Encarnação Alliance

1. EncarnaçãoAlliance Understanding the dynamics of Oral Communication in working among slum dwellers!

2. Oral Communication Question? Is it necessary to become literate to become a mature Christian?

3. The Gospel of the Kingdom • Jesus taught the most important message heard by man • One-third of the world has experienced God’s message • Another third have yet to respond

4. 2.5 billionOralcommunicators • These are those who have not heard the gospel of the kingdom of God. Matt 4:23. • They may be - non-literate - semi-literate - of an oral culture • A West African Tribal said “When we hear something, we put it in our hearts, our hearts are our books”. • The Miao of China believe they ate their books resulting in their having a good memory

5. They studied under the same teacher Both invented a script They had to cross a river Big Brother Miao carried Han across the river In the middle of the river Miao slipped and accidentally swallowed his copy of the script Han carried his script in his hand His script was safe The Han have ever since written with their hands and seen with their eyes The Miao have always eaten their words and kept them safe in their stomach and recorded in their heart This is the pattern of oral cultures The Story of the Miao/Han Brothers

6. Learn best by example Through oral tradition Church planters and community workers may need to change their attitude to the question; “Is it necessary to be literate to be a mature Christian?” Research into oral cultures

7. Literates love analytical teaching and preaching with several points Oral culture leaders need to affirm oral methods of learning Literates need to learn an oral style of teaching for greater effectiveness Storytelling is the common method of doing this Different Communication styles?There’s a difference between oral and reading cultures

8. Non-literates have a greater possibility of hearing the gospel if the communicator is a non-literate “Encarnacao” is training trainers who will train semi-literates to communicate the gospel of the kingdom of God Literate Church planters have a great difficulty communicating appropriately with oral societies They are not adequately aware of the differences in the oral cultures lifestyle, social and power structures Non-Literates to Non-Literates

9. Oral cultures are usually event oriented. They love - storytelling - drama - music - films, videos, dvds These activities become events, and they usually take time. That’s fine! Participation is important to oral cultures They learn more effectively by participating and doing History is stored in peoples minds It must be passed down from one generation to another Event / Time Orientation

10. Literates believe the absolutes that; - everyone understands an analytical and expository style - everyone benefits from outlining, dividing, and summarizing, information into steps and principles Oral People respond to narration or drama by; - hearing - understanding - believing - internalizing They add to their knowledge by repeating and participating in what they have seen and heard Fallacies and assumptions?

11. Truth is caught through stories! • JESUS used this method with his semi-literate fishermen disciples and illiterate followers • Matt 7 verses 24 – 29. The parable of the wiseand foolish men building their houses. Truth – Obeying the teaching/words of Jesus is like building your life on a firm foundation. • Matt 13 verses 1- 13. The parable of the sower. Truth – Prioritize fruitfulness, sow liberally. Parables had two meanings – obvious and hidden.

13. Five basic learning stylesaccording to levels of literacy 1. Illiterate • Oral Communicator is a non-literate - cannot read or write - has never seen a word - Words have no meaning - Words; sounds not objects - Oral communicator - Story is dominant style 2. Functional Illiterate • Oral Communicator is functional non-literate - Left school before teens - Simple reading and writing - Values not transmitted through literate means - Story is dominant style

14. Five Learning styles continued • 3. Semi-literate • Oral/Print Communicator - attended high school - uses marginal skills in one context – e.g. work - functions in a blurred transition zone - Prefers oral to literate communication • 4. Communicator in print - literate • Print communicator - used reading and writing after high school - Can summarize reading - Interprets information - Learns by concept, precept and principles

15. Five Learning styles continued • 5. Highly - literate • Highly literate - Spends much time daily developing and using reading and writing skills - Has surrendered oral communication - Often professional in liberal arts fields

16. Telling the Bible Story • The story-teller presents an oral Bible or a narrative Bible, so they can share orally with others • The presentation has three parts; 1. Telling the story presenting new information 2. A dialogue where the storyteller asks questions to assist the hearers re-call the story 3. Get the hearers to dramatize the story and act it out so as many as possible participate

17. Choosing the appropriate story • Consider where the audience is in their understanding of the subject? • Where does the story fit in the curriculum of stories you want to introduce to the audience? • The story needs to consider the audience’s worldview • The story should reflect the gender and or age of the audience • The story should consider the spirituality/religion of the audience • The story should teach the relevant truth

18. Learn the structure of the story • Break the story down into smaller more manageable parts • Aim to assist the memorization of the story • The dramatization should include an introduction, the story, and the conclusion.

19. Imagine the setting of the story • Get the audience to imagine the setting for the story by describing the place, houses, trees, wilderness, time period. • Consider what materials you have that are readily available to be used as props, backdrops etc.

20. Imagine the action taking place • Try to imagine the scenes • Imagine you are in the audience watching the drama unfold. • Read the story over a number of times to capture the setting • Reliving the story will help enliven your imagination Perhaps it is an office or outside at a football game?

21. Read the story out aloud dramatically • Project your voice in such a way that the tone captures the mood of the story. If someone is angry use an angry tone of voice. • Give life to the story by the dramatic use of voice, tone, body language and facial expressions.

22. Learn the story by heart • Saturating yourself in the story will make it more real to the audience. • Try to learn the story off by heart. • Make sure you do not alter the essential story line. • Writing the story down may aid your learning it.

23. Practice telling the story • Rehearse the story several times checking the time it takes to tell it each time. The time will act as a check that you have remembered the same content each time. • Practice the story until it comes naturally. • Practice without interruption. • Make sure the style of the story fits the context. Speak clearly.

24. Plan group participation • Choose someone who is good at organizing things to look after directing the drama and the props etc. • Ask this person to organize the casting of the drama. • Encourage the group to be enthusiastic and eager to participate.

25. Consider the roles and select the right people for each role • Consider the roles in the drama beforehand and make a list and give it to the director. • Alongside each role write some notes on what type of person would be suitable for the role. • Delegate the selection of the right people for the right parts of the story to the director. • Suggest that the most confident and able person be given the leading role.

26. The story telling session • Greet the people according to the local culture and social practice and use their greeting words if at all possible. • Inquire about what has been happening in the local community recently. This may influence the mood of the audience. • Recall truths and stories from the last session.

27. The opening dialog continued • Ask questions and build curiosity about today’s story. • Review any bridging stories that will set the stage for today’s story. • Consider giving a listening task to the audience where they have to listen for certain elements or features of the story.

28. Read from the Bible • Pick up the Bible and hold it in your hand in a manner appropriate to the custom of the audience in relation to a Holy Book. • Read a small portion of the passage relating to the story. This will anchor the story. Select a portion that reinforces the truth you are wanting to convey through the story. • Continue to hold the Bible after finishing the reading.

29. Tell the story • If possible try to hold the Bible in your hand while telling the story. • Tell the story as a story and not as what God did or said. • Use summary statements to reinforce key points. • Tell the story accurately but interestingly maintaining the Biblical rhythm. • At the end – Stop/pause – put the Bible down.

30. Lead the listeners to discover the truths in the story • Let someone retell the story in their own words. • Ask questions to provoke thought about the truth of the story. • Test the listeners comprehension of the story. • Handle incorrect answers in a culturally sensitive manner. • Defer questions about things you don’t know. • Don’t get sidetracked on irrelevant points.

31. Create excitement in the conclusion • Create and build interest in the conclusion by withholding a key element of the truth until the end. This will activate the imagination. • Avoid questions during the story about a yet to be revealed truth. • Be sensitive to the appropriate time to end the session so it doesn’t become boring. • Reward the people that show they have remembered the story well with roles in the dramatic role play of the story.

32. Call for a response to the central truth • Invite the audience to share how the story has impacted them. • Enjoy the community life of the group and get them to decide what they should do as a group in response to the story. • Invite the group to dramatize the story and emphasize their response in their dramatization.

33. An illustration of storytelling! • What’s the communication problem? • The storyteller wants to communicate four truths about the foundations for a good society! • Here’s how we communicate this to a non-literate audience! • Building a strong society!

34. Scripture to introduce the stories • A scripture verse found in the Old Testament. A Psalm of King David for his choir director to teach the choir to sing in Chapter11 verse 3; • “If the foundations are destroyed what can the righteous do?”

35. How to build a strong society! • Teach people the dimension of eternity • Teach people the need for morality • Teach people to be responsible or accountable for their actions • Teach the people to be kind and loving towards each other If these four things are removed, then the society will fall into anarchy, treachery, and immorality.

36. Truth – Eternity is in our hearts! • Teaching the idea of eternity in each persons heart. • Ecclesiastes 3 verse 11 “God made everything appropriate in its time, He placed eternity in their hearts, so man will always be searching to know the things God has done and is doing and will do”. The story to illustrate the truth is as follows

37. What is at the end of life? • At the University of Ohio in the USA they have a set of stairs that you can climb but they go to nowhere. People climb the stairs but at the top there is a blank wall. • Life without God and eternity is like these stairs. People come to the end of life and there is nothing. What then is the purpose of a meaningless life?

38. Truth – An absolute moral code needs to govern peoples behavior ! • Jesus Christ gave his disciples two commands to govern their moral behavior; Matthew 22 verses 37 – 39. • “You shall love the Lord your God with all your heart, and with all your soul, and with all your mind, • and you shall love your neighbor as yourself”. The story to illustrate this truth is;

39. If the buoys are moved the ship will be wrecked because the rocks remain in the same place. • The Captain of a ship sailing into a new harbor followed the buoys to enter the harbor. Sadly some bad people had moved the buoys during the night. The ship struck the rocks, it sank and three sailors were drowned. The Captain could not understand how the ship was wrecked when he was following the marker buoys.

40. The problem of changing morals! • Secular governments change the moral rules of society and people no longer know how to behave. Peoples lives are wrecked and lost as a result of politicians meaningless philosophies. • Immoral people pressure governments to change the moral laws/signposts of a society. • The 10 Commandments (Exodus 20) given 3,000years ago are still the best moral code on which to base a strong society. • Some theologians and scholars change the Truths of the Bible to suit their own views.

41. Truth – People need to be responsible for their actions • Hebrews 1 verse 2 “ The word spoken by angels proved unchanging, and every sin and disobedience received a just punishment”. “Sin is deceitful and it hardens our hearts”. Hebrews 3 verse 13. The story to illustrate this is;

42. Adam and Eve and the Blame Game!

43. Truth – Love and kindness builds healthy relationships in society. • Effective human an community relationships are built through people who choose to be kind and love others. • Examples are found in Acts 2 verses 42 -47 and Acts 6 verses 1-7. The story to illustrate this truth is;

44. Tell the story of the good Samaritan in Luke 10 verses 30-37. Emphasize how the good Samaritan made good friends with the man who was robbed, and the inn keeper thru’ his love, compassion and generosity. The Good Samaritan was the real brother of the man who was robbed. Then tell the modern version of this story on the next page ….. The people of Aceh experienced a great disaster from a tsunami They lay dying in disease infested swamps created by the tsunami without drinking water Their own countrymen did not help them Their Muslim clerics did not help them The American sailors who they despised came by in their ships and sent in their helicopters. They helped them with food, medical supplies and shelter. Who were the brothers of the people of Aceh? Truth – God loves all people regardless of their race or religion. Right relationships with people of other races builds a healthy society.

45. Dramatize the four stories! • Get the grass roots trainees to dramatize the stories illustrating the four truths • Read Psalm 11 verse 3 before each drama • Repeat the relevant truth before each drama • Get the singers or musicians in the group to make a song out of Psalm 11 verse 3. Have everyone learn the song and sing it together.

46. Responding to the central truth? • Get all the grass roots trainees to prepare an individual oral response to the central truth of the stories they have dramatized. They can use others to help them with their response if they want too. Collectivist cultures often want to respond in groups.

47. Evaluation and Encouragement • Evaluate each persons response. Praise the good responses. • Correct in a subtle way appropriate to the culture, those who have missed the mark in their response. • After all the presentations acknowledge the best presentation and use it to reinforce the central truth.

48. Acknowledgements; The producer of this presentation is deeply indebted to the following persons, organisations and their publishers: Lonna Dickerson. The Silent Disability. Literacy Ministries International. USA. Edgar J Elliston. Evangelical Missions Society. Wm Carey Library. USA. Paulo Freire. Between Jesus and Paul. Unknown. Brazil Viv Grigg. Companion to the Poor. MARC. USA. Viv Grigg. Cry of the Urban Poor. MARC. USA. Sherwood Lingenfelter. University and Church. EMS. Wm Carey Library. USA. People Teams Organisation. USA. Robert F Rice. Literacy Ministries International. Personal letter. USA. Tom A Steffen. Reconnecting God’s Story to Ministry. Centre for Organizational and Ministry Development. USA.