to any attempt to fuel fear and misperceptions of the religious other.

Religious literate leaders serve as antibodies in unhealthy social systems. As influencers in their professional sector, they use their knowledge and an empathic attitude to ground people in verifiable research. These leaders help create countercultures in their local communities and organizations. They help their constituents heal from systems where people are being threatened, diminished, or made invisible for their religious or non-religious identities. They not only take responsibility for defending the rights of people different from themselves, but they inspire others to do the same.

This is why the First Amendment and human rights educators at 1791 Delegates understand religious literacy and legal literacy to be interlocking civic competencies to promote peaceful coexistence.

In an age of demeaning rhetoric about others, we need leaders to help us make meaning of our lives. Leaders do this by helping people make meaning about the complex ways individuals and groups form and manifest their identities. They help their communities make meaning about the diversity between and within religious and non-religious groups.

Religiously literate leaders not only respond to oppressive agendas but serve as agenda setters. They apply their knowledge of both religion and the law by serving as bridge builders in the communities in which they live and work. Doing so ensures that peaceful coexistence becomes not merely a slogan but a way of life.