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Chronological Bible Storying

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Title: Chronological Bible Storying


1
Chronological Bible Storying
  • Overview
  • Prepared by Dr. James B. Slack

2
What is Chronological Bible Storying?
  • Chronological Bible Storying is a methodology for
    presenting the gospel to oral communicators--prima
    rily illiterates and functional illiterates--who
    cannot understand, remember and reproduce the
    gospel when it is given to them through more
    literate, expositional presentation formats.
    Numerous other tools and methods exist for
    presenting the gospel to literates and
    semi-literates, but very little exists for
    illiterates or functional illiterates.

3
Part One Issues Confronting Literate
Communicators As They Communicate With Oral
Communicators
  • Literates Function In Ways That Are Incompatible
    with Oral Learning Functions
  • There Is An Issue of Hearing--Understanding,
    Retention and Repetition-- When Literates
    Communicate With Oral Communicators
  • There Are Literate Assumptions About How People
    Learn Which Are Untrue, Yet, Literates Function
    According To Those Assumptions

4
Part One Issues Confronting Literate
Communicators When They Communicate With Oral
Communicators
  • Literates Need to Present the Gospel in Ways Oral
    Communicators Learn, and in Ways They Normally
    Communicate With Other Oral Communicators
  • Oral Communicators Learn Primarily Through
    Narrative-Story Formats
  • Learning Preferences--The Learning Grid Assists
    Us In Graphing The Realities and Issues

5
An Historical Perspective
  • Creation--Adam and Eve were Created and Lived in
    an Oral Environment, and God was Happy with what
    He Did.
  • Gods Revelation was First Historical Events
    among Oral Communicators
  • In Time, But Over a Long Period of Time, God
    Caused Individuals To Record Those Events into
    what We Know as the Bible
  • Judaism during Old Testament, New Testament Times
    and Beyond, was Oral

6
An Historical Perspective
  • God First Revealed Himself Through Historical
    Events that Were Regularly Preserved and Shared
    Through Oral Communicators and Vehicles
  • Most of The Old Testament and Two-Thirds of the
    Bible Are Stories
  • The Orally Transmitted Revelation--the
    Torah--Served as A Check and A Balance On The
    Written Version Of Revelation

7
An Historical Perspective
  • Rabbinic Law Forbade Legitimazation of A Rabbi
    Until He Could Repeat The Entire Torah By Memory
    Seven Times
  • The Torah, and Thus The Bible, Was To Be Read
    Aloud When Read, and Not Read Silently. This
    Encouraged and Enhanced Memorization and The
    Preservation of An Oral Bible.

8
An Historical Perspective
  • Aramaic and Greek Environments of the New
    Testament Era were Also Oral
  • Literacy in Greece Israel in the New Testament
    Era--3-5 Maximum
  • Jesus Christs Preaching Style (Mark 4)
  • Jesus Chose To Preach Via Parables
  • Jesus Chose To Preach Via Parables Because it was
    The Learning Pattern of People who Were
    Oral--Illiterate
  • Jesus only Preached Via Parables For This Reason
    and Only As They Could Bear Them

9
An Historical Perspective
  • Literacy Level of Christs Disciples (Acts)
  • Jesus Disciples Were Oral Communicators With
    Minimal Education
  • These Disciples Became Effective Pastors and
    Church Leaders
  • Leadership In Early Church Bore No Educational
    Requirements
  • Paul, His Preaching Style and View of Israels
    History--Pauls Short-Hand Version of Old
    Testament Stories and His Insistence on Knowing
    the Stories

10
An Historical Perspective
  • Christianity, Especially Roman Catholicism from
    N.T. To Reformation
  • Influence of Guttenberg Bible Galaxy on the
    Reformation and Christianity
  • Since the Reformation Christianity has
    Increasingly Walked on Literate Feet
  • By 1900s, Christianity and Missions were so
    Literate that Illiterate Believers were Required
    to Become Literate before being baptized

11
An Historical Perspective
  • Highly Literate Christianity Developed Expository
    Preaching as Norm and Required Literacy for
    Pastors Leaders
  • Literates Expositional Preaching Styles are not
    Understood, and Cannot be Remembered and
    Reproduced by Oral Communicators--Illiterates to
    Semi-Literates
  • Yet, Today, at Least 50-65 of Worlds People are
    Oral Communicators

12
An Historical Perspective
  • Consequently, to the Degree a Person or Persons
    are Illiterate, Functional Illiterate or
    Semi-Literate they Will Not Hear Gospel
  • The Primary Issue is that Few Literates
    Understand the Differences Between Literates and
    Illiterates and How the Gospel Should Be
    Presented To Oral Communicators
  • Chronological Bible Storying is Designed to Meet
    Oral Needs

13
A Definition of Literacy
  • To be recognized and to function as literate, a
    person has attained reading, writing and
    computational skills which equip that person to
    function acceptably in that language and culture.
    Literacy is understood to include using reading
    and writing skills to understand the contents and
    intents of documents to perform basic math
    computations in typical vocations to be able to
    discover similarities and differences between
    documents or between peoples or events and to
    understand or make basic math comparisons.

14
A Look At Global Literacy
  • However, due to economic rules for securing
    government loans, many governments have
    liberalized their definitions of literacy to
    improve their chances of securing financial
    assistance
  • In some countries, if one has attended only one
    grade of school, or if they can read a voting
    ballot, they are considered as literate

15
A Look At Global Literacy
  • New Testament Aramaic Greek Literacy was 3-5
    (This is why there were Scribes in the Sanhedren)
  • By 1790 global literacy was no better than 10
  • In the 1990s actual global literacy was about
    40-50
  • For instance, the USA lists literacy as being 90
    plus but it is closer to 60

16
Profiles of Oral Literate Communicators
  • Literate Communicators
  • As a person becomes more literate, sounds are
    recognized as written words that are known by
    their appearance, and by their specific shades of
    meaning
  • Literates tend to forget that markings on a
    page--words--can never replicate that word in its
    sounded form and life context. Thus the
    phrase--words fail me.
  • Literates become more and more text oriented
  • For literates, knowledge is defined in terms of
    what can be secured from files, books, computers,
    etc. and not in terms of what is remembered
  • Literates use words and names as tags

17
Published Illiteracy Rates
Hong Kong 25 Senegal 90 Venezuela 14 Colombia
20 Italy 7 Cyprus 1 Guatemala 50 Egypt
60 China 25 NIgeria 70 Philippines 12 Ecu
ador 10 Thailand 18 Taiwan (China)
6 Brazil 24 Bolivia 37 Spain
3 Caribbean Islands 40 (St. Lucia) - 11
(Trinidad Tobago) 5
(Netherlands Antilles)
Source Research Planning, FMB 8/89
18
Profiles of Oral Literate Communicators
  • Oral Communicators
  • Have never, ever seen a word
  • Words are strictly sounds and have no visual
    presence
  • Isolated sounds (words) have no meaning until
    used in a sentence or a paragraph associated with
    a life event or story of a life event
  • Oral Communicators only know what can be recalled
    at a moment of need
  • Oral communicators house or carry their
    information, or what they know, with them
    clothed in stories, or mental pictures of life
    events, which they can remember in order to have
    the information they need

19
ProfilesContinued
  • Ocs do not tend to make lists or condense stories
    or bodies of information into points, outlines,
    concepts, principles, teachings, steps in a
    process or other expositional type formats. Such
    formats are useless and not understood by Ocs for
    they are unnatural to their learning style and
    cannot be remembered
  • Ocs learn best through apprenticeships and
    mentoring
  • Ocs seldom isolate truths or teaching from their
    stories. They are one with the story.
  • Progress or success for an Oc is is being aware
    of and true to ones heritage, and doing
    acceptable things in acceptable ways, and doing
    them correctly
  • Ocs can memorize, remember, long stories, and
    treasured ones are not tinkered with or changed

20
ProfilesContinued
Ocs are redundant and repetitive Ocs are very
conservative and fearful of change For an Oc to
change a valued, historic, mental
text--oralature--is to threaten life itself, and
their heritage. A treasured link and window to
the past is severed. Ocs tend not to engage in
more than one-step analysis for breaking up
thought and holding it in suspension is very
difficult. Yet, Ocs can handle any thought, idea,
concept, principle or teaching that a literate
can handle, if it is properly clothed within a
story Ocs participate with the story teller in
the telling and living of the story that is
being told.
21
Profiles of Oral Literate Communicators
  • Literate Communicators
  • As a person becomes more literate, sounds are
    recognized as written words that are known by
    their appearance, and by their specific shades of
    meaning
  • Literates tend to forget that markings on a
    page--words--can never replicate that word in its
    sounded form and life context. Thus the
    phrase--words fail me.
  • Literates become more and more text oriented
  • For literates, knowledge is defined in terms of
    what can be secured from files, books, computers,
    etc. and not in terms of what is remembered
  • Literates use words and names as tags

22
ProfilesContinued
Literates develop the need and ability to reduce
stories, texts, and documents to a theme, a
slogan, a bottom line statement, the gist of
the story, an outline, principles, steps in a
process, teachings or other expository
forms. Literates gravitate to corporate digests
of written works, and feign from reading, texts,
long novels and works Literates constantly
analyzes people, life situations, and events,
thus drawing conclusions and lessons from
them Compares and combines information to form
new truths or slightly different teachings or
truths, syntheses As literate skills develop,
they tend to shy away from memorization and loose
the skill due to lack of use
23
ProfilesContinued
Literates tend toward individualism, thus moving
away from being highly relational Literates tend
to turn inward, read silently, and suffer more
from schizophrenic traits Literates tend to
demand their own rights as opposed to
acknowledging the groups rights Tends to listen
more critically to a story thus not participating
in the story as much as an oral
communicator Favors Aristotelian logic instead of
Platonic logic Feels a deep need to explain
everything in great detail, comparing and
analyzing all of the parts Messages become more
and more expositional
24
Levels Of Learning From Primary Orality To
Literacy
  • Highly Literate--College level literate
    attainment such as a lawyer, teacher, author,
    grammarian, etc.
  • Literate--High School graduate who can acceptably
    perform all of the basic literate functions
  • Semi-Literate--Person who has successfully
    attained reading, writing and analytical skills
    of the 9th to 11th grade. Person is transition
    between oral and literate.
  • Functional Illiterate--An individual who did not
    go beyond 8 years of schooling and who did not
    continue to daily read and write
  • Illiterate--An individual who cannot read and
    write and who is known as a primary oral
    communicator

25
Chronological Bible Storying
  • How People Learn Expressed in A Learning Grid
    with Appropriate Presentation Patterns Noted

26
Oral Communicator Illiterate
STORY
STORY
NO EXPOSITION
EXPOSITION
NO EXPOSITION
DIALOG
DIALOG
How People Learn and the Use of Exposition A
Learning Grid
27
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
LITTLE EXPOSITION
DIALOG
DIALOG
How People Learn and the Use of Exposition A
Learning Grid
28
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
29
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
Oral/Literate Communicator Literate
STORY with EXPOSITION or EXPOSITION
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
EXPOSITION IN DIALOG
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
30
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
Literate Communicator Highly Literate
Oral/Literate Communicator Literate
NO STORY or STORIES with as MUCH EXPOSITION as
needed
STORY with EXPOSITION or EXPOSITION
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
as MUCH EXPOSITION as desired or interest calls
for
NO EXPOSITION
EXPOSITION IN DIALOG
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
31
Major Factors Influencing Literacy Attainment in
A Society
  • Poverty or economic level of people
  • Governments focus on education
  • Governments financing of educational
    infrastructure
  • Educational Infrastructure
  • Percentage of jobs that require functional
    literacy to succeed
  • Natural disasters
  • Presence of retrograde or rebel activity

32
Major Factors Influencing Literacy Attainment in
a Society...
  • Political stability or political party and
    factional divisions or battles
  • Status of human needs index
  • Quality of teachers
  • Status of life throughout country for teachers to
    go and live there
  • Educational inquiry system or rote memory
    approach
  • Availability of learning apparatus material
  • Family support system and environment

33
Orality-Literacy Levels Types of Preaching
  • Highly Literates Literates
  • Semi-Literates
  • Semi-Literates
  • Functional Illiterate
  • Semi-Literates
  • Functional Illiterates
  • Illiterates
  • Expository Narrative Sermons
  • Chronological Bible Teaching
  • Chronological Bible Storytelling
  • Storytelling
  • Chronological Bible Storying
  • Chronological Bible Storying
  • Chronological Bible Storying

34
Levels of Literacy Presentation Types Explored
  • Highly Literate--
  • Exposition is a very compatible learning style
  • Exposition allows the presenter to cover much
    more material than can be covered by storying
  • Everybody loves a good story and todays highly
    literate learners like stories, esp. as a respite
    from daily expositional exposure at work
  • Stories can be in the form of illustration, or
    used as the main focus
  • Stories do not have to be chronological for them
    to learn or to enjoy
  • Secular or religious stories can be used with
    them

35
Levels of Literacy Presentation Types Explored
  • Literates--
  • Exposition is a compatible learning style
  • Exposition allows the presenter to cover much
    more material than can be covered by storying
  • Literates love a good story and stories serve to
    drive the point, concept, idea, principle or
    teaching home and seal it in their memory
  • Chronological Bible Teaching as developed by
    Trevor McIlwaine of New Tribes is tailor-made for
    literates
  • The mixture of story and exposition in CBT is
    very good for literates

36
Levels of Literacy Presentation Types Explored
  • Semi-Literates--
  • Semi-Literates live in the gray territory between
    an oral communicator who is becoming a literate
    communicator
  • Semi-literates are learning to recognize,
    understand, remember and use principles, ideas,
    teachings, and concepts through expositional
    presentations
  • In critical learning settings, one wants to favor
    oral communication--storying presentations
  • Chronological Bible Storytelling as developed in
    the Philippines by Gauran and Palmer works well

37
Levels of Literacy Presentation Types Explored
  • Functional Illiterates--
  • Functional illiterates, by definition, function
    as an illiterate and not like a literate
  • Because of a lack of knowledge of the status of
    and inadequacy of functional illiterates,
    literates want to relate to them as literates and
    they are not
  • Strict Storying is the only presentation method
    that is compatible with their learning style
  • Because Chronological Bible Teaching and
    Chronological Bible Storying were not designed to
    fit this level, Chronological Bible Storying was
    developed to meet the learning needs of them

38
Levels of Literacy Presentation Types Explored
  • Illiterates--
  • Illiterates are the most obvious of the learning
    styles--they cannot read and write, or
    understand, remember and repeat literate
    presentations
  • Illiterates function totally in a narrative,
    storying environment. Exposition cannot be used.
  • Chronological Bible Storying in its strictest
    form was designed specifically for illiterates
  • From the opposite perspective, once an illiterate
    is adequately exposed to the Bible through
    stories, an illiterate can understand them,
    recall them in an instant and use them according
    to their setting

39
A Look At Exposition
  • Exposition has a narrower meaning within the
    evangelical, preaching or homiletics community,
    than does the word in the secular community.
  • Exposition in the secular world indicates the
    results of an analysis process related to a body
    of information which produces a list of
    teachings, ideas, steps, concepts, or principles
    that are then communicated to people.
  • Exposition is the activity of exposing the
    essence of, or meaning of a body of information.
    It is a more elaborate or involved explanation of
    the contents of a document, an event, a story or
    other such information.
  • Exposition in the evangelical community most
    commonly is a specific type of preaching
    characterized by points and sub-points.

40
Step Two Process
  • Phases and Tracks
  • The Basics of Chronological Storying
  • Introduction to the Lome Y
  • Universal Bible Truths
  • Worldview Development with Barriers, Bridges and
    Gatekeepers Identified
  • Using Story Lists Selecting Stories
  • Crafting The Story, and Story Session
  • Use of Media in Storying

41
Phases Tracks of Storying
  • Church Planting Phase
  • Evangelism Track
  • Discipleship Track
  • Characterization Track
  • End Times Track
  • Church Strengthening Phase
  • Thematic-Basic Truths Tracks
  • Church Leaders Training Tracks
  • Pulpit Tracks for Leaders

42
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-28 Epistles Revelation
Evangelization
43
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
44
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
New Evangelization Tract
45
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
New Evangelization Tract
Characterization
End Times
46
CHRONOLOGICAL STORYING PROCESS
Church STRENGTHENING Phase
Genesis Gospels Acts
Epistles Revelation
Thematic - Basic Truth Tracts for Maturing
Believer
Teaching Tracks for Church Leaders
Pulpit Tracks for Church Leaders
New Evang. Tracks
Specialized Tracks for Specific Believers
New Evang. Tracks
47
The Basics of Storying
Chronological Bible Storying is Characterized
By and Follows These Guidelines...
48
The Basics of Storying
Storying is chosen because it is the
primary communication
vehicle of the target people.
49
The Basics of Storying
Storying is based entirely upon the
Bible.
50
The Basics of Storying
Storying is chronological, s - e - q - u - e
- n - t - i - a - l.
51
The Basics of Storying
Storying looks backward, but never
forward. (jumping ahead)
52
The Basics of Storying
Stories are chosen based upon the universal
biblical truths to be communicated.
53
The Basics of Storying
Stories are chosen based upon identified
barriers and bridges in the target peoples
worldview.
54
The Basics of Storying
Storying is structured to give an oral Bible
to individuals and to develop their competency to
share it orally.
55
The Basics of Storying
Storying is a win/win approach until the
story of the crucifixion and resurrection when
the major invitation is given.
56
The Basics of Storying
Storying is predominately narrative with
minimal to no exposition. (Exposition includes
teachings, points in an outline,
concepts, principles or steps in a process.)
57
The Basics of Storying
Chronological Bible Storying is designed for
evangelizing and discipling oral communicators if
these guidelines are followed.
58
Chronological Bible Storying Its Planning
Process
  • The Lome Y as graphically designed in Lome,
    Togo, contains each of the sequential steps for
    use in preparing to story according to
    Chronological Bible Storying.

59
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
60
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
61
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
62
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
63
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
64
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
Teach Co-Worker
Teach Small Test Group
TEST SET LESSONS
65
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
Teach Co-Worker
Teach Small Test Group
TEST SET LESSONS
Newly Discovered Barriers New Criteria
Criteria Not Covered Adequately More than
Adequately Covered
ADJUST LIST ADD OR DELETE
66
(No Transcript)
67
Worldview Development Definition
  • Worldview
  • Profile of the way people
  • l i v e
  • a c t
  • t h i n k
  • w o r k
  • r e l a t e
  • within a specific culture.

68
Worldview Development Why?
  • Foundation to understanding
  • Contrasts (especially with Christianity)
  • Major issues exposed
  • Barriers bridges to the gospel identified
  • Basis for biblical doctrine lesson objectives
  • Themes, issues story selection
  • Understand gospel implications
  • Learning scale gospel receptivity scale
  • Avoid syncretism

69
Worldview Development Steps
  • Research
  • Map
  • Demographic Information
  • Conduct Study
  • Worldview Document (people profile)
  • Christianity Comparison
  • Consider other issues including these categories
  • Individual The Supernatural, Religious
  • Family Habits Economy Vocations
  • Social Habits Cultural Structures, etc.

70
Worldview Development Analysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
1. 2. 3. 4. 5.
71
Worldview Development Analysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
Ignorance Apathy Cultural Tradition Former
Beliefs Practices Other Religious
Teachings Nominalism Fear of Persecution Fear of
Losing Material Social Benefits Fear of
Disturing Community Harmony Fear of Disturbing
Spirit World Misinformation about Christianity,
Biases
1. 2. 3. 4. 5.
72
Worldview Development Analysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
Dreams Brokeness Testimonies Cultural
Stories Relief Need Moral or Spiritual
Desire Media Exposure Curiosity Prior Knowledge
of God, Jesus, Christianity Other
Analogies
1. 2. 3. 4. 5.
73
Sample of Basic Christian Doctrines Necessary for
Salvation
  • God acts in history and communicates with man.
  • God is all powerful, all knowing, sovereign.
  • God is faithful to His word.
  • God loves man and wants fellowship with him.
  • God hates sin.
  • God punishes sin by death (separation from God).
  • Man is accountable to God.
  • Man is a sinner separated from God.
  • Man can do nothing to save himself.

10 Man can approach (have fellowship with) God
only through a perfect (acceptable sacrifice.
This involves faith and trust in God.
11 Jesus the Son of God is the only perfect
sacrifice.
74
Story Preparation Issues
  • Worldview Document
  • Christian Doctrines
  • Bridges Barriers Stories
  • Chronological Story/Topic List
  • Review Refine Story List
  • Prepare Lessons
  • Agree on a Meeting Time Place
  • Give Thought to Potential Interruptions in
    Schedule
  • Prepare Objectives for Each Track According to
    the Strategy
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