“Understanding concepts such as internal diversity and critical distance have allowed me to explore relationships of people within religious communities in depth and gain valuable perspectives regarding various oppositional religious groups”
– Emily Ennis
When I registered to take REL 101 to fulfill my honors requirement, fall semester of my freshman year, I certainly did not foresee religious studies becoming a significant part of my academic experience at Miami. I’ve always been very passionate about science classes, and I am majoring in biology and pre-med with the goal of becoming a physician in the future. However, as we delved into topics such as evaluating personal biases and prescriptive writing skills, I became fascinated with the nuance of religious studies. I was very intrigued by the impact religion has on society, as people form communities around shared beliefs and values. I wanted to keep exploring these topics, and I eagerly joined Dr. Gray’s team a few months later to work on both the Preaching Goes Viral (PGV) and Empathy and the Religious “Enemy” (ERE) projects. In REL 101, I developed foundational skills such as implementing critical distance and considering internal diversity. Understanding these concepts has allowed me to explore relationships of people within religious communities in depth and as a result, gain valuable perspectives regarding various oppositional religious groups. I anticipate that developing these skills will be incredibly beneficial in my future career, as the ability to see others’ perspectives and employ critical distance are principal elements of patient care.
In REL 101, we spent a great deal of time exploring the concept of critical distance. This concept describes one’s ability to step back and attempt to understand a situation without allowing personal biases to get in the way. When practicing critical distance, I have found it extremely important to recognize my own situatedness, as social, environmental, and cultural factors all play a role in my personal perspectives and beliefs. By acknowledging my internal biases, I can become more aware of topics that I may have strong opinions on, as well as the root of those opinions. This consciousness allows me to avoid letting my personal beliefs interfere with good research and present our findings without biases. Employing critical distance can be especially difficult when a topic is highly controversial or may induce strong emotional reactions. However, I am continually learning to distance myself from those opinions while conducting research in order to present our research in an unbiased manner.
Another concept that we discussed in class is internal diversity, which refers to recognizing the fact that while group members may share certain beliefs, there is likely a significant amount of variation within the group. Often, we overgeneralize groups of people without even realizing it. When we fail to recognize internal diversity, we may jump to conclusions about an individual’s beliefs, background, or identity. We studied a sermon by Asian-America rabbi, Angela Buchdahl, who reflected on her experiences with racism in her own community. In the sermon, Buchdahl described several instances of discrimination she has faced due to her Asian descent, such as others being surprised to find out that she is Jewish. It shocked me how Buchdahl recalled that many people she interacts with are quick to discredit her status as a rabbi simply because she is Asian-American. It was interesting to see people lacking such respect for others who may look different even though they were a part of the same religious community. Stereotypes can so often lead to false perceptions and insensitive comments, and this can be dangerous in the diverse society we live in. By recognizing internal diversity within groups, I hope to minimize stereotypes in my work and instead acknowledge the unique individual identities of people.
In the ERE project, we interview individual members of religious groups, such as Westboro Baptist Church. It is very interesting to hear members’ unique perspectives, and while they share many of the same religious beliefs they each have individual experiences and differences that shape their identities. Many of my initial thoughts of controversial groups such as WBC have shifted due to this research, as focusing on individuals’ perspectives allows me to see the humanity in each person rather than viewing the group as a whole.
My involvement with both the PGV and ERE projects have allowed me to explore the nuanced relationships within religious groups and expand my knowledge of various religious groups. Specifically through the ERE project, I have learned the value in understanding humanity and having empathy for all people, regardless of their beliefs. Learning to relate to others who may seem extremely different from myself has led me to become a more empathic person in my daily life, and I am grateful for the lessons that I have learned throughout my involvement with this project.
Emily Ennis (she/her) is a freshman Biology/Pre-med major at Miami University. After taking Intro to Religion last fall, she became very interested in the Preaching Goes Viral and Empathy and the Religious “Enemy” projects. She is looking forward to continuing her work from class, and is excited to explore topics so different from her science major. She greatly values learning about other cultures and religions, and is hoping to gain new perspectives through her work. In her free time, Emily enjoys rowing for the Miami club team, cooking, and painting.