Introduction to Wholistic Worldview and Analysis CHE Manuals... · Wholistic Worldview is a...

Introduction to Wholistic Worldview and Analysis This manual is made of two sets of lessons based on teachings from two other ministries. Wholistic Worldview Wholistic Worldview is a 16-lesson series largely based on materials developed by the Disciple Nations Alliance (DNA) www.disciplenations.org. They focus on helping people understand and apply a wholistic Biblical worldview based on Jesus teaching. The second element of their teachings focuses on the Kingdom of God, which is here and in the future. Worldview Analysis Worldview Analysis is a seven lesson series, developed by Ravi Jayakaran currently with MAP International. He provides hands on tools to help people understand their community’s world as they see it. They use multiple exercises that are tied together to give a unified picture of how people in their community view their world. It is built around the Ten Seed technique.

9/2012

Wholistic Worldview and Analysis

Table of Contents

How to Use This Manual 7 WORLDVIEW & WHOLISTIC MINISTRY 1: Biblical Worldview 11

2: Understanding Worldview 19

3: Kingdom of God – Characteristics 35

4: Worldview and Development 39

5: Worldview and Discipleship 45

6: Worldview and Ethics 53

7: Narrow View of the Gospel 67

8: God’s Intention for the Church 71

9: God’s Intention for the Nations 75

10: God’s Mathematics 81

11: Jesus’ Purpose 87

12: The Three Relationships of Man 91

13: Luke 2:52 & Development 99

14: Seed Projects 105

15: Beyond the Sacred Secular Divide 115

16: Comparisons of Worldviews 135 WHOLISTIC WORLDVIEW ANALYSIS 1: Ten Seed Technique 145

2: How the Ten Seed Technique Works 149

3: Rapid Food Security Analysis 155

4: Holistic Worldview Analysis 161

5: HWVA & Spiritual Analysis 167

6: Spiritual Information Gathering 173

7: Prayer Walking 179

HOW TO USE THIS MANUAL

This lesson plan manual is part of an extensive series for use in Community Health Evangelism (CHE) or Neighborhood Transformation (NT). CHE and Neighborhood Transformation Community Health Evangelism (CHE) seamlessly integrates evangelism and discipleship with disease prevention and community based development. The work is wholistic, seeking to meet the whole need of individuals and communities through complete obedience to everything that Jesus commanded. CHE lessons have been written to provide CHE trainers with tools that can be used to assist communities out of poverty while bringing people to faith in Christ. CHE trainers, skilled in participatory learning methods, use these materials to enable communities around the world to escape cycles of poverty and live as followers of Jesus. For information about CHE and how you can be trained as a facilitator, go to www.chenetwork.org. Neighborhood Transformation is a strategy which helps churches minister in a wholistic manner to people in urban poor neighborhoods. It empowers people to take responsibility for their own lives. It helps neighbors to help their neighbors and moves them from welfare and relief to empowerment. It focuses on assets found in the neighborhood, rather than on fixing needs. Neighbors learn to work together and build local ownership, instead of waiting for outsiders to fix their problems. For more information about Neighborhood Transformation, or NT, go to www.neighborhoodtransformation.net. Neighborhood Transformation (NT) and Community Health Evangelism (CHE) work side by side and are based on the same principles. CHE began in rural areas of Africa, and has now spread to more than 105 countries. However, the world is becoming more urbanized. Through Neighborhood Transformation, CHE was adapted to work in urban poor areas in North America. Urban CHE applies the strategies of Neighborhood Transformation to cities around the world. How does CHE/NT training work?

CHE/NT training is intended to empower individuals and communities as architects of their own development. The CHE/NT trainer does not deliver pre-packaged solutions in a lecture, but facilitates discussions that involve the people themselves in creating their own solutions. The purpose of this lesson plan material is to enable the trainer to facilitate those discussions. This basic principle must be understood and guide the user of these materials in the training process. The chart below compares the two approaches:

7

Lecture (Traditional Approaches) Discussion (The CHE/NT Way) Content Focused Learner Centered

Advice giving Awareness raising People listen People create solutions

Outsider owns solutions Insiders own solutions People wait for outsider to resource the

project People take action

CHE/NT lessons are formatted to make it easy for the trainer to facilitate discussions and involve the people themselves in analyzing problems, identifying resources, and creating solutions. There are a few simple keys to using this material for its intended purpose:

1. Keep the group small and sit in a circle. Rather than standing in front of participants who are seated in rows, sit with them in a circle. The optimal size for participatory learning is between 15 and 30 people. Never stand up when you speak. Break frequently into smaller groups of 3-6 for more in-depth discussion.

2. Focus on facilitating activities and encouraging discussion. The left column of each lesson plan contains the methods, questions, and activities the CHE/NT trainer will use to facilitate learning. The CHE/NT trainer's primary responsibility is to create a learning environment. The methods, activities, and questions in the left column of the lesson plan are designed for that purpose.

3. Value and record the contributions of each participant. When solutions are being brainstormed, always have one member of the group serving as a scribe to record the group's ideas on a large sheet of paper. Post these sheets of paper on the walls of the room for the remainder of the seminar. When facilitating discussion, ask the questions in the left column of the lesson plan and repeat the answers of each participant orally while their contribution is being recorded by the scribe.

4. Contribute knowledge as a participant in the discussion rather than as the expert. The knowledge in the right column of each lesson plan is a list of ideas that the group will likely come up with as they brainstorm together. The CHE/NT trainer compares these ideas with the knowledge in the right column of the lesson plan and contributes important thoughts from that column that have been overlooked only after the group's ideas have been presented and recorded.

5. Be learner centered. Use name tags and call participants by name. Begin where the people are and involve them in the process of topic selection. Use language they can understand. Remember that building relationship is essential to a creative process, and to cooperative efforts that bring about change.

6. Focus on Assets. Ask God to help you see what the people have, not what they lack. Help them to see themselves as stewards of resources rather than victims of circumstance. Identify local resources. Help them appreciate and build on their successes.

7. Be action oriented. The purpose of the session is not to transfer knowledge from the trainer to the participants. The purpose of a CHE/NT session is to involve participants in creating solutions that they will own and implement. The process should be one of self discovery. People are more likely to act on their own ideas, then on ideas presented to them by another.

8. Learn to use starters and the SHOWD questions. Starters are used at the beginning of a lesson to visualize real life situations, and pose a single problem in a clear and concise way. The purpose of a starter is to focus an issue and stimulate the thinking process. Each starter, whether it is a picture, a role play, a case study, a story, or an object lesson, is followed in the lesson plan by one of more of the SHOWD questions. These questions serve as a framework for CHE/NT lessons, but often only the first two or three questions are asked after a starter because the other questions will be answered in the body of the lesson:

What do you See? (Retell the story, describe the picture) What is Happening? (Focus the problem or the issue to be discussed) Does this happen in Our place? (Relate the starter to real life) Why is this happening? (Identify causes) What can we Do about it? (Create solutions)

What outcomes are we looking for?

The success of our training activities can be measured by the following transformational indicators. These are the outcomes that we consistently see in mature CHE/NT programs around the world, and what we are looking for in the lives of those we train:

1. Shared vision: The community sees a better future and has hope that it can be achieved.

2. Leadership: Godly Christian leaders are positioned and equipped to lead the community toward the accomplishment of its vision.

3. Ownership: People are taking responsibility for their own health and well being. 4. Cooperation: People are united and working together for the common good. 5. Volunteers: People are taking initiative and acting sacrificially to meet the

legitimate needs of others. 6. Dignity: People have recovered their identity as made in the image of God and

their vocation as stewards of creation. Instead of being controlled or victimized by their environment, they are stewards of it.

9

7. Learning, Skill, and Resources: People are equipped to identify needs and resources, put together a plan, and mobilize volunteers to accomplish their vision. People are continually reflecting on what is happening in order to learn how to be more effective.

8. Christian Community and Witness: People are becoming followers of Jesus. Believers are meeting together for fellowship, prayer, Bible study and worship, and are sharing Christ with their neighbors in word and deed.

9. Multiplication: Knowledge and skills learned are being transmitted to others.

Once the above outcomes are achieved in the lives of people, their communities change. Health improves, infant mortality decreases, agriculture becomes more productive, jobs are created, water systems, roads, schools and clinics are built, and churches are established or strengthened. Peace, justice, compassion, and righteousness are witnessed in the community and God is glorified. All of this will be the result of solutions created and owned by the people, not programs blueprinted and delivered from the outside.

Adapting the lesson to the context

It is impossible to create lesson plans that can be used universally without adaptation to the context and culture of the participants. The stories and illustrations used in these lessons are intended to provide a framework for discussion of key issues, but will need to be adapted by the user to the context. The participatory process, however, that involves the participants analyzing problems, identifying resources, and creating solutions, must never be compromised.

Medical Ambassadors International and Global CHE Network

WHOLISTIC WORLDVIEW I: BIBLICAL WORLDVIEW Date: 12/06 (1 HOUR) OBJECTIVES: 1. Participants understand what a Worldview is. 2. Participants understand what a Biblical Worldview is. OVERVIEW FOR TRAINERS: This is a basic lesson on worldview which sets the stage for the others. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Use the attached Understanding Worldview role play.

----SHOWD questions---- S = What do you See? H = What is Happening?

10”

I.

Worldview

I.

Worldview

A. Give out Definition of Worldview handout.

5” A. Definition of Worldview: A worldview is a set of assumptions held consciously or unconsciously in faith about the basic makeup of the world and how the world works. They are ways of seeing the world. Everyone’s has a worldview (even though many people do not consciously think about their worldview). A worldview is never merely a vision of life, but it is also a vision for life. Our worldview determines our values. It helps us interpret the world around us. It sorts out what is important and what is not, what is of highest value from what is least.

B. Ask the large group, how is our worldview like a pair of glasses? Show picture of glasses or actual glasses.

5: B. How our worldview is like a pair of glasses:

1. Our worldview determines what we see, not what is to be seen.

2. We look through our own set of glasses or worldview, not at it.

3. We are not always conscious that our worldview is there.

4. A worldview is a set of assumptions that helps us to interpret what we see.

5. Our worldview impacts everything, including our values, relationships and work

C. Show the picture of the woman. Ask the group what they see. Do they see an old woman or a young lady? What causes us to see them differently?

5” C. What kind of woman you see—old lady and young Victorian lady

1. Depending on our life experiences, two people may see the same thing differently.

11

WHOLISTIC WORLDVIEW I: BIBLICAL WORLDVIEW

METHOD TIME KNOWLEDGE II.

A Worldview Answers Four Basic Questions of Life

II.

A Worldview Answers Four Basic Questions of Life

Give out the Four Basic Questions of Life handout and go over briefly

5” A. Four Basic Questions of Life 1. Who are we as human

beings? Are we the product of

evolution or creatures made by a loving God? Are we destined for greatness or tragedy? What is our task? Are we equal beings or should some have more privilege than others?

2. Where are we? Is this God’s good earth that

he cares for or is it a place inhabited by evil? Does creation matter to god and thus to us or is this material world unimportant so that it does not matter what we do to it? Is the creation destined to be renewed or to be destroyed?

3. What is our problem? Where does evil come from?

What causes our suffering and pain and trouble? Is our sin only personal and moral, or does it extend to structures and institutions as well?

4. What is the answer to our problem?

How can we overcome the problem in order to fulfill the human vocation? In other words, how do we find and define salvation?

III.

Answers to Four Basis Questions of Life from a Biblical World Perspective Break into four groups with each group having a different question. Look up answers from Bible verses Report Back

20”

III.

Answers to Four Basic Questions of Life from a Biblical World Perspective

A. Who are we as human beings?

A. Who are we as human beings?

1. Genesis 1:26-30 1. Genesis 1:26-30 a. We are creatures of God,

made in His image and likeness.

b. Man is given dominion over all of the earth.

c. God blessed man.


METHOD TIME KNOWLEDGE 2. Deuteronomy 10:12-

14 2. Deuteronomy 10:12-14

a. We are dependent on God for all of our needs.

b. We are to obey God. c. Everything belongs to

God. 3. Micah 6:8 3. Micah 6:8 We are to: a. Act justly b. Love mercy c. Walk humble with God B. Where are we? B. Where are we? 1. Genesis 1-2 1. Genesis 1-2 a. We are in a world created

by God that is to function in a certain way.

b. God is involved in the world.

c. We are to manage the world for God.

d. We will be blessed if we obey Him.

C. What is our problem? C. What is our problem? 1. Genesis 3 1. Genesis 3 a. The problem is sin, which

is rebellion against God. b. Humans trust themselves

instead of God. c. We resist God’s design

and do it our own way. d. This leads to disastrous

consequences. D. What is the answer to our

problem? D. What is the answer to our problem?

1. John 3:16 1. John 3:16 a. The solution is God’s son,

Jesus Christ, who gave his life for us.

2. I John 1:8-9 2. I John 1:8-9 a. We are to confess our

sins. b. God will forgive us our

since and we will be whole.

c. We are to live this way moment by moment as we go through life.

IV.

Conclusion

IV.

Conclusion

A. How will understanding the concept of worldview assist us in the process of communicating cross-culturally?

5” A. How understanding worldview helps us

1. It is a tool for understanding the mindset of people in another culture.

2. It helps in developing strategies to overcome barriers to understanding.

13


METHOD TIME KNOWLEDGE B. How will understanding a

biblical worldview help us? 5” B. How understanding a biblical

worldview will help us 1. Will recognize the difference

between another’s worldview we are working with, and a Biblical one, therefore, keeping us focused on God not man

2. We will develop programs that are based on a Biblical worldview

References: This lesson was adapted from The Power of Story by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.

Miller, Darrow L. Discipling Nations: The Power of Truth to Transform Cultures. Seattle: YWAM Publishing, 2001. Adapted with permission of the author.

MATERIALS:

- Bible - Flip Chart Paper - Marking Pens - Masking Tape - Handouts: Understanding Worldview Role Play

Definition of Worldview/Four Basic Questions of Life Glasses Picture of Old/Young Woman

This lesson is used in: Wholistic Worldview and Analysis

UNDERSTANDING WORLDVIEW ROLE PLAY

Background – There are three people with differing worldviews:

- One is completely secular atheist/agnostic - One is a Muslim - One is a Christian

A person who has recently become ill comes in and talks to these three people. Each one of the three will see and hear the same things that the sick person says, yet each will respond differently. Patient: “I don’t feel so good today. I think I’m sick. I wonder why?” Secular: “Maybe you ate something rotten. Or maybe you’ve come down with some

disease, perhaps from a virus, or heredity, or something like that.” Muslim: “I think God has permitted you to get sick. But of course, I don’t know why He

did this.” Christian: “There could be several things causing your sickness. It might be physical, like

germs or something. Or is there some sin you know about but haven’t repented of?”

Patient: “I don’t know why I’m sick, I just know that I feel back. What should I do?” Secular: “Go to the doctor. [If an American audience, you might add: “Do not pass go.

Do not collect $200. Go see a doctor…and give him the $200!”] That’s the only rational thing to do in your situation.”

Muslim: “There’s not really much you can do. Go ahead and see the doctor, and if God wills, maybe he can help you, or maybe not.”

Christian: “There’s nothing wrong with seeing a doctor. But first I think you should call the elders of the church and have them pray for you, like it says in the Bible.”

Patient: “Am I going to be all right?” Secular: “Ask your doctor, and soon!” Muslim: “If God wills, you will recover. If not, I guess you’ll die.” Christian: “God is sovereign and He can heal you. Pray! And go to the doctor also.” (The patient turns to go, clutches his chest, and then falls down dead!) Secular: “Poor fellow. Well that’s the end of him. Ashes to ashes, dust to dust.” Muslim: “God willed that he die now, obviously. Now he will be judged according to his

deeds, and they will be weighted in the balance. He might go to heaven, he might go to hell. There is no way he could know in advance thought.”

Christian: “I hope he was saved and had a personal relationship with Jesus Christ. If so, he’s in heaven now.”

15

DEFINITION OF WORLDVIEW: A worldview is a set of assumptions held consciously or unconsciously in faith about the basic makeup of the world and how the world works. They are ways of seeing the world. Everyone’s has a worldview (even though many people do not consciously think about their worldview). A world view is never merely a vision of life, but it is also a vision for life. Our worldview determines our values. It helps us interpret the world around us. It sorts out what is important and what is not, what is of highest value from what is least

FOUR BASIC QUESTIONS OF LIFE

Who Are We Human Beings Are we the product of evolution or creatures made by a loving God? Are we destined for greatness or tragedy? What is our task? Are we equal beings or should some have more privilege than others? Where Are We? Is this God’s good earth that he cares for or is it a place inhabited by evil? Does creation matter to god and thus to us or is this material world unimportant so that it does not matter what we do to it? Is the creation destined to be renewed or to be destroyed? What Is Our Problem Where does evil come from> What causes our suffering and pain and trouble? Is our sin only personal and moral, or does it extend to structures and institutions as well? What is The Answer To Our Problem How can we overcome the problem in order to fulfill the human vocation? In other words, how do we find and define salvation?

How is Our Worldview like a Pair of Glasses?

17

Source: D. Miller, Discipling Nations

Can you see the woman? Do you see an old lady or a young lady?


WHOLISTIC WORLDVIEW II: UNDERSTANDING WORLDVIEW Defining Worldview and its Significance to Cross-Cultural Communication

Date: 11/02 (1 HOUR) OBJECTIVES: 1. Participants will be able to understand the relationship between worldview and

development. 2. Participants will learn the importance of telling the whole story. OVERVIEW FOR TRAINERS: This is the second in a series of lessons to be used in a Vision Seminar to lay a theological foundation for the CHE strategy. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Use the attached Understanding Worldview role play.

10”

----SHOW questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place? W = Why does this happen?

I.

Display the definition of worldview from the knowledge column.

I.

Definition of Worldview: A worldview is a set of assumptions held consciously or unconsciously in faith about the basic makeup of the world and how the world works.

II.

Explain that you are about to hand out flashcards with some basic assumptions people make about the makeup of the world and how it works. Hand each group a set of flashcards for them to separate those values or beliefs that are biblical from those that are not. Listed below are the biblical vs. unbiblical assumptions and beliefs.

20”

II.

Biblical and Unbiblical Assumptions and Beliefs

A. Biblical assumptions and beliefs

A. Biblical assumptions and beliefs: 1. Belief that people have the

capacity (spirit and will) to choose and act.

2. Belief that people are stewards of the earth and its resources.

3. Belief that resources are not limited to what’s in the ground.

4. Belief that people have the capacity to reason and create.

5. Belief that people are ultimately accountable to God for their actions.

6. Belief that in the concepts of mercy, kindness, and forgiveness.

7. Belief that men and women are equals.

19

WHOLISTIC WORLDVIEW II: UNDERSTANDING WORLDVIEW

Defining Worldview and its Significance to Cross-Cultural Communication

METHOD TIME KNOWLEDGE 8. Belief that history is moving

toward the restoration of all things.

9. Belief in the dignity and worth of every individual without discrimination.

10. Belief that man is body and spirit.

11. Belief in absolute moral laws. B. Unbiblical assumptions and

beliefs B. Unbiblical assumptions and beliefs:

1. Belief that people are controlled by their genetic makeup.

2. Belief that people are controlled by spirits and unseen powers.

3. Belief that people are animals who happened here by random chance.

4. Belief that there is no purpose or meaning in life beyond survival and pleasure seeking.

5. Belief in a caste system. 6. Belief that men are superior to

women. 7. Belief that a person’s status in

this life is connected to performance in a previous life.

8. Belief that history is moving in endless cycles.

9. Belief that we are overrun by history and are incapable of changing the future.

10. Belief in the saying “Eat, drunk, and be merry for tomorrow you die.”

11. Belief that resources are limited.

12. Belief that man is body. 13. Belief that man is a spirit

imprisoned in a body. 14. Belief that every person is a

law to himself. 15. Belief that all choices and

opinions should be tolerated. 16. Belief that disease and

sickness is always the result of the activity of spirits.

17. Belief that disease and sickness never has a spiritual cause.

18. Belief that there is no absolute right and wrong, but each person is a law to themselves.



METHOD TIME KNOWLEDGE III.

Worldview and Glasses

5”

III.

Worldview and Glasses: A worldview is a set of assumptions held consciously or unconsciously.

A. Ask the large group how our worldview is like a pair of glasses.

A. How our worldview is like a pair of glasses:

1. Our worldview determines what we see, not what is to be seen.

2. We look through our worldview, not at it.

3. We are not always conscious that our worldview is there.

4. A worldview is a set of assumptions that helps us to interpret what we see.

B. Show the picture of the woman. Ask the group what they see. Do they see an old woman or a young lady?

B. Some will see an old woman and others will see a young lady.

IV.

Unbiblical Assumptions Go back into the same groups and identify unbiblical assumptions you find in your society back home. Report back.

20”

IV.

Unbiblical Assumptions

Examples in our society: A. Men are better than women. B. We must keep our ancestors happy. C. The caste system which holds

people down. D. Someone put a curse on me to

harm me. V.

Conclusion Ask how understanding the concept of worldview will assist us in the process of communicating cross-culturally.

5”

V.

Conclusion: How understanding the concept of worldview assists us in the process of communicating cross-culturally:

A. It is a tool for understanding the mindset of people in another culture.

B. It helps in developing strategies to overcome barriers to understanding.

References: This lesson was adapted from The Power of Story by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.


21



ATTITUDE:

Facilitator understands how worldviews affect how we view others and the world around us.

SKILL:

Participants will understand the relationship between worldview and development and they will learn the importance of telling the whole story.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when their worldviews are opened to others around them and they understand the relationship between worldview and development.

MATERIALS:

-Newsprint -Marking pens -Masking tape -Understanding Worldview Role Play handout -Picture of Glasses handout -Picture of Woman handout -Biblical and Unbiblical Assumptions and Beliefs flashcards

This lesson is used in: Wholistic Worldview and Analysis, Program Trainings – Vision

UNDERSTANDING WORLDVIEW ROLE PLAY

Background – There are three people with differing worldviews:

- One is completely secular atheist/agnostic - One is a Muslim - One is a Christian

A person who has recently become ill comes in and talks to these three people. Each one of the three will see and hear the same things that the sick person says, yet each will respond differently. Patient: “I don’t feel so good today. I think I’m sick. I wonder why?” Secular: “Maybe you ate something rotten. Or maybe you’ve come down with some

disease, perhaps from a virus, or heredity, or something like that.” Muslim: “I think God has permitted you to get sick. But of course, I don’t know why He

did this.” Christian: “There could be several things causing your sickness. It might be physical, like

germs or something. Or is there some sin you know about but haven’t repented of?”

Patient: “I don’t know why I’m sick, I just know that I feel back. What should I do?” Secular: “Go to the doctor. [If an American audience, you might add: “Do not pass go.

Do not collect $200. Go see a doctor…and give him the $200!”] That’s the only rational thing to do in your situation.”

Muslim: “There’s not really much you can do. Go ahead and see the doctor, and if God wills, maybe he can help you, or maybe not.”

Christian: “There’s nothing wrong with seeing a doctor. But first I think you should call the elders of the church and have them pray for you, like it says in the Bible.”

Patient: “Am I going to be all right?” Secular: “Ask your doctor, and soon!” Muslim: “If God wills, you will recover. If not, I guess you’ll die.” Christian: “God is sovereign and He can heal you. Pray! And go to the doctor also.” (The patient turns to go, clutches his chest, and then falls down dead!) Secular: “Poor fellow. Well that’s the end of him. Ashes to ashes, dust to dust.” Muslim: “God willed that he die now, obviously. Now he will be judged according to his

deeds, and they will be weighted in the balance. He might go to heaven, he might go to hell. There is no way he could know in advance thought.”

Christian: “I hope he was saved and had a personal relationship with Jesus Christ. If so, he’s in heaven now.”

23

How is Our Worldview like a Pair of Glasses?


Can you see the woman? Do you see an old lady or a young lady?

25


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27

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29

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33


WHOLISTIC WORLDVIEW III: KINGDOM OF GOD - CHARACTERISTICS

Date: 06/91 (1 HOUR) OBJECTIVES: 1. Participants will be able to list the characteristics of God’s Kingdom. 2. Participants will consider how their life and the life of their community reflects

the characteristics of the Kingdom. OVERVIEW FOR TRAINERS: Prayerfully read and study over the lessons. Ask the Lord to point out the implications of this lesson for your own life and then begin to act on those implications. Be prepared to share with the class the things the Lord speaks to you about. This is the first session is the Kingdom of God series. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Two people talking about the religion verses revolution debate.

10”

1st How did you find the study on the Kingdom of God?

2nd Very interesting. If Christ cam to preach and live the Kingdom, we should do it too!

1st Amen! I’m praying for His Kingdom to come.

2nd Speaking of bringing God’s Kingdom to earth, I am going to a protest meeting about the injustice of the government. Do you want to come?

1st What?! Are you serious? 2nd

Yes. There are people protesting to redistribute the land from the rich to the poor. It is our Christian duty to support them.

1st No, this isn’t good. It is better for me to stay and pray for justice. God can fight for them.

2nd No, the Bible says we just fight for justice for the poor and oppressed!

1st Yes, but it is God’s responsibility to punish the oppressors. It’s our duty to fast and pray.

----SHO questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place?

I.

Characteristics of the Kingdom

45”

I.

Characteristics of the Kingdom

Divide the large group into pairs. Assign one question and verses to each pair. Take about 5-7 minutes to look up and discuss and 40 minutes to report back.

35

WHOLISTIC WORLDVIEW III: KINGDOM OF GOD – CHARACTERISTICS

METHOD TIME KNOWLEDGE

A. Who is the king and where is the Kingdom?

A. The king and the Kingdom:

1. Matthew 28:18-20 1. Jesus said all authority was given to Him in heaven and earth.

2. John 18:33-36 2. Jesus acknowledged that He was king, but His Kingdom was not of this world.

B. Is the Kingdom present or in the future?

B. The Kingdom is present and in the future:

1. Matthew 12:28,29 1. Jesus told the Pharisees that the Kingdom had arrived (present).

2. Matthew 25:31 2. Jesus referred to a future time when He would come in glory and He would sit as ruler and judge on His throne (future).

C. Is the Kingdom a political kingdom?

C. The Kingdom is not political or of this world, it is within us.

1. Luke 17:20,21 D. Does another kingdom co-

exist with God’s Kingdom? D. Another kingdom exists:

1. Colossians 1:13 1. The dominion of darkness which Christ has rescued us from.

2. Revelation 11:15 2. The kingdom of the world will become the Kingdom of Christ.

E. Does Satan have influence on the Kingdom’s people?

E. Satan has planed non-Kingdom people among Kingdom citizens and he fights against the Kingdom.

1. Matthew 13:24-29 1. Parable of the weeds illustrates Satan is at war against God’s people.

2. Ephesians 6:12-17 2. We are in a spiritual battle, therefore we need armor.

F. How complete is Christ’s rule?

F. Christ’s rule is total. When Jesus comes in glory, He will sit in judgment over all nations. 1. Matthew 25:33

G. What is the ultimate destiny of Kingdom and non-Kingdom citizens?

G. Ultimate destiny is the non-Kingdom citizens will be separated from Kingdom people and thrown into eternal fire as illustrated in the parable of the net.

1. Matthew 13:47-52

H. What are the conditions for greatness in the Kingdom?

H. The condition for greatness in the Kingdom is Servanthood. He would be great must become a servant. 1. Matthew 20:20-28

I. To whom will the Kingdom be given?

I. The Kingdom will be given to those who:

1. Matthew 21:43 1. Produce fruit Jesus tells priests and elders.

2. Matthew 13:18-23 2. Good citizens are fruitful 30-100 times what was sown.

J. What impact does a small portion of the Kingdom have?

J. Has impact or influence much beyond its size illustrated by the mustard seed and the yeast parable. 1. Matthew 13:31-33

WHOLISTIC WORLDVIEW III: KINGDOM OF GOD – CHARACTERISTICS


K. Is the Kingdom worth the sacrifice?

K. Worth the sacrifice of everything else as illustrated by the parable of the hidden treasure and the pearl. 1. Matthew 13:44,45

L. What activities are connected with the good news of the Kingdom?

L. Activities associated with good news: teaching, preaching, miracles that met physical needs, people were saved and baptized. 1. Matthew 4:34

2. Matthew 9:35 3. Matthew 10:8 4. Acts 8:12 M. How do we enter the

Kingdom? M. Enter God’s Kingdom through

obedience – those who do the Father’s will. 1. Matthew 7:21-23

N. If obedience is so crucial in the Kingdom, what are the principle laws of the Kingdom?

N. Principles laws of the Kingdom:

1. Matthew 22:36-40 1. Love God first and then love your neighbor as yourself.

2. John 13:34 2. Love each other 3. Matthew 28:18-20 3. Go into all the world to preach

the Kingdom, teaching others to obey all laws of the Kingdom.

II.

Assignment

II.

Assignment

A. Individually reflect on how you life reflects these characteristics.

1. What two things should you change to become a better citizen of God’s Kingdom?

2. Write these down and decide to make the necessary changes.

References: This lesson was adapted from The Kingdom of God by Darrow L. Miller. Copyright, Disciple Nations Alliancewww.disciplenations.org. Adapted with permission of the author.

SKILL:

Participants will be able to list the characteristics of God’s Kingdom and they will consider how their life and the life of their community reflects on the Kingdom.

MATERIALS:

- Newsprint - Masking tape - Marking pens - Bibles

This lesson is used in: Program Trainings – Vision – Mobilizing the Church – Extra; Spiritual – Church, Samaritan Strategy, Wholistic Worldview and Analysis

37


WORLDVIEW AND DEVELOPMENT Date: 11/02 (rev 2/2011) (1 HOUR) OBJECTIVES: 1. Participants will understand the relationship between worldview and development. 2. Participants will be able to incorporate worldview principles in their CHE programs OVERVIEW FOR TRAINERS: This is the fourth in a series of lessons to be used in a Vision Seminar to lay a theological foundation for the CHE strategy. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Introduction: Show the Ideas have Consequences picture with the words covered. Ask:

10”

Source: D. Miller, The ABCs of Culture

1. What do you see? 2. What is the role of each part of the

tree: - Roots? - Trunk? - Branches? - Fruit? Have a volunteer attach each of the four labels (beliefs, values, behavior, consequences) to the part of the tree they think best corresponds (roots, trunk, limbs, leaves). Invite the group to make corrections. At the end of the exercise, show Darrow Miller’s arrangement and explain that beliefs are the foundation of a people’s values, actions, and ultimately the quality of their lives. I.

Show the Growing Healthy Cultures picture. ----SH questions---- S = What do you See? H = What is Happening?

5”

I.

Growing Health Cultures Picture


39

WORLDVIEW AND DEVELOPMENT


A. What can we learn from the

pictures of the trees and the soils they are in?

A. What we can learn from the trees: 1. Trees fertilized with lies are

barren and/or dead. 2. Trees fertilized with some truth

show some life and vigor. 3. The more truth fertilizing the

trees, the stronger the tree. B. What can we learn from both

pictures? B. What we can learn from both

pictures: 1. Truth is the foundation of

community development. 2. Lies are the foundations for

community destruction. 3. Truth and lies are held by both

individuals and corporately by cultures.

II.

Read each of the following verses out loud and ask the following question: “According to these verses, what is Satan’s strategy for destroying people and nations?”

5”

II.

Satan’s Strategy for the Destruction of People and Nations.

A. Revelation 20:3, 7-8 A. Deceiving nations B. II Corinthians 4:4 B. Blinding minds C. I Timothy 4:1 C. False teaching III.

In the epistles, Paul speaks about what Satan uses to take us captive. In the large group, read Colossians 2:8. Ask: What does Paul say that Satan uses to take people captive?

5”

III.

What Satan Uses to Take us Captive

A. Hollow and deceptive philosophy B. Human traditions C. Basic principles of the world

Read the quote from the

knowledge column: Satan lies to nations through the

philosophies and traditions of its culture. The spiritual powers impact the physical world through culture”.

IV.

Counterfeit Building Blocks

20”

IV.

Examples of Counterfeit Building Blocks

A. Share the examples of counterfeit building blocks or lies planted in the soil of culture from the right column.

Hinduism: Life is in endless cycles Machismo: Men are better than women Hedonism: My pleasure is the ultimate good Secularism: the physical world is all there is

WORLDVIEW AND DEVELOPMENT


B. Break into groups of four to

six by national or ethnic group if possible. Ask each group to identify a lie that has been planted in their culture, discuss the following as a small group, and then report back to the large group.

1. Where did the lie come from? What is its history?

2. How is the lie passed on generation to generation?

3. What are the consequences for society?

V.

Conclude by distributing the hand out titled "Counterfeit building Blocks." Explain that this hand out could be used with church groups, but requires more time then we could give to it in this session.

V.

Counterfeit Building Blocks handout

References: This lesson was adapted from The ABCs of Culture by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.

ATTITUDE:


SKILL:

Participants will understand the relationship between worldview and development and they will be able to incorporate worldview principles in their CHE programs.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when their worldviews are opened to others around them and they understand the relationship between worldview and development enough to implement it into their CHE project.

MATERIALS:

-Newsprint -Masking tape -Marking pens -Ideas Have Consequences picture -Growing Healthy Cultures picture -Counterfeit Building Blocks handout

This lesson is used in: Wholistic Worldview and Analysis; Program Trainings – Vision, TOT I, HIV TOT, Urban TOT, SALT, and Vision – Mobilizing the Church

41


43

Counterfeit Building Blocks An Exercise following “ABC’s of Culture”

1. Break up into groups of 4-6 people, by national or ethnic group if possible. Have

each group pick ONE of the counterfeit building blocks that is prevalent in their culture.

2. Discuss the following questions for 30-45 minutes in small groups. Please pace

yourself. Have one person assigned to report to the larger group.

a. What is the ONE counterfeit building block that we want to examine from our culture? (5 minutes)

b. What are the historical ROOTS of this idea in our culture? Where did this idea

come from? (10-20 minutes)

c. How is this idea expressed in words and phrases, stories, songs, jokes, laws, behavior, etc.? (5-10 minutes)

d. What are the FRUIT of this idea in our culture: physically, socially, spiritually,

intellectually, etc.? (5-10 minutes) The individual The family The church The nation

3. Debrief with the larger group. 4. Make a list of actions that our churches could take to begin healing this brokenness

in our society. What is the one you will begin with?

5. Time permitting report back to the larger group.

6. Pray in small groups for the healing of our nation.


WORLDVIEW AND DISCIPLESHIP God’s Word as the Basis of a Christian Worldview

Date: 06/01 (1 HOUR) OBJECTIVES: 1. Participants will be able to understand the basis of a Christian worldview 2. Participants will understand the need to tell the whole biblical story OVERVIEW FOR TRAINERS: This is the fifth in a series of lessons that lay a theological foundation for wholistic ministry. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play:

10”

1st Why do you take so much time studying the Old Testament with people before you tell them how they can have their sins forgiven? People are dying every day. All they need to know is that if they will believe on the Lord Jesus, they will be saved?

2nd If that is all people need to know, then why did God give us the Old Testament?

1st There is a lot of good stuff in the Old Testament, but the one thing that people really need to know is how to receive forgiveness of sins and eternal life.

2nd They certainly need to know that, but they also need to know the nature of man and his world, as well as the purpose and direction of history.

1st Now you are starting to talk like a philosopher. The Lord did not command us to do philosophy. He commanded us to do evangelism.

2nd

He commanded us to make disciples of all nations.

----SH questions---- S = What do you See? H = What is Happening?

The two people were debating how much of the Biblical story needs to be told.

I.

Discovering how the biblical story shapes a person’s worldview.

20”

I.

The Biblical Story

- Break into three small groups and have each group discuss what the Biblical story teaches about one of the following questions:

1. What is man? 2. Where is history going? 3. What is the nature of the

universe?

- Report back to the large group

45

WORLDVIEW AND DISCIPLESHIP

God’s Word as the Basis of a Christian Worldview


A. What is man? A. What is man? 1. Genesis 1:26a 1. Man is made in the image of

God. 2. Genesis 1:26b 2. Man has been given

stewardship over the earth. He is co-creator with God - he is to develop the earth. God made the animals, but Adam named them, and God called them by the name that Adam gave.

3. Genesis 1:27-30 3. Men and women stand equal before God in dignity and worth. The differences between men and women are to be celebrated as part of the full expression of who God is.

B. Where is history going? B. Where is history going? 1. Genesis 3:14-19 1. We live in a fallen world that that

is in need of restoration. 2. Acts 3:21;

Romans 8:20; 21. 2. The goal of Christ’s mission is

the restoration of all things. 3. Genesis 12:1-3;

Matthew 28:19, 20. 3. God’s intention is that all nations

will be discipled and all nations will be blessed.

4. Revelation 21:1-6. 4. The end of the story is the City of God where God dwells with man, and all pain, sorrow, and suffering have passed away.

C. What is the nature of the universe?


1. Genesis 1:3,6,9,14,20,24; Hebrews 1:3.

1. The universe was created by God. Resources are created, not limited to what is in the ground.

2. I Thessalonians 5:23; Matthew 10:28

2. The universe is both physical and spiritual, material and non-material.

3. The universe is an open system – open to God, to angels, and to the creative abilities of man.

II.

Compare the story of the Bible with the stories of animism and secularism.

20”

II.

Comparison

- Return to the same three small groups. Give each group the set of pictures corresponding to the question they discussed earlier. Ask them to compare the answers the Bible gives to the answers given by animism and secularism, and to put them on a chart. Report back to the large group.

WORLDVIEW AND DISCIPLESHIP



A. What is man? A. What is man?

Source: D. Miller, The Power Story

1. Animism: Man is a spirit 2. Secularism: Man is an animal, a

mouth and a stomach, the consumer of resources.

3. Theism: Man is created in God’s image. He is a living soul, material and non-material. He has a body, mind, and heart. He is the steward of the earth, responsible for its development. Men and women are different, but equal before God in dignity and worth.

B. Where is history going? B. Where is history going? 1. Animism: History is on a wheel,

going around in endless cycles. 2. Secularism: Time is running out. 3. Theism: History is going

somewhere because God has a purpose.



C. What is the nature of the universe? 1. Animism: The system of nature

is unimportant; it’s passing away, we just need to wait to get off of it.

2. Secularism: Nature is a closed system with limited resources. Matter is all there is.


3. Theism: The universe is an open system created and inhabited by God. It is both material and non-material. The immaterial produces the material.

III.

Discuss the following:

10”

III.

Implications for Discipleship

What are the implications of what we have just studied in the process of making disciples?

A. It is important to study the whole Bible and not just the message of the forgiveness of sins.

B. The process of discipleship is a process of changing a person’s worldview.

C. Changes in a person life and in the life of a community are the direct result of a change in worldview.

47

WHOLISTIC WORLDVIEW V: WORLDVIEW AND DISCIPLESHIP


References: This lesson was adapted from The Power Story by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.

ATTITUDE:


SKILL:

Participants will be able to understand the basis of a Christian worldview and will understand the need to tell the whole biblical story.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they display a Christian worldview and are able to tell the whole biblical story.

MATERIALS:

-Newsprint -Marking pens -Masking tape -What is Man picture -Where History is Going picture -Nature of the Universe picture

This lesson is used in: Wholistic Worldview and Analysis, Samaritan Strategy; Program Trainings – SALT, Urban TOT – Extra, Vision, Vision – Mobilizing the Church


What is Man?

49


Where History is Going


Nature of th of the Universe

51


WORLDVIEW AND ETHICS

Date: 10/93 (rev. 1/12) (1 HOUR) OBJECTIVES: 1. Participants will be able to understand what a worldview is. 2. Participants will understand how a worldview affects their beliefs. OVERVIEW FOR TRAINERS: This is for people with a different worldview than ours and prepares them for CHE’s use of the Moral Character series. METHOD TIME KNOWLEDGE Role Play: African and American talking:

10”

American How come you never show up when you say you will? You missed our last appointment.

African Why is being on time so important to you? It’s more important to me that I spend time with people.

American Oh yes it is. By being late it appears you don’t care about me. I am unimportant.

African You are important to me as is my time with others. Time is unimportant.


I.

Worldview in General.

5”

I.

Worldview in General:

A. Give definition. A. Definition of worldview: - The culturally structured

assumptions, values, and commitments underlying people’s perception of reality.

B. Based on the definition, what functions does a worldview play? Small group discuss and report back.

10” B. Function of worldview: 1. We interpret our world in

culturally approved ways which rewards us when we conform.

2. It causes us to see selectively. 3. It causes us to confirm what we

have been taught. 4. Therefore, reality is only seen

dimly through our worldview. C. What factors influence our

worldview? Small groups discuss. Report back.

C. Factors Influencing our worldview: 1. Limitations of our experience 2. A person’s personality or

temperament 3. Family 4. Friends 5. Society/culture we live in 6. Past teaching 7. Community we live in 8. Our will 9. Our sin

53


METHOD TIME KNOWLEDGE D. Break into three groups if

possible grouping people by their personal beliefs. Scientific Humanism, Muslim, and Believing Christian

D. Personal Beliefs

1. Scientific Humanism (what typical Russians would be).

1. Scientific Humanism worldview: a. It is naturalistic; we want to

know what went wrong or caused something to happen.

b. Denies religious significance.

c. Truth is only what can be proven scientifically.

d. Frequently sees world functioning according to natural laws without reference to God.

e. Frequently sees human as machines governed by physical rules.

f. It denies the supernatural. g. Materialism dominates

western society. It focuses on material objects.

h. Always looking for more. i. Time oriented. j. Is humanistic. k. Man is at the center and

focus. l. Believe that there are no

limits on what man can accomplish.

m. No outside spiritual assistance is needed.

n. Reason is the primary way of understanding reality.

o. Seeks explanations through human logic and reason.

p. Intuition is scorned. q. Highly value individualism

and independence. r. Fosters self-centeredness. s. Causes social isolation. t. Determination to go it

alone. u. Therefore vulnerable to

attacks of Satan. v. Tend to be open to change

therefore jump around to new experiences.


METHOD TIME KNOWLEDGE 2. Muslims (Most will be

nominal in the old Central Asia Republics).

2. Muslim’s worldview: a. Five Pillars of Faith 1.) No god but Allah.

Mohammed is his prophet.

2.) Ritual prayer five times a day.

3.) Paying of ritual alms for merit.

4.) Fasting for 30 days of Ramadan.

5.) Pilgrimage to Mecca. b. Allah is only god, all

powerful and merciful to Muslims.

c. There are angels and evil spirits.

d. There are four revealed books:

1.) Torah (Law of Moses) Tawrat

2.) Psalms of David 3.) Gospel of Jesus (Injil) 4.) Koran of Mohammed e. There are 25 major

prophets, but Mohammed is the greatest (Moses, Abraham, Noah, Elijah, and Jesus, etc.).

f. There is life after death. g. There will be a day of

judgment. h. Allah has a destiny for all

that must come to pass. i. Believe in going to heaven

by upholding law and works.

j. All men sin regularly, but they are not sinful.

k. Obedience and fear of Lord is central to the law.

l. Heaven, God, and hell are beyond man’s understanding. The cardinal sin is associating God with anything else.

m. God is wholly other, not personal.

n. A Muslim’s ancestor is Abraham through Ishmael.

55


METHOD TIME KNOWLEDGE 3. Believing Christians (if

there are none or typical nominal then the trainer would provide the answers).

3. Believing Christian’s worldview: a. God was actively involved

in and interested in His creation.

b. God was not an absentee landlord.

c. Compassion. All have sinned. God stands against oppressors.

d. God relates to a person’s motives not their surface actions.

e. We are to honor family. f. God assumed the

existence of the spirit world.

g. There are two worlds: the Kingdom of God and the kingdom of Satan.

h. These two worlds are at war with each other.

i. Jesus sent his disciples to use his power and authority in conflict with Satan’s world.

j. Jesus only does God’s work as he sees and does what the Father is doing.

k. We too can only do what the Father is doing.

l. If we acknowledge our sin God will forgive us.

m. We are not to fight back when attacked; we’re to turn other cheek.

n. We are not to be anxious about our life. Be willing to suffer. Don’t be ashamed about Jesus.

o. God gives us talents to multiply. As God’s steward we are to risk with God rather than just persevere through.

p. To be great in God’s kingdom we are to become like children. Be humble.

q. We are expected to serve.



II.

Summary of Jesus’ View.

II.

Summary of Jesus’ View

- Jesus believed in a supernatural world which had miracles. They were the expected norm of Jesus. He gave us the power to perform the same miracles today. We are in a supernatural battle where we must use God’s power if we are to survive and win.

A. Christian Worldview A. Christian Worldview: 1. Still rationalistic, mind-oriented

approach to world. 2. Often see little of God’s hand in

the present. 3. Feel God once did miraculous

things and will do them in the future.

4. See little of God’s hand in present.

5. Seek God’s direction but then reason out what to do.

6. See God only working today through Scripture.

7. Don’t teach people how to relate to God or other people.

8. Do everything in orderly manner which supports our own preferred practices.

9. We seldom tie words with deeds.

10. Little play of the emotions in worship.

11. Worship more of an intellectual exercise.

12. Our reason and learning tends to be toward knowing about God but not on listening or responding to God.

13. Tend to reject as not from God those things we cannot understand on the basis of our experience.

14. Tendency to think of God’s Word as only written rather than spoken.

15. Reject the idea that God is still speaking and interacting with us.

16. Our approach to evangelism and missions is primarily a matter of knowledge and technique.

57


METHOD TIME KNOWLEDGE 17. Therefore we do not seek

God’s direction or intervention. 18. Depend more on techniques. 19. Tend to think of doctors and

medicine before we think to God as the healer.

20. Only go to God when the problem is too big for doctors.

21. Forget Jesus was and is the Great Healer.

22. Set up well organized secular programs that are efficient.

23. They are often impersonal and lacking in spiritual solutions.

24. Compartmentalize man into physical, spiritual, social, emotional, and social parts.

25. Tend to focus on meeting physical material needs with little emphasis on meeting spiritual needs as well.

III.

Looking at differences between Christians, Humanism, Muslims, by topic.

III.

Looking at differences between Christian, Humanism, Muslims, by topic.

A. God A. God 1. Christian - Loving - Concerned - Holy - Can know personally 2. Muslim - All Mighty - Merciful Unknowable - Capricious - Vengeful 3. Scientific Humanism - There is no God - God is only for the weak

B. Wholeness B. Wholeness 1. Christian - Healing means to make

whole - God created man whole and

man was originally good. - Good is essential to

wholeness, but evil is not. - Wholeness is important if it

is practical to living. - Ethics based on absolutes.


METHOD TIME KNOWLEDGE 2. Muslim - No view of wholeness, life is

disjointed. - Good and evil are in conflict

and needed to give balance. - Love for unity and oneness. - Fear of future. - Fear of attack by evil. 3. Scientific Humanism - Person is depersonalized,

an object to study. - Ethics based on situation. - Does not realize he is not

whole nor does he care. - No good or evil person,

everything relative to self. C. Spiritual Health C. Spiritual Health 1. Christian - Life because God made and

redeemed it. - God is in control. - Life has eternal meaning

and purpose. - God is concerned about our

good physical and spiritual health.

2. Muslim - God does what He wants. - Allah is Lord of all. - No purpose in life. - Disobedience used instead

of sin. - Belief in all Holy books. - Belief in decrees of God 3. Scientific Humanism - No ultimate meaning or

value. - Modern culture has replaced

God and the church. - There is no supernatural,

therefore, no God. - Man has outgrown religion. D. Relationships D. Relationships 1. Christian - Inner wholeness and

integration. - Forgiveness and

reconciliation. - Autonomy valued. - Authority earned, not given.

59


METHOD TIME KNOWLEDGE 2. Muslim - Approach by obeying laws. - Family controls life. - Defined by status given. - Authority ascribed. - Group decision essential. - In theory all equal. - Cohesion of community

important. - Muslims are best, Christians

are inferior. 3. Scientific Humanism - Patient isolated from family. - Develop self. - Relationships not important

unless can use them to advantage.

- Self satisfied, don’t need others.

- Don’t trust others to look out for my good.

E. Change E. Change 1. Christian - God created man and the

world good. - Any change that brings man

back into harmony with God is good.

- God is in ultimate control. 2. Muslim - Change is dangerous. - Significant change is

impossible, because the struggle between good and evil is beyond human intervention.

- Conformity has high value. - Tradition highly important,

therefore, change is bad. 3. Scientific Humanism - May be good or bad

depending on results. - Man molded by his culture. - World is getting better

through man’s self effort and education.

- End justifies the means.


METHOD TIME KNOWLEDGE F. Service F. Service 1. Christian - Stems from God’s love and

compassion to bring wholeness.

- Man is steward of God’s world.

- Service brings God honor. 2. Muslim - Earn merit for heaven. - God alms for social welfare

to earn merit. - Alms given to keep Muslim

separated from material lust. 3. Scientific Humanism - For personal gain, to ease

conscience, or earn merit. - Do good for others if it does

not interfere with my goals. - Only concerned with here

and now. G. Community G. Community 1. Christian - To be understood and

empowered. - Health is for individual and

community. - World belongs to God who

created it. 2. Muslim - Work to earn merit for self. - Community controlled by

external laws. - Doesn’t trust own. - Hospitality to stranger

important. - Shame if not part of a group. - Strong family ties within

community. 3. Scientific Humanism - An object to be studied and

manipulated. - Appears self-sufficient,

therefore, don’t need anyone else.

- All mankind deserves to share in the fruits of growth.

- Try not to harm others in your community unless necessary.

- There are oppressors in each community who need to be rejected.

- Competition frequently found instead of cooperation.

61


METHOD TIME KNOWLEDGE H. Good Health H. Good Health 1. Christian - God is good and intends

good for His children. - Harmony in all areas of life

between man and God, himself, others, and nature, wholeness.

- Harmony in physical, mental, intellectual, and spiritual areas of a person’s life.

- Man has active role to play in his own good health.

- No disease, death or pain in the Garden of Eden.

- Health is wholeness. - Christ brings abundant

health. 2. Muslim - Source is external. Will of

Allah. - Health is peace. - Life is meaningless;

therefore, try to get merit for future heaven.

- Live for now, find pleasure. 3. Scientific Humanism - Harmony in physical, mental,

intellectual areas of a life. No spiritual.

- God is not a part of a man’s life.

- God has nothing to do with our health.

I. Ill Health I. Ill Health 1. Christian - Living in disharmony with

God, himself, others or nature.

2. Muslim - Arbitrary will of Allah. - Accident or illness is

punishment for sin. - Epilepsy possible demon

possession. - Spirits can cause illness. 3. Scientific Humanism - Diseased body or mind. - Disharmony with mind, self,

or others. - A result of germs which

invade the body. - Feel alienated from the

world.


METHOD TIME KNOWLEDGE J. Purpose in Illness J. Purpose in Illness 1. Christian - Illness has purpose and is a

step in a journey. 2. Muslim - Will of God. Accept it. 3. Scientific Humanism - Comes from misfortune,

chance. - Controlled by self and what

we do to our body. K. Causes of Ill Health K. Causes of Ill Health 1. Christian - Disobedience of Adam and

Eve. - Disharmony with God, self,

others or nature, sin. - Multiple causes – physical,

spiritual, emotional, and intellectual.

2. Muslim - Not conforming to Allah’s

will. - No guarantee if you do that

you will be healthy. - Is external to the person. 3. Scientific Humanism - Germs, disease. - Heredity. - Accident. - Minimal awareness of social

or spiritual causes. - Needs love acceptance

through does not realize this. L. How to Prevent Ill Health L. How to Prevent Ill Health 1. Christian - Trusts God is in control. - Christ helps us when we

pray. - Turn away from doing evil. 2. Muslim - Man can do nothing. - Koran teaches on this. 3. Scientific Humanism - Prevention is a technical

area and community has little role to play.

- Eliminate germs and bad health practices.

- Proper heredity characteristics prevent health problems.

63



M. How to Cure Illness and Have Healing

M. How to Cure Illness and Have Healing

1. Christian - God can heal. - Healing makes a person

whole. - Obedience to God. - Forgiving others restores

relations and brings good health.

- Use doctor. - Be in harmony with God,

self, others, and nature. - Christ destroys work of devil

and brings restoration and wholeness.

- Live according to God’s laws.

2. Muslim - Conform to God’s will,

chance. - God may or may not heal

depending on His whim. 3. Scientific Humanism - Destroy source of illness

through medicines and treatments.

- Uses only what is proven by experiment.

- Healing is fragmented concerning a diseased organ or emotion.

N. Death N. Death 1. Christian - Death is but a step into a

new life. - Final step in process of

wholeness. - Assured of salvation through

faith. 2. Muslim - Will of Allah, you can do

nothing. - Life after death in one of

seven heavens. - Eternal life based on works. - Heaven very sensual. - Fear of Day of Judgment. - God is capricious on

judgment. - Cannot know if going to

heaven. 3. Scientific Humanism - Denial, no preparation. - Is final. - No life after death.


ATTITUDE:

Facilitator has come to understand what a worldview is and how that view affects his beliefs, ethics, and life.

SKILL:

Participants will be able to understand what a worldview is and how that view will affect their beliefs, ethics and life.

EVALUATION:

Facilitators will know that participants have learned the content of this lesson when they are able to share what some of the worldviews in general are, what some of the Christian worldviews are, and what some of the differences are between Christians, Muslims and Humanists.

MATERIALS:

– Newsprint – Marking Pens – Masking Tape


65


WHOLISTIC WORLDVIEW VII: NARROW VIEW OF THE GOSPEL Date: 12/89 (2 HOURS) (Harvest) OBJECTIVES: 1. Participants see that Christ came to minister to the whole man, not just the

spiritual side of man. 2. Participants begin to think and plan how they can help meet non-Christian

neighbor needs. 3. Participants put their plan into action. OVERVIEW FOR TRAINERS: 1. Prayerfully read and study enclosed materials. 2. Ask the Lord to point out the implications of this lesson for your

own life and begin to act on those implications. Be prepared to share with the class the things the Lord speaks to you about.


- Open with Prayer.

5”

- Review last week’s lesson. 5” - Ask for reports form the last

lesson’s action step.

Role Play: Two people are arguing about what is the most important thing.

10”

1st The only thing that is important is to tell people about Christ. Why bother about helping them physically since it’s more important where they spend eternity?

2nd God wants us to help man physically. When people are starving they can’t hear the claims of Jesus Christ. Remember Matthew 25:35-40, that when we help person physically we are ministering to Jesus.


I.

View of the Gospel.

5”

I.

View of the Gospel:

A. First, the word gospel means good news. The good news of the Bible is that God loves us and provides a way for all that is wrong in our lives and the rest of creation to be made right.

67

WHOLISTIC WORLDVIEW VII: NARROW VIEW OF THE GOSPEL

METHOD TIME KNOWLEDGE B. Read around room verse by

verse Isaiah 58:6-12. Discuss God’s view of the good news.

10” B. God’s view of Good news: 1. God wants to loosen bonds of

wickedness and let oppressed free.

2. Divide bread with poor, give home to homeless.

3. Recovery of world will be speedy.

4. If help poor, your light will rise in darkness.

5. Lord will guide you and give you strength.

6. Ancient ruins will be rebuilt & you called repairer of the Breach.

C. Break into 7 groups; give 2 verses to each group to discuss God’s view of the good news. Report back findings.

40” C. Findings of God’s view:

1. Romans 1:16 1. God has provided our salvation.

2. Romans 1:21 2. All creation will be liberated from decay.

3. Colossians 1:20 3. All things in heaven and earth will be reconciled to God.

4. Luke 4:18 4. God sent Jesus to minister to man’s physical and spiritual needs.

5. Luke 9:6 5. Jesus sent disciples out to preach and heal both.

6. Matt 5:16 6. Our good works will cause people to glorify God.

7. James 2:14-17 7. If we only have faith but no works of helping, then our spiritual life is dead.

8. I John 3:17 8. We cannot say God’s love is in us unless we express our love in tangible as well as spiritual ways.

Commands of Jesus: Commands of Jesus: 9. Mark 12:30 9. To love God. 10 John 13:34-35 10 Love each other (brothers in

Christ). 11 Matthew 7:12 11 Love our neighbors. 12 Matthew 28:19-20 12 To teach others all over the

world to obey these commands.

13 Matthew 7:12; Romans 13:9; Galations 5:14

13 To love God and to love our neighbor are intertwined as one.

14 I John 3:17 14 When have goods and do not help person in need shows we do not have God’s love in us.


METHOD TIME KNOWLEDGE D. Give Summary. 5” D. Summary: 1. Luke 10:25-37 Story of

good Samaritan. Both show whenever we

minister to the needs of the poor, Jesus says that we are ministering to Him. God commands His people to love one another in was that show concern for man’s physical, social and spiritual needs.

2. Matthew 25:31-46 Meeting man’s physical needs

II.

Personal Exercise.

II.

Personal Exercise

A. Ask: How well have I understood God’s command to love my neighbor?

B. Ask the Lord to show you where you have been unfaithful in showing His love in more than spiritual ways.

C. If needed ask forgiveness for your lack of understanding.

D. Decide on one way that you can demonstrate God’s concern for a physically need non-Christian neighbor.

E. Write out a plan for when & how you will do it.

1. What do you plan to do to demonstrate God’s concern about the physical need of a neighbor?

2. When will you do it? 3. Will the person know

that your good deed is an expression of God’s concern for him? If so, how?

4. Before the next meeting write the results of your good deed.

F. Share your plan with someone else. Pray with them about yours and theirs.

69


ATTITUDE:

Facilitators understand Jesus ministered to the whole man and we are to do the same.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they have a good understanding that Christ came to serve the whole man, and begin to minister to their neighbors’ physical and spiritual needs.

MATERIALS:

-Newsprint -Marking pens -Masking tape -Bible



WHOLISTIC WORLDVIEW VIII: GOD’S INTENTION FOR HIS CHURCH

Date: 06/01 (1 HOUR) OBJECTIVES: 1. Participants will be able to understand God’s plan for the church’s role in helping

a broken world move toward God’s intentions. OVERVIEW FOR TRAINERS: Ask the Lord to point out the implications of this lesson for your own life and begin to act on those implications. Be prepared to share with the class the things the Lord speaks to you about. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Needy person sitting in chair in his home talking to himself.

10”

Needy I’m so lonely! I have enough food and a place to live. I guess I should be happy. But I’m lonely! I have so many problems. I wish had someone to talk with and to share my problems with. – He looks to heaven and says, “Oh God, please help me. If you are God, I’m sure you can send someone to help me.”

Enter a neighbor who says: Neighbor Hello. I was thinking about

you today. I bought some sweets today and had a little extra left over. I thought you might like some. Well, if you will excuse me, I have a meeting at church to go to.

Needy Oh please stay. I need someone to talk to, someone to share my problems with. I have some big problems right now.

Neighbor I’m sorry but I’d like to stay but I have to go to an important church meeting.

Needy Could we get together some other time?

neighbor I’d really like to but I’m so busy with church things that I don’t think I can find time. But let me know if I can help you in other ways. God bless, goodbye.


71


METHOD TIME KNOWLEDGE I.

What is the Church?

20”

I.

The Church:

A. Break into eight groups and give one set of verses to each group. Report back.

A. What the church is according to scripture:

1. Matthew 6:18; Ephesians 5:23

1. Founded and headed by Christ

2. Acts 11:19-24; Ephesians 3:6; Galatians 3:28

2. God’s dwelling and Christ’s body

3. Acts 14:23; 20:28 3. Led by elders 4. Romans 16:1,5 4. Local and universal 5. I Corinthians 1:12; 5:1-7 5. Is to be self-disciplining and

purifying. 6. I Corinthians 1:7; 14:12 6. Equipped through gifts to carry

out its task 7. I Corinthians 1:10 7. Is to be united 8. I Corinthians 4:17 8. A place to receive teaching

about how Christ wants its members to live

II.

How does God intend the church should relate to the world, to man in his need?

20”

II.

How God Intends the Church Should Relate to Man in His Need:

A. In large group read verses and discuss.

A. What God intends:

1. Ephesians 3:8-11 1. It is God’s intent to display His many sided wisdom about spiritual matters as well as physical matters.

2. Romans 8:9 2. Paul is speaking of creation revealing of sons of God who are the church. He is commanding His followers to reveal His character.

3. John 17:18 3. Christ has sent us into the world the same way God sent Him into the world.

4. Matthew 5:13-16 4. We are to be the salt that changes the world and the light which reveals God’s truth in the world.

5. I Peter 2:12 5. We are to live an exemplary life so that non–Christians can find no fault with us.

6. Philippians 2:5-8 6. We should have the mind and attitude of Christ being a humble, obedient servant.

7. II Corinthians 3:2-3 7. Our lives should be as open as a letter that all can read.

8. James 1:27 8. We are not be contaminated by the world.

9. John 15:19 9. Though we do not belong to the world, we are to live in the world using kingdom principles.



III.

Application

10”

III.

Application

A. Pass out the God’s Intention for His Church – Window of the Church handout.

A. God’s Intention for His Church – Window of the Church handout.

1. Have participants label the 4 windows with the area in development from Luke 2:52.

2. Have individuals pray and write several ways in each section that they can demonstrate God’s intentions.

3. Before the next meeting try to implement at least one thing you have put down.

4. At next meeting report on their attempt.

References: This lesson was adapted from God’s Present Intentions – The Church as A Window by Bob Moffitt. Copyright, Harvest Foundation www.harvestfoundation.org. Adapted with permission of the author.

ATTITUDE:

Facilitators understand God’s plan for the church’s role.

SKILL:

Participants will be able to understand God’s plan for the church’s role in helping a broken world move toward God’s intentions.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they have a good understanding of God’s intentions for His church.

MATERIALS:

-Newsprint -Marking pens -Masking tape -God’s Intention for His Church – Window of the Church handout


73

WINDOW OF THE CHURCH

______________________________

____________________________

______________________________

_____________________________

1. Have participants label the 4 windows with the area in development from Luke 2:52. 2. Have individuals pray and write several ways in each section that they can demonstrate

God’s intentions. 3. Before the next meeting try to implement at least one thing you have put down. 4. At next meeting report the results of their attempt.


WHOLISTIC WORLDVIEW IX: GOD’S INTENTION FOR THE NATIONS Date: 12/01 (1 HOUR) OBJECTIVES: 1. Participants will understand God’s intention for the nations, and a wholistic

interpretation of the great commission. 2. Participants will gain a vision for a ministry that both saves souls and disciples

nations. OVERVIEW FOR TRAINERS: This is the first in a series of lessons to teach a Biblical worldview and lay Biblical foundations for wholistic ministry. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play:

10”

1st The great commission says that we are to save souls.

2nd The great commission says that we are to disciple nations.

1st I guess that depends on how you interpret the phrase, “make disciples of all nations.” I believe he was saying make disciples of people in every nation.

2nd You have reduced the command to make disciples of all nations to a command to do soul winning. I do believe Jesus was saying that our preaching should save souls, but it should also reform cultures and build societies that are compassionate, just, and free.

----SH questions---- S = What do you See? H = What is Happening?

Two people are arguing about the meaning of the great commission. One argues that the great commission is a command to save souls, the other that the great commission includes reforming cultures and building societies that are compassionate, just, and free.

I.

God’s Book in 12 Chapters

10”

I.

God’s Book in 12 Chapters:

Tell the story of the 12 Chapter Book of God’s Story. Think if the Bible was condensed into 12 chapters. Have a copy of an old paperback book available. Outline what would be included in each of the 12 chapters:

Chapter 1 would be creation. God created the world by just speaking it and he made man and woman to rule over it. the garden was perfect and all lived in perfect harmony.

75

WHOLISTIC WORLDVIEW IX: GOD’S INTENTION FOR THE NATIONS


Chapter 2 would be the fall where

sin entered the perfect world that God created and then Adam and Eve were barred from it. Harmony was broken within God’s creation.

Chapters 3-9 would be seen as man’s search to restore the perfect harmony that was in the world before the fall.

Chapter 10 would be the birth, life, crucifixion, and resurrection of Jesus Christ who restored the broken harmony to those who would believe in Him.

Chapter 11 would be the first century spread of Christianity by the disciples.

Chapter 12 would be the wedding of the bride and the celestial city.

Rip out Chapter 10 and say that in

evangelical circles today, we only concentrate on Chapter 10 and we throw away the rest of the book. Throw out the rest of the book leaving only the one chapter.

As you go through the rest of the

lesson keep referring back to the fact that evangelicals only share one chapter out of the 12 in God’s book.

II.

God’s intention for the nations. Break into small groups to discuss what the scriptures have to say about God’s intention for the nations. Report findings back to the large group.

25”

II.

God’s Intention for the Nations.

A. All nations will be blessed: A. All nations will be blessed - Genesis 18:18 1. God promised to bless all

nations through Abraham - Genesis 22:18 - Genesis 26:4 2. God will bring righteousness

and justice as nations walk in His ways.

- Psalm 67:4-7 - Isaiah 2:3,4 - Isaiah 51:4,5 3. God will bring healing, peace

and prosperity to the land. - Matthew 12:18 - Revelations 22:1-5 B. God will rule over all nations B. God will rule over all nations - Psalm 22:27,28 1. He will have dominion over

every nation. - Psalm 46:10 - Zechariah 9:10 2. He will be exalted, worshiped,

and adored by all nations. - Romans 15:12 - Romans 16:25-27 3. He will be feared and obeyed

by every nation. - Revelations 21:24-27



III.

What does the New Testament say should be proclaimed to the nations?

III.

What the New Testament Says Should be Proclaimed to the Nations

A. Matthew 12:18 A. Justice B. Matthew 24:14 B. Good News of the Kingdom C. Mark 13:10 C. Gospel D. Luke 24:46-47 D. Repentance and forgiveness of sins E. Romans 16:25-27 E. Obedience IV.

Display the Transformational Development diagram.

10”

IV.

Transformational Development:

Give the information under the knowledge column.

Transformational development is a dynamic process which begins with the proclamation of the gospel and involves the exchange of lies for the truth. But that is just the beginning as God intends for whole cultures to be reformed to reflect His goodness and glory. Society is changed as individuals change. Nations are discipled one person at a time.

A. Ask the group “How might this view of the great commission change the way we view the mission and purpose of the church and how we carry it out?”

A. Changes in the way we view the mission of the church and how we carry it out

1. Our preaching should not only be directed at saving souls, but also at reforming culture and building just and compassionate societies that are obedient to the law of God.

2. Our ministries should not only be concerned with man’s future destiny, but also his present condition.

3. True disciples of Christ are not withdrawn from society, but involved changing it.

4. Our teaching in the church should encourage people to be good citizens and nation builders.

V.

What happens when the church fails to disciple the nation

15”

V.

Examples of What Happens When the Church Fails to Disciple the Nation.

A. Display the quote from Darrow Miller in the knowledge column:

A. “When the church fails to disciple the nation, the nation disciples the church.”

B. Read II Kings 17:15 and show how this happened in Israel.

B. What happened to Israel: 1. Destruction of the family 2. Decline of moral values 3. Injustice

RebuiltSocieties

Reformed Culture

Repentant Souls andRegenerated Lives

77



C. Discuss this question in small

groups: How has your church discipled the nation, and how has the nation discipled your church? Report your findings back to the large group.

References: This lesson was adapted from The Transforming Story by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.

ATTITUDE:

Participants are humble and understand the commitment to the truth that Christ has called His church to disciple nations.

SKILL:

Participants will understand God’s intention for the nations and a wholistic interpretation of the great commission. They will also be able to gain a vision for a ministry that both saves souls and disciples nations.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they obtain a vision for a ministry that saves souls and disciples a nation as God intended.

MATERIALS:

-Newsprint -Masking tape -Marking pens -Transformational Development Pyramid diagram -Old paperback book


TRANSFORMATIONAL FORMATIONAL DEVELOPMENT

RebuiltSocieties

Reformed Cultures

Repentant Souls andRegenerated Lives

79


WHOLISTIC WORLDVIEW X - GOD’S MATHEMATICS

Date: Rev 4/11 (1 HOUR) OBJECTIVES: 1. Participants will understand that it is a privilege to give to God and all people –

even the very poor – and that they already have what it takes to fulfill His command “love your neighbor as yourself.”

2. Participants will be able to discover God’s active multiplication in blessing people’s obedience.

OVERVIEW FOR TRAINERS: These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. From the very beginning of this lesson divide the whole large group into small groups of 3-8 people. They can sit around small tables, which will make it easier for them to sort the cards into a formula. The cards should be prepared beforehand and put into small envelopes and distributed to the small groups. This lesson is especially suitable for Vision Seminars for church people. Together with lesson of “Seed Projects” this makes a good foundation for the churches to start their OWN work. METHOD TIME KNOWLEDGE A true story from Africa: An old missionary had been working in an area for a long time. He believed that the people in his church were too poor to give. He never taught them about giving from the Scriptures. One day, a new missionary came to preach in the church. He spoke to the believers and challenged them to bring offerings to the Lord. Everybody was very happy. For the first time they offered gifts. Some gave money, some chickens, and some brought fruit and vegetables. At the end of the service, the old missionary came to the church and saw the offerings. He was very sad, and said, “Oh, these people are so poor that they cannot give anything”. Then he returned all that was given, the money, chickens, fruit and vegetables, back to the people. What did you hear? What was the problem?

5”

5”

The old missionary stole the blessings from the Christians by not letting them offer to God. He also oppressed the church, hindering it from becoming a strong self-standing spiritual home.

81

GOD’S MATHEMATICS


I.

Examples of how God multiplies our gifts for his glory

5”

I.

How God multiplies our Gifts for His glory

A. Read Isaiah 40:29. Ask each small group to open the envelope marked “Isaiah 40”, and to put the small cards in order of the correct formula. Discuss the formula.

A. Isaiah 40:29 – God reveals His strength in our weakness. Our weakness x God = Strength

B. The story of five loaves and two fish (John 6:1-14) Tell the story from the Bible in your own words. It is preferable if you ask someone in advance to tell the story.

10” B. The story of five loaves and two fish:

Ask each group to open the envelope marked “John 6” and put the cards in the correct order and discuss the formula.

Boy + 5 loaves and 2 fish x Jesus = food for 5000 men + food for women and children + 12 baskets

C. Elijah and the widow of Zarephath (I Kings 17:7-24). Tell this story is the same way as above. Open the envelopes marked “Widow” and put them in the correct order and discuss the formula.

10” C. Elijah and the widow of Zarephath: Widow + cake x God = 1 cake x 3 people x 365 days x 3 years of famine = 3285 cakes

D. Ask the group if they can remember a time when Jesus noticed the giving of a poor person. (Luke 21:1-4)

5” D. The Widow's Offering: Jesus saw the rich putting their gifts into the temple treasury. He also saw a widow put in two very small copper coins. "I tell you the truth," he said, "this poor widow has put in more than all the others. All these people gave their gifts out of their wealth; but she out of her poverty put in all she had to live on." Widow + 2 coins x Jesus = 2000 years of inspiration

E. The alternative to multiplication Tell the parable of the talents from Matthew 25:14-30. Ask: if the poor use poverty as a reason not to obey Jesus’ command to love their neighbor, what will be the consequences?

E. The alternative to multiplication One Servant + 1 talent x 0 = 0 talents + servant into darkness

GOD’S MATHEMATICS


II.

Summary

10”

II.

Summary

A. God’s math (to give and to be blessed) involved EVERYbody. No one is too poor or too weak. Can you tell of a time when a very poor person gave you something? How did you feel?

A. God’s math – remember that feeling to be able to give is a good way to empower the person or strengthen his self-esteem.

1. Once in Ethiopia, I received a small coin from a street boy – how happy he was to give.

2. Long ago in Kenya, a poor nomadic woman gave me 5 shillings (very small amount) to be given to my wife. How happy I was, and how proud she was to be able to give!

B. Write together on the board with the group a general formula for God’s math. Draw “x God =” in the middle and then complete the formula. The formula could look like the one below:

10” D. Summary: Poor people + love for God + faith + obedience and sacrificial giving x God = blessings to others + personal blessing + God is praised

References: This lesson was adapted from Kingdom Mathematics by Bob Moffitt. Copyright, Harvest Foundation www.harvestfoundation.org. Adapted with permission of the author.

ATTITUDE:

Facilitator has first learned the joy of giving to God & then to others and loving them in obedience to God. He is committed to helping others to also learn and apply this to their own lives.

SKILL:

Participants will be able to learn the importance of obedience to God in loving and giving to Him and to others and they in turn will want to share this with those in their communities.

EVALUATION:

Facilitators will know that participants have learned the content of this lesson when they see them giving to God and others in love and then in turn helping others to do the same thing.

MATERIALS:

- Newsprint - Marking Pens - Masking Tape - God’s Mathematics Handout Strips - Cutouts for mathematical formula card in

envelopes (one envelope for each group) marked as “Isaiah,” “John 6,” and “Widow”

This lesson is used in: Program Trainings – SALT, Vision – Mobilizing the Church, Wholistic Worldview and Analysis

83

GOD’S MATHEMATICS CARDS

Source: B. Moffitt, Kingdom Mathematics

Our weakness

X

God

=

Strength

Boy

+

5 loaves & 2 fish

X

Jesus

=



Food for 5000 men

+

Food for women and

children

+

12 baskets

Widow

+

1 cake

X

God

=

85



1 cake

X

3 people

X

365 days

X

3 years of famine

=

3285 cakes


WHOLISTIC WORLDVIEW XI: JESUS’ PURPOSE

Date: 11/96 (1 HOUR) OBJECTIVES: 1. Participants will understand Jesus’ purpose in ministry and how social action is

part of a wholistic ministry. 2. Participants will know how Jesus expects us to be involved as his disciples in a

wholistic ministry. METHOD TIME KNOWLEDGE Role Play: Two men are arguing. (You can also just tell the story.)

5”

1st The only thing that we should be concerned with as Christians is winning people to Christ. Matt 28:18-20 clearly tells us that.

2nd You are wrong; the Bible tells us we should be concerned about helping a fellow man physically. Matt 25:35-40 talks about when we help our fellow man we are ministering to Jesus. What about the Good Samaritan?

1st What good is it to save a man’s life physically if he is going to spend eternity in hell?

2nd How can a man listen to the gospel when he is dying of hunger?


I.

Why did Jesus come? Luke 4:16-21

I.

Why Jesus Came:

A. Who was involved? A. Jesus. B. When did He do this? B. First time He proclaimed who He

was – in His home area just after His forty days in the desert with the temptations.

C. Why did Isaiah say the messiah would come? Isaiah 61:1,2

C. Jesus came because God anointed Him:

1. To preach the gospel to the poor for the economically disinherited.

2. To proclaim release to captives for the socially and politically disinherited.

3. To give sight to the blind, for the physically disinherited.

4. To set the oppressed free for the morally and spiritually disinherited.

5. To proclaim the year of our Lord, the year of Jubilee with a new world beginning of equality of opportunity.

87

WHOLISTIC WORLDVIEW XI: JESUS’ PURPOSE

METHOD TIME KNOWLEDGE D. What happened next? D. Jesus said He was the fulfillment of

the prophecy. E. Why did Jesus come?

Summary. E. He came to be concerned about all

areas of man’s life. II.

Application to Us Today.

II.

Application to Us Today:

A. Compare the similarities and difference to us today. Do in large group. Split large paper in half vertically listing each.

5” A. Similarities and differences for us today.

B. Break into 5 groups with each group discussing a different portion of the scripture as they apply it to their community today. Report back.

20” B. Groups.

1. Who are the poor today and what is the good news for them?

1. Poor today and good news for them.

2. Who are those in prison today and how can we work for their release?

2. Prisoners and how work for release.

3. Who are the sick and how can we be involved in their healing?

3. Sick and how to help heal.

4. Who are the handicapped and how can we help them overcome their disabilities?

4. Oppressed and how to help break shackles.

C. What injustices are found in our community today and what can we do to right these injustices?

5” C. Injustices in our community.

D. Individually have each person write their own manifesto for their life that takes the above into consideration.

10” D. Individual manifesto.

E. Have a few share what they have written.

5” E. Share with group.

JESUS’ PURPOSE

ATTITUDE:

Facilitator understands Jesus’ purpose for ministry and how He expects us to be His disciples.

SKILL:

Participants will understand Jesus’ purpose in ministry and how social action is part of a wholistic ministry. Participants will know how Jesus expects us to be involved as his disciples in a wholistic ministry.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they understand Jesus’ purpose of a wholistic ministry.

MATERIALS:

-Newsprint -Masking tape -Marking pens -Bible


89


THE THREE RELATIONSHIPS OF MAN

Date: 06/01 (rev. 6/12) (2 HOURS) OBJECTIVES: 1. Participants will be able to understand the three relationships man has. 2. Participants will be able to apply these relationships to their own lives. OVERVIEW FOR TRAINERS: These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: See attached The Four Friends Role Play.

10”


I.

The three relationships of man

I.

The Three Relationships of Man

A. When God created man, what were the three relationships that were established? Look up the following verses and discuss.

5” A. The three relationships that were established:

1. Genesis 1:26,27; 3:8 1. With God 2. Genesis 2:18-24 2. With other people 3. Genesis 1:28; 2:15 3. With creation B. What can these

relationships be compared to in our lives?

5” B. Compared to our lives: 1. God to spiritual 2. Other people to social 3. Creation to physical C. Read Deuteronomy

30:15,16 and discuss the following questions:

5” C. Deuteronomy 30:15,16

1. What makes the difference between blessing and destruction?

1. Following God’s instructions

2. Is it possible to grow toward God’s intentions without loving God?

2. No

II.

Details of three relationships

10”

II.

Details of Three Relationships

Looking at each of the three relationships, what elements can be included in each? Break into six groups with two groups each taking one relationship. Report back.

91



A. Spiritual relationships A. Spiritual relationships 1. God the Father 2. The Bible 3. Prayer 4. The church 5. Evangelism 6. Satan – the kingdom of

darkness B. Social relationships B. Social relationships 1. Family 2. Friends 3. Community 4. Government 5. Employer 6. Enemy 7. Landlord C. Physical relationships C. Physical relationships 1. Our bodies 2. Food 3. Clothing 4. Shelter 5. Water 6. Animals 7. Plants 8. The land III.

In the same groups, discuss the needs that are found under each relationship. Report back.

10”

III.

Relationship needs

A. Spiritual needs A. Spiritual needs 1. Fellowship with God 2. Worshipping God, alone and

together 3. Talking to God, alone and

together 4. Listening to God, alone and

together 5. Hearing about God’s love 6. Sharing God’s love with others 7. Obeying God B. Social needs B. Social needs 1. Friendship/fellowship 2. Loyalty 3. Honesty 4. Play 5. Celebrations 6. Shared work C. Physical needs C. Physical needs 1. Adequate nutrition 2. Clothing 3. Shelter/home 4. Exercise 5. Clean water 6. Clean sanitary environment



IV.

We should all agree on the definitions for the three relationships. Give the information in the knowledge column.

5” IV.

Definitions for the three relationships:

A. Spiritual: All arrears of our life which relate directly to our relationship with God and the spiritual world.

B. Social: All areas of our life which relate directly to our relationships with each other.

C. Physical: All areas of our life which relate directly with the rest of creation.

V.

Wisdom

V.

Wisdom

A. Give the definition of wisdom from the knowledge column.

5” A. Since God made us, He knows what we should do in order for these relationship areas of our lives to be what He intended them to be. His instructions for what we should do to make these areas of our lives good are called ‘wisdom.’ Definition of wisdom: God’s rules or instructions for successful spiritual, social, and physical relationships. Note mental development or knowledge is part of wisdom because it can help us understand God’s rules about how we should carry out these relationships.

B. What do the following verses say about wisdom? Discuss as large group.

10” B. What the Bible says about wisdom:

1. Leviticus 25:18 1. Follow God’s rules so we can live securely in the land.

2. Deuteronomy 30:15,16

2. If we love God and follow Him, we will multiply. He will bless us and give us the land to possess.

3. Proverbs 2:1-11 3. If you follow God’s word and be attentive to His wisdom, He will give us understanding. The Lord is the one who gives wisdom.

4. Proverbs 3:1,2 4. Remember God’s teachings and He will give you long life and peace.

C. Pass out Wisdom – The Integrating Factor Wheel and Wheels Out of Balance handouts. Review.

10” C. The wheel gives us balance: 1. The diagram represents a

wheel with three spokes: spiritual, physical, and social.

2. The rim represents wisdom. If the rim is missing, then the three spokes cannot serve the wheel. A wheel with no rim cannot be used.

93


METHOD TIME KNOWLEDGE 3. If one of the spokes is short or

weak, then the wheel will be out of balance. If we are weak in one or more areas of our lives, our lives will be out of balance. The same is true in our ministry.

4. A wheel that is complete and in balance can serve the purpose for which it was designed.

References: This lesson was adapted from The Three Relationships of Man by Bob Moffitt. Copyright, Harvest Foundation www.harvestfoundation.org. Adapted with permission of the author.

ATTITUDE:

SKILL:

Participants will understand the three relationships man has and they will be able to apply these relationships to their own lives.

EVALUATION:

MATERIALS:

- Newsprint - Masking tape - Marking pens - Bibles - The Four Friends Role Play handout - Wisdom – The Integrating Factor Wheel handout - Wheels Out of Balance handout


The Four Friends Role Play

Narrator: I’d like you to meet four friends—Fred Physical, Social Sonia, Wise Will, and Saintly Sue. (Change names to fit.) They will introduce themselves to you now! Physical Character (acting like a body builder, always flexing muscles): I’m a much better person now that I have a body like Arnold Swarzennegger. Those six-hour workouts every day are great! My wife went to live with her mother so she would have someone to talk to—so now I have more time—and I’ve added aerobic exercises to my schedule! I have the perfect body. Everyone should be like me!

Social Area (happy, laughing, talking with many imaginary friends): I have so many friends, and I’m so happy. I’m planning a big party at my house this weekend, and you’re all invited! And don’t forget—bring a friend! No, I won’t have time to go to (Insert name of today’s meeting/conference) with you today, but thanks! Maybe I’ll go to church at Christmas, though! Guess what! Next week, I’m going to the theater, and a concert, and another party, and . . .!

Wisdom Area (showing superior intelligence, impressing people with knowledge): Did you know that the sun is 109 times bigger than Earth? And its surface temperature is about 6000ºC, but that the interior may reach 13,000ºC? I’m so smart—my IQ is 185. That makes me a genius! Everyone should be like me, and the world could advance to a higher level (suddenly looking sad). Then, maybe I would be able to have some friends . . .

Spiritual Area (singing): “Holy, holy, holy—yes, I am so holy . . .” I’m so dedicated! I spend all week at church, I pray six hours a day, and I fast four days a week. But I’m so persecuted! The pastor and leaders don’t give me respect! They don’t agree with all my ideas! They have wrong doctrines! (Suddenly very angry) Who do they think they are? What right do they have to criticize me? (Suddenly pious) “Father, forgive them, for they know not what they do . . .” (Singing) “Holy, holy, holy—yes, I am so holy . . .”

95

Wisdom – The Integrating Factor

Spiritual

Social

Physical

Development = Moving Toward God’s Intentions

Wheels Out of Balance

A wheel that is in balance can easily move toward its object. Our lives, when in balance, can move towards God's intentions for us. This is another way we

can understand development—moving towards God's intentions.

97


LUKE 2:52 AND DEVELOPMENT

Date: 06/01 (1 HOUR) OBJECTIVES: 1. Participants will understand Jesus and Paul’s purpose for life. 2. Participants begin to become a ‘development agent’ in a simple way. OVERVIEW FOR TRAINERS: These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Two people talking:

10”

1st What does it mean to be a developed person I hear people talking about?

2nd I don’t know, maybe it means you have all the money you ever need?

1st I don’t think so. Maybe it means you have the best education?

2nd That may be part of it but that’s not the whole thing. I wish I knew so I could be a developed person.

1st Me too! ----SHO questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place?

I.

“Developed” Person

10”

I.

“Developed” Person

A. In a large group discuss what it means to be a “developed” person?

A. Participants answers.

B. Read Luke 2:52. Jesus as a developed person:

B. Jesus as a developed person:

1. What are the four ways that Jesus developed and in common terms describe these four kinds of growth?

1. Ways Jesus showed development:

- Wisdom = Wisdom - Stature = Physical - Favor with God = Spiritual - Favor with man = Social 2. What were the

physical/material living conditions in which Jesus grew?

2. Conditions Jesus lived in: - Not affluent but adequate - No running water or electricity - Village level education - Had all he needed to know 3. Did Jesus have the

resources necessary to fulfill God’s purposes for him? How or how not?

3. Jesus and needed resources: - Yes - God provided all he needed

and he grew with God’s purpose in mind

99



II.

Jesus’ Purpose in Life

10”

II.

Jesus’ Purpose in Life

A. Read Luke 4:18-19 A. Luke 4:18-19 1. Why did Jesus come? 1. Why Jesus came: - Preach the Gospel to the poor - Release the captives - Sight to blind - Free the oppressed - Proclaim year of our Lord 2. What areas of life did

Jesus come to deal with?

2. Areas Jesus came to deal with:

- All areas - Spiritual - Social - Physical - Emotional - Social B. Read Matthew 20:25-28. B. Matthew 20:25-28 1. How did Jesus deal

with man? 1. Jesus dealt with man by

serving others not being served.

C. From the scripture above, what was Jesus’ purpose in life?

C. Jesus’ purpose in life: 1. Jesus came to deal with the

whole man. 2. Jesus came to serve others so

they could develop. III.

Paul’s Purpose in Life

10”

III.

Paul’s Purpose in Life

A. Read Colossians 1:28-29 A. Colossians 1:28-29 1. To whom did Paul

minister? 1. Paul ministered to the

Gentiles. 2. What was Paul’s goal

for people’s development?

2. Paul’s goal was that every man be mature and complete in Christ.

3. Who provided the model and strength for reaching Paul’s goal?

3. Jesus provided the model and strength for reaching Paul’s goal.

B. Present the idea that human development = movement towards God’s intentions.

B. Human development = movement towards God’s intentions

1. What does this mean? 1. What this means: - Man is intended to grow in all

areas of his life: physical, social, emotional, and wisdom.

- God has intentions for us. - We are to serve others to

become mature and developed in all areas of their life.

- Therefore we are called to be ‘development agents’ in all areas in other people’s lives.



IV.

Application

10”

IV.

Application

A. Pass out Luke 2:52 Development handout.

A. Explanation of handout.

1. Explain the four columns and the three rows on the chart.

1. The chart is divided into categories. The top line lists the four areas of Jesus’ growth in Luke 2:52. The side lists three categories of people from whom we can call ‘development agents.’

2. Practice doing a development plan in one area.

2. Choose one area of growth: wisdom, physical, spiritual, or social that you want to do for your family, church, or community. Identify what you will do.

3. Hand out the second half of the handout which gives examples.

3. Briefly go over the example handout.

4. Share with another person and they share theirs with you.

4. Share with another person and pray with them.

5. At the next meeting, share with your same partner how you did and what took place.

References: This lesson was adapted from Luke 2:52 and Development by Bob Moffitt. Copyright, Harvest Foundation www.harvestfoundation.org. Adapted with permission of the author.

ATTITUDE:

Facilitator understands development from Luke 2:52.

SKILL:

Participants will be able to understand Jesus and Paul’s purpose for life. They will also begin to become a “development agent” in a simple way.

EVALUATION:

Facilitators will know participants have learned the content of this lesson when they become “development agents.”

MATERIALS:

-Newsprint -Marking pens -Masking tape -Bibles -Luke 2:52 Development handout


101

Source: B. Moffitt, Luke 2:52 and Development

Luke 2:52 – Development Plan

Context

For Growth

Areas of Jesus’ Growth

Wisdom

Physical

Spiritual

Social

Family

Church

Community

See other side for samples →

Source: B. Moffitt, Luke 2:52 and Development

Luke 2:52 – Development Plan

Context

For Growth

Areas of Jesus’ Growth

Wisdom

Physical

Spiritual

Social

Family

Discuss applying

two Proverbs with my family

Wash dishes

after family meal

Lead my family

in a daily devotion

Take spouse on a “date” (without

the children)

Church

Do Monday devotions on

applying Sunday’s sermon

Repair the

walkway in front of the church

Pray each day for pastor and elders of the

church

Invite different

church members to our home for

coffee

Community

Discuss

community problem with a

community leader

Walk around neighborhood

and pick up trash

Invite neighbors to a Christmas

celebration at our home

Play soccer with

neighborhood kids

103


WHOLISTIC WORLDVIEW XIV: SEED PROJECTS

Date: 09/02 (1 ½ HOURS) OBJECTIVES: 1. Participants will be able to understand what a Seed Project is and does. 2. Participants will be able to apply the steps in planning a Seed Project. OVERVIEW FOR TRAINERS: This is a practical lesson plan that gets the participants involved in planning and then doing a Seed Project. This lesson can be used as a finale to TOT 1. It intends to give participants ideas about how to enter a community. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Used by permission. METHOD TIME KNOWLEDGE Role Play: Two church members have just gone through CHE TOT1

1st I am so excited about this new thing we have learned – CHE

2nd How are we going to get our community to know about it?

1st First we need to show them how much we care about them.

2nd How are we going to do that? 1st We could buy all of them a goat! 2nd No that won’t work. What can

we do? ----SHOWD questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place? W = Why does this happen? D = What will we Do about it?

I.

Introduction

5”

I.

Introduction

A. Give introduction. A. Giving of introduction. 1. A Seed Project is designed to

help the local church develop a vision of what God wants to do for and with them so that they can help themselves become self-reliant under God’s direction.

2. The concept of a seed project is designed to help the local church first learn how to be steward of their own resources.

3. A Seed Project is used in the Entering the Community phase of a CHE program to cause some visibility an enthusiasm for CHE.

B. Define Seed Project. Give content found under knowledge.

B. Seed Projects are very small scale projects that are carried out by the local church and that demonstrate God’s love to the people of the community.

105



II.

Seed Projects

10”

II.

Seed Projects

A. What are characteristics of a Seed Project? Give out handout of characteristics.

A. Characteristics of a local church Seed Project:

1. Projects are covered in prayer.

2. Motivated by Gods intentions, over and above human compassion.

3. Should be thoughtfully and easily planned.

4. Simple 5. Small scale 6. Low cost 7. Completed in one to two

days. 8. Involve community members. 9. Done with local resources. 10. Should be done without

discrimination so that they benefit any community member.

11. Those who benefit from the seed project should also participate in their accomplishment.

12. Help develop relationships between team members and community.

13. Be defined by the community. 14. Be motivational 15. The result is that God is

praised. B. Hand out list of potential

seed projects and have participants note if each one meets the characteristics of a seed project. Discuss in large group. When the list is completed ask the group to come up with their own seed project ideas.

10” B. Seed Project Exercise 1. A garbage cleanup (yes) 2. Development of a child-care

center (no) 3. Latrine repair at the home of

a church member (no) 4. Formation of a baseball team

(no) 5. A baseball game (yes) 6. Formation of a baseball team

(no) 7. A meeting to discuss the

formation of a housewives’ club (yes)

8. Painting room in the church building (no)

9. Government-sponsored literacy program (no)

10. Community seminar on nutrition (yes)

11. Door-to-door evangelistic campaign (yes)

12. 7 week Bible study on the Gospel of John (no)


METHOD TIME KNOWLEDGE 13. A child-feeding program

funded by the United Nations (no)

14. Obtaining media coverage for seed project (yes/no, depending on the motivation for publicity)

III.

Give following additional notes about Seed Projects:

5”

III.

Notes About Seed Projects:

A. Christians should not be simply doing good works out of human motivation and strength but should be a conscious response to the commands of Jesus Christ.

B. They must be done in the power of Christ’s Holy Spirit. That power only comes through prayer.

C. Small projects allow failure without major consequences.

1. We need to start small because we will fall or fail many times.

2. If we start with big projects any failure could be fatal on future projects.

D. In evaluation we need to ask: 1. Has God multiplied the

resources? 2. Have those other than those

serving been blessed? 3. Is God honored? 4. There needs to be a clear

Yes to these questions and if not it is probably not of the Lord.

IV.

Planning a Seed Project.

15”

IV.

Planning a Seed Project

A. Break into small groups if possible, all working in same area.

A. Studying Handouts

1. Hand out to the groups: - Seed Project

Planning Guide

- Seed Project Plan Worksheet

2. Have groups read and discuss among themselves.

3. Now hand out to each group a filled out Seed Project Plan Worksheet which they are quickly to review.

107


METHOD TIME KNOWLEDGE B. Have each group design a

plan which they will try to accomplish within one week.

30” B. Each Group designing their Seed Project plan to be implemented in one week.

1. Post on newsprint and paste on walls so people can look at each other’s.

C. Do the seed project and report back the results at next meeting.

5"

References: This lesson was adapted from Seeds and Seed Projects by Bob Moffitt. Copyright, Harvest Foundation www.harvestfoundation.org. Adapted with permission of the author.

ATTITUDE:

Facilitator has gained an understanding of the importance of implementing Seed Projects and that participants learn how to be involved in both the planning and doing of a Seed Project.

SKILL:

Participants will be able to understand what a Seed Project is, what it does, and then be able to be involved in the planning and doing of implementing a Seed Project.

EVALUATION:

Facilitators will know that participants have learned the content of this lesson when they can share what a seed project is, what it does, and then begin to take the necessary steps to implement a seed project in their area.

MATERIALS:

- Newsprint - Marking Pens - Masking Tape - Characteristics of Local Seed Projects handout - Which are Seed Projects handout - Seed Project Planning Guide handout - Seed Project Plan Worksheet handout - Sample Seed Project Plan Worksheet handout

This lesson used in: Wholistic Worldview and Analysis

CHARACTERISTICS OF LOCAL CHURCH SEED PROJECTS HANDOUT

Projects are covered in prayer. Motivated by Gods intentions, over and above human compassion. Should be thoughtfully and easily planned. Simple Small scale Low cost Completed in one to two days. Involve community members. Done with local resources. Should be done without discrimination so that they benefit any community

member. Those who benefit from the seed project should also participate in their

accomplishment. Help develop relationships between team member and community. Be defined by the community. Be motivational The result is that God is praised. Seed Projects are small-scale ministry projects, carried out by a local church, demonstrating God’s love to its community. Here are some examples: A garbage cleanup Latrine repair at the home of a disabled community member A football game A community seminar on nutrition Building a roof shelter for a bus stop Painting a community building Building a small foot bridge connecting populated areas

109

WHICH ARE SEED PROJECTS? HANDOUT

Seed Projects: Small-scale ministry projects, carried out by a local church, demonstrating God’s love to its community. A garbage cleanup Development of a child-care center Latrine repair at the home of a church member Formation of a baseball team A baseball game Formation of a housewives’ club Painting a room in the church building A government-sponsored literary program A community seminar on nutrition A door-to-door evangelistic campaign A seven-week Bible study on the Gospel of John

SEED PROJECT PLANNING GUIDE HANDOUT

Preparation Pray: Ask the Holy Spirit to show you God’s concern and intentions concerning a physical,

spiritual, wisdom, or social need in your community. Scripture: Select a Scripture passage that reflects God’s intentions about the need. Discuss how

this Scripture demonstrates that meeting the need honors God. (The principle objective is to honor God, not to meet a need.)

Meditate: Meditate silently and then discuss thoughts about the need. Choose: If several needs are discussed, write them on a blackboard or large paper. Discuss and

narrow the list to one you believe God is calling you to meet. Vision: Ask the Lord to show you what changes would exist if God’s full intentions were met in

this area. Write down the changes. Select: Select one specific project or ministry activity that will move people closer to God’s

intentions for them in their area of need (our definition of development). Discus how this project can do that. Keep in mind that, although the preparation may take longer, the project itself should be able to be completed within a few days.

Writing the Plan Using the blank “Seed Project Plan Worksheet”, write your own plan for a seed project that will meet the

need selected. Make sure to indicate the secondary impact areas. Steps: List project steps in the order that they should be implemented. People

Consulted: List the people who should be consulted for each step.

Resources: List the resources needed for each step. Person

Responsible: List the person(s) responsible for carrying out each step.

Dates: List the date that each step will be carried out. Criteria: Compare your plan with the seed project characteristics. If some are not met, adjust the

plan accordingly. Prayer Continue to pray that the Lord will guide you and bless this seed project, so that the people served and

those who observe what is happening will be blessed and give thanks to God for what they experience and see.

Evaluation When your seed project is completed, use the Seed Project Report to evaluate your experience.

111

SEED PROJECT PLAN WORKSHEET

GOD’S INTENTIONS: _____________________________________SCRIPTURE: ______________ PROBLEM/NEED: _________________________________________________________________ SEED PROJECT: __________________________________________________________________ PRIMARY IMPACT AREA: __________________ SECONDARY IMPACT AREA: ______________

PERSONS/ PROJECT INSTITUTIONS RESOURCES PERSON(S) COMPLETION

STEPS WHICH NEED TO NEEDED RESPONSIBLE DATE BE CONSULTED

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Comments:

SAMPLE SEED PROJECT PLAN

GOD’S INTENTIONS: Husbands treat their wives with love and respect. SCRIPTURE: Ephesians 5:25 PROBLEM-NEED: The husbands in our community do not treat their wives with respect. SEED PROJECT: Seminar on husbands’ relationships with their wives. PRIMARY IMPACT AREA: Wisdom SECONDARY IMPACT AREA: Social

PROJECT STEPS

PERSONS-

INSTITUTIONS WHICH NEED TO BE CONSULTED

RESOURCES NEEDED

PERSON(S) RESPONSIBILE

COMPLETION

DATE

1. Prayer, meditation, study

God

Time, reflection

Project Leader

Day 1

2. Decision Project leaders Project leaders Day 1

3. Survey of interest Men in church & community

Questionnaire Volunteers from the church

Days 4-7

4. Get seminar teacher

Pastor or other teacher

Recommendations-references

Pastor Days 8-10

5. Get lesson material

Church, bookstore, etc.

Researcher, funds (Name) Days 8-15

6. Get place to meet Person in charge Seats, blackboard, etc.

(Name) Days 8-15

7. Arrange refreshments

Church ladies Funds, brochure (Name) Days 15-20

8. Produce announcements

Printer Funds, brochure (Name) Days 15-20

9. Prayer meeting Entire church Pastor Day 25

10. Distribute announcements

Shop owners, mayor, etc.

Church youth (Name) Days 20-24

11. Hold seminar Project leaders Project leaders Day 30

12. Prayer meeting Entire church Pastor (Name) Day 31

13. Evaluation Project leaders Participant responses

Project leaders Day 32-35

14. Project Report Writer (Name) Day 35-40

Comments:

113


BEYOND THE SACRED SECULAR DIVIDE

Date: 6/11 (1 Hour) OBJECTIVES: After working through this lesson, participants will be able to: 1. Understand key Essentials of a Biblical Worldview 2. Know the history of what has affected the worldview of Christians today. 3. Based on knowing the history they will be able to work with churches to bring

them back to a Biblical Worldview OVERVIEW FOR TRAINERS: This comes from the book Beyond the Sacred - Secular Divide by Scott Allen, 2011 YWAM Publishing, Seattle, WA METHOD TIME KNOWLEDGE Role Play:

1st We have been hearing a lot about a wholistic worldview and a divided mind and life, I wonder what the history of this whole things come from

2nd Me too. I hear the world Gnostic and have no idea what that means

1st Me too, I agree but I would like to know the essentials of a Biblical Worldview

2nd Me too, How can we learn? 1st Who knows! ----SH questions---- S = What do you See? H = What is Happening?

I.

Six Essentials of a Biblical Worldview. Give out Biblical Insights of Worldview handout.

1. The Whole Vision 2. The Whole Word 3. The Whole Person 4. The Whole World 5. Motivated By Love 6. Dependant on God’s

Strength Break into six groups, giving each group one item to discuss and report back to the large group. Have all report, then give out Biblical Essentials Chart

25

I.

Six Essentials of a Biblical Worldview

115



A. The Whole Vision A. The Whole Vision 1. Vision is the ability to see a

preferred future with the eyes of the mind.

2. Jesus was driven by the grandest vision the world has ever had.

3. A world transformed by His loving Father who is actively at work in history.

4. But Christ’s grand vision has been reduced to saving souls for every nation for some.

5. For others it is ending hunger, poverty, and injustice.

6. To practice a wholistic ministry it is essential that we have Christ’s whole vision, not an incomplete vision.

B. The Whole Word B. The Whole Word 1. God’s Word is revealed truth.

The Scripture is inspired and powerful.

2. The Bible reveals that God is actively working in history.

3. We need to to understand God’s big agenda, His history encompassing redemptive plan for the nations.

4. We must look at and study the Scriptures as a complete, unified whole.

C. The Whole Person C. The Whole Person 1. It is essential to see people as

Jesus sees them, not as disembodied souls but as whole.

2. To reduce people to any one of these parts or to say one is more important than another cannot be supported in the Bible.

3. In Luke 2:52 - Jesus grew physically in stature, mentally in wisdom, spiritually in favor with God, and socially in favor with men.

4. Jesus lived in a context of relationships as he grew.

5. We are made in His image and fashioned to enjoy an intimate, eternal relationship with God.

6. Spiritual rebirth for wholistic ministry.


METHOD TIME KNOWLEDGE D. The Whole World D. The Whole World 1. Jesus commanded His

disciples to go and make disciples of all nations.

2. Later Jesus tells his disciples to be his witnesses in Jerusalem, Samaria, and the world.

3. We are to bring healing and transformation to the nations.

4. A wholistic ministry is one that works to spread the gospel in every nation and to have God’s glory reflected in every domain of life.

5. Psalm 24:1 shows that there is not a sqare inch of the universe which King Jesus does not claim.

E. Motivated on Love E Motivated by Love 1. Matthew 22:37-39 - Great

Commandment is to love God with all your heart, soul, mind and strength and to love your neighbor as yourself.

2. This is a two part command motivated by love of God and for others.

3. We must strive to improve lives of others in all ways.

4. We primarily show love for God by love for our neighbors.

5. The essence of a Christian’s life is to glorify God by seeking the best for others.

F. Dependent on God’s Strength

F. Dependent on God’s Strength 1. God is actively advancing His

kingdom right now. 2. We must act in His strength,

not ours. 3. We need to join Him in what

he is doing. 4. We must be dependent on

God for every breath. 5. For our ministry to bear fruit,

our lives must be firmly connected to Christ’s life.

6. Moment by moment we must be dependent on Christ.

7. He desires us to be His consistent companion or coworker in the creative enterprise of life on earth.

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II.

History of Divided Mind and Life Give out A Brief History of the Divided Mind and Life handout. Gnosticism, Age of Reason, Darwinism, Social Gospel, Separation of Social & Gospel. Break into small groups. Assign each group one heading to identify the key points of their portion.

25”

II.

History of Divide Mind and Life

A. Gnosticism A. Gnosticism 1. Gnosticism from Greek with

Plato 2 Plato divided creation into two

parts; the superior spiritual and inferior physical

3. The Bible does distinguish between physical and spiritual, but not one superior over other

4. God is Lord of all creation both physical and spiritual

5. This Gnostic heresy still plagues the church down through the centuries

B. Age of Reason B. Age of Reason 1. Roots of modern Gnosticism

found in 18th century Enlightenment

2. The Biblical worldview was eroded by the enlightenment

3. Birthed during the period of deism which acknowledged God created the universe, but was no longer involved in it

4. God of deism is not lord or redeemer, because deism does not allow the role of the miraculous or for spiritual intervention

5. Prayer is unnecessary since God cannot, or will not, intervene in human affairs

6. God is like a giant clockmaker who wound the world up, but is no longer involved

7. In French revolution sought to free man from superstition and the control of the government church

8. There was no need for spiritual reality

9. Enlightened people had sufficient understanding of the natural world, so there was no need for a god, angels, or demons



C. Darwinism/Naturalism C. Darwinism/Naturalism 1. Darwin’s theory excluded a

creator God 2. Living organisms where cause

by accident and even threw out deism

3. Deism was replaced by Naturalism

4. Naturalism is sometime referred to as secularism, materialism, or scientism

5. It rests on the belief that the universe is based only on one realm—physical

6. The spiritual realm is either non-existent or unknowable

7. Every effect must have a physical cause

8. Naturalism posts a strict division between facts and values

9. Facts are objective and verifiable

10 Values are subjective, personally constructed meaning

11 The spiritual world is unreal or unknowable, therefore, the realm of fantasy and make-believe

D. Social Gospel & Reactions of Fundamentalists

D. Social Gospel & Reactions of Fundamentalists

1. Modern man became the master of his destiny

2. God’s kingdom could be realized here on earth through man’s own effort

3. Reject the Biblical facts of sin and the Fall.

4. Downplayed the need for evangelism

5. Evil flows only from social repression or subversion

6. Fundamentalism was a counter movement to Social Gospel

7. They emphasized spiritual fundamentals of the Scripture

8. It upheld the authority of the Bible as God’s supernatural revelation

9. Science and reason were looked upon as worldly and secular

10 The spiritual realm was good while the physical realm was secular and to be avoided

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METHOD TIME KNOWLEDGE E. Separating Social Action

from Gospel Proclamation and visa versa

E. Separating Social Action from Gospel Proclamation and visa versa

1. To liberals humans were masters of their destiny

2. Human wisdom was sufficient to solve all humans problems

3. Mankind was given the responsibility by God to impact society and to conform social order to the teaching of Christ

4. The combination of theological liberalism and social universalism in the USA gave rise to the social programs after WW II and the domestic war on poverty

5. The evangelicals were busily ignoring the physical needs of the poor and focusing almost exclusively on evangelism

6. For many loving God was seen as spiritual work while loving neighbors was something for the secular world.

7. God’s redemptive work takes place only in the spiritual realm while the physical world is seemingly left to the devil.

8. The narrow spiritual only mindset led to a proliferation of churches that are characterized by superficiality

9. Many of these churches are marginalized making little impact on their surrounding society

F. After getting all answers give out History of Divided Mind handout

F. Give handout

III.

Consequences in the Church Today Discuss in Large Group

10”

III.

Consequences in the Church Today

A. Consequence on church A. Consequence on church 1. Christians have

compartmentalized their lives 2. This riddles our conversations 3. Christians who are not full-time

in ministry feel like second class citizens

4. God is no longer honored as Lord of all

5. Christians with a Biblical worldview are removed from the marketplace


METHOD TIME KNOWLEDGE 6. They lose the desire to engage

the culture, therefore, they do not obey God’s commands

7. Christians no longer shape media, education, politics, etc.

8. They allow prevailing trends, beliefs, and practices of the secular world to set the agenda

9. Psychology has replaced theology

10. Worship is designed to make people feel good

11. Christians have a muddled understanding of their mission to the world

References: Beyond the Sacred and Secular Divide by Scott Allen 2011, YWAM Publishers, Seattle WA

ATTITUDE:

Understanding a Biblical Worldview is critical to Neighborhood Transformation and Community Health Evangelism.

SKILL:

Participants will be able to talk intelligently about a Biblical Worldview, its essentials, and where Christians have gone astray.

EVALUATION:

Are the participants able to talk intelligently about a Biblical Worldview, its essentials, and where Christians have gone astray?

MATERIALS:

-Newsprint, markers, masking tape -Handouts: Biblical Insights on Worldview Biblical Insights Chart A Brief History of the Divided Mind and Life History of Divided Mind


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Biblical Insights on Worldview By Scott Allen from Beyond the Sacred-Secular Divide (YWAM Publishing, 2011), used with permission.

Six Essentials of Biblical Worldview Wholistic ministry is not a technique or a fad. It is the natural outgrowth of a wholistic life, one that understands that God is a real, active, all-powerful, loving presence and lives in total devotion to him. A life that recognizes Jesus as King of kings and Lord of lords—not just in a future heavenly realm, but now. A life that appreciates that he is not merely Lord of the spiritual realm but Lord over everything in creation. Let’s examine six essentials of truly wholistic ministry: (1) the whole vision, (2) the whole Word, (3) the whole person, (4) the whole world, (5) motivated by love, and (6) dependent on God’s strength. 1. The Whole Vision “Vision” is the ability to “see” a preferred future state with the eyes of the mind. It is a basic human need, for it motivates and provides hope for the future. It provides a target at which we can aim our lives. Scripture affirms that “where there is no vision, the people perish” (Prov. 29:18) Jesus was driven by a vision, not just any vision, but the grandest vision the world has ever known. His eyes saw beyond the present reality of death and injustice, to a world purified of all evil and full of the reality of God (Rev. 21:1–5). A world transformed by his loving Father who is actively at work in history, redeeming all things—one person, one family, one church, and one nation at a time. This was the vision for which he “lived, labored, suffered and died. It’s this vision he entrusted to his disciples.”1 It must be our vision as well, but is it? The great missionary-statesman E. Stanley Jones offered this sad assessment: “The Church has lost it. The Church has lost [the biblical vision of] the Kingdom of God.”2 He called this loss “the sickness of our age.” Wholistic Ministry Essentials Today, the whole kingdom vision of Jesus has been replaced by incomplete visions. For some, Christ’s grand vision has been reduced to saving souls from every nation, which provides little hope for people living in desperate brokenness and poverty—only hope after they die. To be sure, the biblical vision of God’s kingdom provides eternal hope, but it also holds hope for substantial healing now. For others, Christ’s vision is reduced to ending hunger, poverty, and injustice. If this is the entire vision, it is far too limited. People need more than full stomachs and safe environments. They need a vision that addresses their spiritual hunger as well as their physical hunger, a vision that holds hope not only for a better life on earth but for eternal life as well. People need a vision that calls them to something higher than simply having their basic physical needs met. People everywhere are searching for a vision that they can live and die for, a purpose worthy of their entire devotion. Jesus addressed this when he said, “Man does not live on bread alone, but on every word that comes from the mouth of God” (Matt. 4:4). To practice wholistic ministry, it is essential that we have the whole vision that Jesus had, not the incomplete visions so common today. His ultimate aim is expressed in these words from the Lord’s Prayer, “Your kingdom come, your will be done on earth as it is in heaven” (Matt. 6:10).

2. The Whole Word Where does this whole vision come from? It comes from a comprehensive understanding of God’s Word. God’s revealed truth in Scripture is inspired and divinely powerful. It is his “transforming story,” equally valid for all cultures, all nations, and all time. As we read the whole Bible from Genesis to Revelation, not as a series of disconnected stories and teachings but as a single, comprehensive narrative, our minds are transformed (Rom. 12:2). We come to understand the truth about God, creation, history, and our lives. The Bible reveals that God is actively working in history, carrying out a magnificent plan to bless, heal, and redeem everything broken through the Fall. This plan is the central theme of the entire Bible. It’s the common thread that unites both Old and New Testaments, beginning immediately after Adam and Eve’s separation from God in Genesis 3 and concluding in the final chapters of Revelation. Why did God make his covenant with Abraham? Why did he create and bless the nation of Israel? Why did he send his Son Jesus to live among us and die on the cross? Why did he raise up the church? What does he want to accomplish through this church in our generation? What vision should guide and give purpose and meaning to our lives? For the answer to each of these questions, we need to understand God’s big agenda—his history-encompassing redemptive plan for the nations. To appreciate the scope of this remarkable plan, it is important to study more than passages or even a book in the Bible. We must look at and study the Scriptures as a complete, unified whole. We need to capture a bird’s eye view of the Bible and understand its “big picture.” According to British theologian John Stott, we must have “a mind which has firmly grasped the basic presuppositions of Scripture and is thoroughly informed with biblical truth.”3 3. The Whole Person To practice wholistic ministry, it is essential that we see people as Jesus sees them, not as disembodied “souls,” not as evolving physical machines with no spirit, but as a wholistic integration of body, mind, and spirit. To reduce people to any one of these parts, or even to say that one is more important than the others, cannot be supported in Scripture. God cares for whole people, and so must we. In the key verse for this session we looked at the growth of Jesus in four distinct areas. He grew physically—“in stature.” His physical body grew strong and healthy. He grew mentally—“in wisdom.” He grew in the knowledge of God and his Word. He grew spiritually—“in favor with God.” He had an intimate relationship with his Father. He grew socially—“in favor with men.” He attracted a loyal band of followers and was esteemed by many for his wisdom, power, humility, and compassion. All these areas were equally important in Jesus’ development. Therefore they must be equally important for us and for all people. Wholistic ministry sees in Jesus the perfect model for human development. If our ministry fails to help people grow in any of these areas, it’s not wholistic. Luke 2:52 also reveals that Jesus lived in the context of relationships. As he matured, he grew “in favor with God and men.” In the same way, our lives are lived in the context of relationships. Scripture identifies one of these relationships as the most important—our relationship to God. We are his creation, made in his image, and fashioned to enjoy an intimate, eternal relationship with him. The central problem we face (and the central problem for the whole world) is that our relationship with God is broken and in need of reconciliation. The good news is that “God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life” (John 3:16). Thanks to God’s initiative, we can now enjoy renewed fellowship with him through faith in his Son and his atoning death on the cross.

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Spiritual rebirth is essential for wholistic ministry (John 3:3). Only when our relationship with God is restored will there be lasting hope for healing in our other relationships—both our relationship with creation and with other people. Wholistic ministry is concerned with all these relationships, yet it never forgets what the primary relationship is. It cares for the whole needs of whole people in the context of all their relationships, but this care always begins with a deep concern for people’s need to be reconciled to their Maker. 4. The Whole World In his Great Commission, Jesus commanded, “Go and make disciples of all nations” (Matt. 28:19). Later he told his disciples that they would “be [his] witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth” (Acts 1:8). The gospel of Jesus Christ is to be proclaimed in every nation on earth. It is also to bring healing and transformation to the nations it impacts. A ministry that is wholistic seeks both parts. It works to spread the gospel to every nation and to have “God’s glory reflected in every domain of the land, its arts, sciences, media, government, schools, businesses, [and] families.”4

Psalm 24:1 says, “The earth is the Lord’s, and everything in it, the world, and all who live in it.” Abraham Kuyper famously paraphrased this verse when he said, “There is not a square inch of the universe over which King Jesus does not claim, ‘Mine!’” A ministry that is wholistic is driven by this motto. It sets its agenda with questions like, If Jesus were mayor of my community, what would be different? If Jesus were ruler of my nation, what changes would he make? If God’s will were perfectly done “on earth as it is in heaven,” what would change? Once we have answers to these questions, we know what our ministry must address. 5. Motivated by Love As we seek to practice wholistic ministry, we must keep in mind Jesus’ great commandment: “Love the Lord your God with all your heart and with all your soul and with all your mind… [and] love your neighbor as yourself” (Matt. 22:37–39). Our ministry must be motivated by love for God and for others, particularly for those who are poverty-stricken, broken, and hopeless. The essence of the Christian life is found in seeking to glorify God and seeking the best for others. It is striving always to improve the lives of people spiritually, physically, emotionally, economically, and socially. In the words of Dr. James M. Boice, “We are called to sincere, selfless, sacrificial, serving love.”5 One of the truly revolutionary aspects of Christian faith is that we show our love for God primarily through our love for our neighbor (Isa. 58:6–12; Matt. 7:12; 25:31–46). No matter how many good works we do, without love we will accomplish nothing. In the timeless words of the apostle Paul, “If I give all I possess to the poor and surrender my body to the flames, but have not love, I gain nothing” (1 Cor. 13:3).

6. Dependent on God’s Strength The final essential factor is dependence on God. To be effective in wholistic ministry, we must remember that God is actively advancing his kingdom right now. Our attitude must be one of joining him, not setting off on our own. We must act in his strength, not our own, for if we strive in our own strength, wit, or wisdom, we will surely fail. We may believe we have succeeded at some level and be tempted to take credit for ourselves. Such pride has no place in biblical Christianity. We are dependent on God for every breath we take. We must remember that for our ministry to bear fruit, our lives must be firmly connected to Christ’s life. Jesus spoke of this in the parable of the vine and the branches. “I am the vine; you are the branches. If a man remains in me and I in him, he will bear much fruit; apart from me you can do nothing” (John 15:5). How do we stay connected to the vine? By realizing that he is our active leader, practicing moment by moment dependence on him, and expressing our dependence through prayer, sensitivity to the leading of the Holy Spirit, and obedience to his Word. We are meant to carry out wholistic ministry together with God as he acts with us, not on our own. “He [desires] to be our constant companion or coworker in the creative enterprise of life on earth,” theologian Dallas Willard reminds us. “What we can do by our unassisted strength is very small. What we can do acting with mechanical, electrical or atomic power is much greater. . . . But what we can do with these means is still very small compared to what we could do acting in union with God himself, who created and ultimately controls all other forces.”

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Biblical Essentials Chart A. The Whole Vision 1. Vision is the ability to see a preferred future with the eyes of the mind 2. Jesus was driven by the grandest vision the world has ever had 3. A world transformed by His loving Father who is actively at work in history 4. But Christ’s grand vision has been reduced to saving souls for every nation for some 5. For others it is ending hunger, poverty and injustice 6. To practice a wholistic ministry it is essential that we have Christ’s whole vision not an

incomplete vision B. The Whole Word 1. God’s Word is revealed truth in the Scripture is inspired and powerful 2. The Bible reveals that God is actively working in history 3. We need to to understand God’s big agenda, his history encompassing redemptive plan for

the nations 4. We must look at and study the Scriptures as a complete, unified whole C. The Whole Person 1. It is essential to see people as jesus sees them not as disembodied souls but as whole 2. To reduce people to any one of these parts or to say one is more important than other

cannot be supported in the Bible 3. In Luke 2:52 Jesus grew physically in stature, mentally in wisdom, spiritually in favor with

God, socially in favor with men 4. Jesus lived in a context of relationships as he grew 5. We are made in His image and fashioned to enjoy and intimate, eternal relationship with

God 6. Spiritual rebirth for wholistic ministry D. The Whole World 1. Jesus commanded his disciples to Go and Make disciples of all nations 2. Later Jesus tells his disciples to be his witnesses in Jerusalem, Samaria and the world 3. We are to bring healing transformation to the nation 4. A wholistic ministry is one that works to spread the gospel in every nation and to have God’s

glory reflected in every domain of life 5. Psm 24:1 shows that there is not a sqare inch of the universe which King Jesus does not

claim E Motivated by Love 1. Matthew 22:37-39 Great Commandment is to love God with all your heart, soul, mind and

strength & your neighbor as yourself 2. This is a two part command motivated by love of God and others 3. We must strive to improve lives of others in all ways. 4. We primarily show love for God by love for our neighbors 5. The essence of a Christian’s life is to glorify God by seeking the best for others F. Dependent on God’s Strength 1. God is actively advancing His kingdom right now 2. We must act in His strength not ours 3. We need to join Him in what he is doing 4. We must be dependent on God for every breath 5. For our ministry to bear fruit, our lives must be firmly connected to Christ’s life 6. Moment by moment we must be dependent on Christ 7. He desires to be our consistent companion or coworker in the creative enterprise of life on

earth

A Brief History of the Divided Mind and Life

By Scott Allen from Beyond the Sacred-Secular Divide (YWAM Publishing, 2011) used by permission. An Ancient Heresy Gnosticism The sacred-secular dichotomy that shapes the mindset of many Christians today is nearly as old as the church itself. Its roots can be traced back to ancient Greek philosophy and to the ideas of Plato in particular. Plato divided creation into two self-existing and eternal parts: the spiritual was considered superior, while the material was inferior. Plato’s worldview stands in direct opposition to the Hebrew worldview, which holds that nothing except God exists from all eternity. Physical matter is not eternal. It is created by God, who is spirit. And God, who is altogether good, righteous, and perfect, declares his creation to be good as well (Gen. 1:31). The Bible affirms a distinction between physical and spiritual aspects of reality. It does not, however, declare that one realm is good while the other is evil. The biblical worldview affirms that God is the Lord of all of creation, both physical and spiritual. In the early church the blending of the Hebraic and Platonic (Greek) worldviews became known as the Gnostic heresy. Christians who fell within its grip struggled with the doctrine of the incarnation. How could a perfect, righteous God take on a disorderly, corrupt, physical body? Their belief system forced them to abandon this most central of all Christian doctrines; thus Gnosticism is rightly viewed as a heresy. Yet, sadly, this same Gnostic view has continued to plague the church down through the centuries—and has experienced a marked revival over the past one hundred years. The fact that we must talk about “wholistic” ministry today is a testimony to the fact that the Gnostic mindset is alive and well. What led to the reemergence of this ancient heresy, and what have been the consequences? The Age of Reason The roots of modern Gnosticism can be traced to eighteenth-century Europe and a period commonly referred to as the Age of Reason or the Enlightenment. The modern scientific method was perfected during this period, with remarkable results. Great mysteries of the inner workings of the physical universe were being solved one by one with breathtaking speed. Modern science was born out of a biblical framework that affirmed creation as God’s handiwork and thus worthy of exploration and study. Early scientists such as Francis Bacon, Johannes Kepler, and Sir Isaac Newton were devout Christians. They viewed their work as affirming and strengthening their biblical beliefs. During the Enlightenment, however, an enchantment with the successes of science led to the belief that through unaided human reason man could understand the workings of the entire physical universe. Like Adam and Eve’s first sin in the Garden of Eden, a prideful human confidence emerged. Man, through science and reason alone, could become like God and understand all reality. The biblical worldview had been deeply influential in shaping European culture throughout the Middle Ages. But with the advent of the Enlightenment, it began to erode and was eventually dislodged from its prominent position. God was still the Creator and necessary “First Cause” of the universe, yet he was seen as uninvolved and irrelevant. The new worldview that was birthed during this period, known as deism, acknowledged a god who created but no longer played a role in the day-to-day functioning of the physical world. The god of deism is not lord or redeemer, because deism allows no role for the miraculous or for spiritual intervention.

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Prayer is unnecessary because god either cannot or will not intervene in human affairs. Many leading Enlightenment figures, including Voltaire, David Hume, and Thomas Jefferson, saw the universe as a huge, intricate machine, like a giant clock, with god serving as nothing more than the clockmaker. He made it, wound it up, and left it to run on its own. The French Revolution (1789–1799) is emblematic of this shift in worldview. The revolutionaries sought more than political freedom; they sought to be free from God and from the narrowness and authority of the official state church. As the Enlightenment wore on, the European mind claimed to have come of age. God was slowly banished as a superstitious holdover from the Dark Ages. “Enlightened” people had sufficient understanding of the natural world through reason and science. There was no need for spiritual reality, for gods, angels, or demons. Yet one significant problem remained. If God did not exist, how could one account for the existence of the physical universe? Every worldview, to be comprehensive, must have a creation story. Darwin and the Rise of Naturalism Charles Darwin, a famous British botanist, answered this question in 1859. In his classic, The Origin of Species, he presented a theory of ultimate origins that excluded a creator God. According to Darwin, living organisms were formed by accident and then evolved into the various creatures that exist today through an unguided process of mutation, “selection,” and time. Darwin’s origins theory gained acceptance in academic circles throughout Europe and America and continues to be taught in schools worldwide today. Darwin, according to world-renowned British scientist Richard Dawkins, “made it possible to be an intellectually fulfilled atheist.” In other words, Darwin’s theory removed the need for belief in even the modest creator god of deism. As a consequence of Darwin’s theory, a new worldview shift was afoot. Deism was replaced by naturalism, which today has become the dominant worldview in the industrial West and in academic and urban centers worldwide. Naturalism (sometimes referred to as secularism, materialism, or scientism) rests on the belief that the universe is composed of one substance and one substance only—physical matter. A spiritual or supernatural realm is either nonexistent or unknowable. The physical universe is a “closed system.” Every effect must have a natural cause. Indeed, everything can—and must—be explained through the impersonal workings, chance combinations, and interactions of matter. In the late nineteenth and twentieth century’s, naturalism spread like wildfire throughout Europe, America, and around the world. It swept through universities and seminaries and came to dominate the natural sciences, law, business, and economics. As we shall see, it also had a profound and disastrous impact on the church. Naturalism posits a strict division between facts and values. Facts are objective and publicly verifiable. Values, on the other hand, are subjective, personally constructed meanings. Science exists in the realm A Brief History of the Divided Mind and Life of fact, in the real world of the five senses—sight, sound, touch, taste, and smell. It is the world where men and women live, breathe, and exist. Religion, spiritual belief, and faith exist in the realm of the personal, subjective, and emotional. Humans learn what is true through human reason and scientific inquiry. The spiritual world is unreal or unknowable; it is the realm of subjective belief and religion; it is the realm of fantasy and make-believe.

“At best,” explains one observer, “religion paints a coat of ‘value’ over the otherwise valueless ‘facts’ disclosed by science.”2 Because naturalism is the dominant worldview of the modern West, this mindset permeates nearly every area of modern life and thought. Naturalism Impacts the Church As deism, Darwinism, and eventually naturalism gained cultural supremacy the church in the West was slowly pushed toward the margins of society. To retain a degree of social and cultural influence, many mainline Christian denominations attempted to accommodate these new belief systems, with disastrous consequences. They suppressed the distinctively supernatural, spiritual elements of the biblical worldview. New schools of theology were created to modernize Christian belief so the church could keep pace with changing times. One observer notes, “Contemporary theologians… [were] subject to the temptation to understand the Christian faith in light of the dogmas of the Enlightenment, rather than the Enlightenment in the light of the . . . Christian faith.”3 One modernizing theologian was Friedrich Schleiermacher (1768–1834). Influenced by naturalism’s belief that God is either unknowable or unreal, Schleiermacher did not base Christian faith on historically verifiable realities such as the life, death, and resurrection of Jesus. Instead, he rooted Christian faith in subjective human belief. Faith in Christ became a matter of personal experience, rooted in emotional need. It was not a response to an objectively real God who exists and has communicated to mankind reliably through the Bible.4 Schleiermacher’s “Christianity” was little more than a spiritualized version of naturalism, in which science claims the sole authority to describe reality. In this worldview, spiritual belief is considered subjective and is “real” only if an individual believes it to be. Schleiermacher and his fellow theologians formed the beginning of a movement that drastically impacted seminaries and theological schools throughout the West. In time, as students graduated from these schools, they carried these new theological assumptions into church pulpits throughout Europe and America. The Social Gospel With God safely locked away in the realm of subjective belief, modern man became a master of his own destiny. For Christians, this meant that God’s kingdom could now be realized here on earth through human efforts and knowledge alone. New theologies rejected the biblical doctrine of the Fall and human sinfulness and depravity. Consequently, they downplayed the need for evangelism, repentance, and salvation. One well-known nineteenth-century American newspaperman, Horace Greeley, spoke for many when he wrote, “The heart of man is not depraved… his passions do not prompt to wrong doing, and do not therefore by their actions, produce evil.” According to Greeley, “Evil flows only from social repression or subversion. Give [people] full scope, free play, a perfect and complete development, and universal happiness must be the result. . . . Create a new form of Society in which this shall be possible… then you will have the perfect Society; then you will have ‘the Kingdom of Heaven.’” The movement that was given birth from these beliefs came to be known as the “social gospel.” As Greeley indicated, a core tenant of the movement was the belief that evil was created by the way a society was organized, not by anything innately evil within man. The Reaction of the Fundamentalists Such beliefs amounted to heresy in the minds of more orthodox believers, who saw such theological liberalism as directly opposed to the Bible. A countermovement known as fundamentalism was birthed. It sought to rescue the church by emphasizing the spiritual

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fundamentals of Scripture. It upheld the authority of the Bible as God’s supernatural revelation, the incarnation of God in Jesus, and Jesus’ atoning death on the cross for human sin. Naturalism, the enemy of fundamentalism, divided reality into two categories—facts and values—with science and reason claiming the sole capacity to determine truth. Reacting against this, fundamentalists unintentionally borrowed from the ancient Gnostic heresy. Science and reason were looked upon as worldly and secular—things that Christians should avoid. Faith was pitted against reason, the spiritual against the secular. The spirituall realm—the realm of God, the Bible, evangelism, church attendance, “fulltime Christian service,” and prayer—was seen as good. The physical or material realm was seen as lower and “worldly.” Science, human reason, politics, economics, and social action, all dominated by naturalism, were branded as secular—things to be avoided.

Impact on the World Missions Movement The fundamentalist movement had a striking impact on global missions. At the time of the fundamentalist reaction to naturalism, hundreds of thousands of Christian missionaries were deployed from Europe and America to the farthest corners of the globe. These missionaries went with great zeal and made incredible sacrifices for the cause of Christ. Yet many were infected with a Gnostic mindset, which they passed on to indigenous believers through the churches they planted. The missionaries associated any missionary activity outside of evangelism and church planting with the Social Gospel movement. Liberal theologians taught that the kingdom of God could be achieved here and now through social action and enlightened government programs. In reaction, fundamentalist and evangelical missionaries taught that the kingdom of God was a strictly spiritual reality, important only in the afterlife. Separating Social Action from Gospel Proclamation To the liberal church, humans were masters of their destiny. Human wisdom, expressed through modern science, technology, and enlightened government policy, was sufficient to solve the social, political, and economic problems facing the world. God’s role in human affairs was peripheral, limited, and largely irrelevant. Mankind was given responsibility by God to impact society and to conform the social order to the teachings of Christ. The combination of theological liberalism and social universalism in the United States gave rise to massive government programs after World War II. These programs set out to eliminate poverty at home and abroad. New social policies and large government bureaucracies were created to dispense aid to the poor. It was not long, however, before it became evident that the programs were not succeeding. The tiny island nation of Haiti provides a sobering case study. Since 1970 thousands of international governmental and nongovernmental aid programs and billions of U.S. dollars have been directed toward healing the economic, social, and spiritual wounds of Haiti’s nearly ten million

inhabitants. Yet, despite this massive and sustained effort, Haiti remains the most impoverished and broken nation in the Western Hemisphere. The domestic “war on poverty” in the United States failed just as miserably. Between 1960 and 1990 billions of U.S. dollars were dispensed through welfare programs to people living in poverty. The number of people who lived below the government-established poverty line actually increased during this time period. Because of this, the American welfare system was completely overhauled in the 1990s. Why did these well-intentioned efforts failed so miserably? Because they ignored the clear biblical teaching that we are a broken people and race. Our best knowledge, resources, and technology will not heal our brokenness. We will remain broken if our efforts do not comply with God’s revelation of how we should live—in all areas of life. While the Bible affirms that human reason and the development of resources have a role in our healing, they must be combined with the understanding that humans are sinful and that complete, supernatural healing is available only through the cross of Jesus. Without that understanding, the best intentioned efforts are destined to fail. Separating Gospel Proclamation from Social Action While the liberal church was busily working to usher in the kingdom of God through social programs based on human wisdom, the evangelicals were busily ignoring or downplaying the physical needs of the poor and focusing almost exclusively on evangelism and church planting. For many, “loving God” was viewed as spiritual work and “loving your neighbor” was something that happened in the secular, material world. Over the course of time, this unbiblical dichotomy led many to believe that “God’s redemptive work takes place only in the spiritual realm, while the rest of the physical world is seemingly left to the Devil.”6 If evangelicals did minister to physical needs, it was often as “bait,” a means to the greater goal of evangelism. Fundamentalists were using the “lifeboat” metaphor long before it was adopted by the recent secularist lifeboaters. In Modern Revivalism: From Charles Grandison Finney to Billy Graham, William McLoughlin reports this quote by Dwight L. Moody: “I look upon this world as a wrecked vessel. God has given me a lifeboat and said to me, ‘Moody, save all you can.’”7 Moody, a devout Christian, was used by God to accomplish great things. Yet such statements reflect an unbiblical dichotomy that places God’s interest in saving human souls ahead of his interest in redeeming the rest of creation. Evangelism is central to biblical ministry, but it is only the starting point of the process. The end goal is making disciples of all nations. This narrow, spiritual-only mindset led to a proliferation of churches around the world today that are characterized by superficiality. Many of these churches are numerically strong but culturally impotent and marginalized, making little or no impact on their surrounding society. Consequences for Churches Today Many contemporary Christians, because of this divided mindset, live compartmentalized lifestyles. They live in a “spiritual world” when they are involved with the church, in Bible study or prayer. The rest of the time, particularly in their vocational lives, they live in the “secular world.” This compartmentalization riddles our conversations. For example, it is not uncommon to hear Christians speak about leaving their secular jobs and entering “full-time Christian service,” presumably in a church, Christian organization, or the mission field. From this perspective,

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Christians who are not in full-time Christian service and are working in the secular world are second-class citizens. Believing this, they operate according to the value system of secularculture.8 The sad result is that God is no longer honored as Lord of all, and the influence of Christians with a biblical worldview is removed from the marketplace. When Christians adopt the divided mindset instead of the worldview of the Bible, they lose their desire to engage the culture and therefore do not obey Christ’s command to “make disciples of all nations.” Filling the earth with the knowledge of the Lord (Isa. 11:9) is reduced to filling my heart with the knowledge of the Lord. When the church has this divided mindset, Christians no longer shape media, education, politics, or art. They no longer disciple the nations; rather, they are discipled by the nations. They allow the prevailing trends, beliefs, and practices of the secular world to set the agenda. We see evidence of this in churches around the world that reflect the priorities and values of the surrounding culture. In America, for example, psychology has replaced theology as the defining language in many evangelical churches, and worship is designed to help church attendees feel good about themselves rather than to magnify the character and works of God. The churches are often measured by the size of their buildings or the number of attendees rather than by how well they manifest the nature and character of God in a broken world or by their impact on society. With a divided mindset, much of the church today has a muddled understanding of its mission in the world. The comprehensive nature of God’s “big agenda”—the redemption of all things that were broken at the Fall—has been lost. Never has there been a time in history when there have been more churches and more professing Christians who are making less of an impact on their surrounding cultures.

History of Divided Mind Chart

A. Gnosticism 1. Gnosticism from Greek with Plato 2 Plato divided creation into two parts; the superior spiritual and inferior physical 3. The Bible does distinguish between physical and spiritual, but not one superior over other 4. God is Lord of all creation both physical and spiritual 5. This Gnostic heresy still plagues the church down through the centuries B, Age of Reason 1. Roots of modern Gnosticism found in 18th century Enlightenment 2. The Biblical worldview was eroded by the enlightenment 3. Birthed during the period of deism which acknowledged god created the universe but was no longer

involved in it 4. God of deism is not lord or redeemer because deism does not allow the role of the miraculous or for

spiritual intervention 5. Prayer is unnecessary since God cannot or will not intervene in human affairs 6. God is like a giant clockmaker who wound the world up but no longer involved 7. In French revolution sought to free man from superstition and the control of the government church 8. There was no need for spiritual reality 9. Enlightened people had sufficient understanding of the natural world there was no need for God,

angels or demons C. Darwinism/Naturalism 1. Darwin’s theory excluded a creator God 2 Living organisms where cause by accident and even threw out deism 3 Deism was replaced by Naturalism 4 Naturalism is sometime referred to as; secularism, materialism, or scientism 5 It rests on the belief that the universe is based only on one realm, physical. 6 The spiritual realm is either non-existent or unknowable 7. Every effect must have a physical cause 8. Naturalism posts a strict division between facts and values 9. Facts are objective and verifiable 10. Values are subjective, personally constructed meaning 11. The spiritual world is unreal or unknowable therefore the realm of fantasy and make-believe D. Social Gospel & Reactions of Fundamentalists 1 Modern man became the master of his destiny 2 God’s kingdom could be realized here on earth through man’s own effort 3 Reject the Biblical facts of sin and the Fall. 4 Downplayed the need for evangelism 5 Evil flows only from social repression or subversion 6 Fundamentalists was a counter movement to Social Gospel 7. They emphasized spiritual fundamentals of the Scripture 8. It upheld the authority of the Bible as God’s supernatural revelation 9. Science and reason were looked upon as worldly and secular 10. The spiritual realm was good while the physical realm was secular and to be avoided E. Separating Social Action from Gospel Proclamation and visa versa 1. To liberals humans were masters of their destiny 2. Human wisdom was sufficient to solve all humans problems 3. Mankind was given the responsibility by God to impact society and to conform social order to the

teaching of Christ 4. The combination of theological liberalism and social universalism in the USA gave rise to the social

programs after WW II and the domestic war on poverty 5. The evangelicals were busily ignoring the physical needs of the poor and focusing almost

exclusively on evangelism 6. For many loving God was seen as spiritual work while loving neighbors was something for the

secular world. 7. God’s redemptive work takes place only in the spiritual realm while the physical world is seemingly

left to the devil. 8. The narrow spiritual only mindset led to a proliferation of churches that are characterized by

superficiality 9. Many of these churches are marginalized making little impact on their surrounding society

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COMPARISIONS OF WORLDVIEWS Date: 12/08 (1 HOUR) OBJECTIVES: 1. Participants understand that there are different worldviews than we individually

hold. 2. Participants know key components of three major worldviews 3. Participants understand the difference between a Biblical worldview and

Evangelical Gnosticism OVERVIEW FOR TRAINERS: This lesson is part of the Worldview Series. These worldview lessons are adapted from The Vision Conference, developed by Darrow L. Miller and Bob Moffitt. For more on the Vision Conference, please visit the Disciple Nations Alliance website www.disciplenations.org. Some material comes from other works by Darrow L. Miller, including his book, Discipling Nations. Used by permission. METHOD TIME KNOWLEDGE Role Play: Two friends from different cultures talking

8”

1st How come you never show up when you say you will? You missed our last appointment.

2nd Why is being on time so important to you? It’s more important to me that I spend time with people.

1st Oh yes it is. By being late it appears you don’t care about me. I am unimportant.

2nd You are important to me as is my time with others. Time is unimportant.

1st But it is important to me. 2nd

But relationships and who I am with at the time is more important than being somewhere else on time.


I.

Different Worldviews

I.

Different Worldviews

A. Different Descriptions of Four Worldviews Give out Definitions of Different Worldviews handout and go over briefly

8” A. Different Descriptions of Four Worldviews

1. Animism 1. Animism 2. Gnosticism 2. Gnosticism 3. Secularism 3. Secularism 4. Theism 4. Theism B. Diagrams of Four Different

Worldviews. Give out Diagrams of Different Worldviews handout and ask what they see

7” B. Diagrams of Four Different Worldviews

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COMPARISONS OF WORLDVIEWS

METHOD TIME KNOWLEDGE 1. Animism (what see) 1. Animism (what see)

2. Secularism (what see) 2. Secularism (what see)

3. Theism (what see) 3. Theism (what see)

4. Gnosticism (what see) 4. Gnosticism(what see)

Source for these images: D. Miller, Discipling Nations



II.

Detailed Comparison of Three Different Worldviews

II.

Detailed Comparison of Three Different Worldviews

A. Break into six groups giving two groups the same one of the three worldviews to work on individually. Each group fills in their worldview on the Blank Comparison Chart:

10” A. Filling In Blank Comparison Chart

Animism Secularism Theism

B. Post each group’s chart side by side to compare them line item by line item

5” B. Comparison of Worldview Charts

C. Hand out Filled out Comparison Handout

5” C. Filled out Handout Comparison

III.

Evangelical Gnosticism

20”

III.

Evangelical Gnosticism Worldview

A. Give our handout Evangelical Gnosticism (EG)

A. Key points of Evangelical Gnosticism

In small Groups bring out key points of EG.

1. Man is divided into 2 parts physical and spiritual

2. Spiritual more important than physical

3. Christians have split personalities

4. The world is passing away therefore they focus on the future when Christ returns at the expense of this world.

5. Things will keep getting worse until Christ returns, therefore why bother being involved with changing things here such as poverty, justice, etc.

6. Christians concentrate saving souls for heaven and do little to change the earth for the better

7. To have a spiritual job is more important than the job you do in the secular world

8. The only thing that counts is accomplishing spiritual ends ignoring the proper means.

B. Report Back! B. Report Back References: This lesson was adapted from The Power Story by Darrow L. Miller. Copyright, Disciple Nations Alliance www.disciplenations.org. Adapted with permission of the author.


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ATTITUDE:

Facilitator has heart of compassion and desire to help those they are working with to become like Christ in all areas of life.

SKILL:

Participants will be able to teach the content of this lesson and share it individually.

EVALUATION:

Facilitator will know that participant has learned the content of this lesson when they see them practice the content of this lesson in their lives and see them teach others.

MATERIALS:

- Newsprint - Marking pens - Masking tape - Handouts:

- Definitions of Different Worldviews - Diagrams of Different Worldviews

- Blank Chart Comparisons of Different Worldviews - Filled in Chart Comparisons of Different Worldviews - Evangelical Agnosticism

This lesson is used in: Spiritual – Worldview and Development

Definitions of Different Worldviews Animism: A set of metaphysical assumptions that see the world as ultimately spiritual, in which the physical world is animated by spirits or gods. In some cases, the physical world may be considered an Illusion. Man's highest good and ultimate goal is to return to spiritual ones while the physical is denigrated. Spirits animate everything and everything movers towards an oneness with the spirit. The real world is unseen, truth is hidden and the universe is basically amoral, irrational, and all is a mystery. Folk religions, Buddhism, and Hinduism are examples of highly animistic systems, but animistic beliefs can infect any worldview. Gnosticism: The Greek dichotomy between the spiritual realm, considered sacred, and the Physical realm, considered profane. Gnosticism emphasizes secret knowledge and has ancient and modern variations. In first-century Ephesus, the apostle John fought a heretical Gnostic sect. A large portion of the church moved into a form of this heresy around the turn of the century in reaction to the debate with secular science. Christians who view "religious" or "spiritual" activities as superior to "secular" or "worldly" activities are often operating from a Gnostic worldview. This view is also seen today in Christians today as Evangelical Gnosticism. Secularism: A system that sees the world as ultimately physical and limited controlled by the blind operations of impersonal natural laws, time, and chance. Secularism renounces spiritual or transcendent reality. Man is the result of a purposeless and natural process that did not have him in mind. The human species was not designed, has no purpose, and is the product of mere mechanical mechanisms. Truth is what the senses can see and morals are relative. Matter is the only reality; all being process and phenoma are explained as manifestations of mater. It is also known as secular humanism, humanism, or naturalism. This is the increasingly prevalent worldview of the Western world. Theism: The belief or system of belief in one God who exists and is active today. See the universe as ultimately personal and relational. Theism holds to one personal infinite God, the great I AM of scripture. God created a universe of physical and spiritual dimensions, seen and unseen. Truth as revealed by God is objective and can be known by man. God’s character established absolute morals. God transcends the world yet is imminent in it. Theism allows communication and interaction between the physical and spiritual realms. Man can use his God-given reason to discover truth about God and the universe.

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Diagrams of Different Worldviews

Animism Secularism

Biblical Theism Gnosticism

Comparisons of Three Worldviews

Animistic Secular/Nature Theistic

Place of God

Who is Man

Where History Going

Nature of Universe

Concept of Time

Time Focused Where

Values

Goal

Economic System

Ultimate Reality

Work

Knowledge

Justice

Freedom

Rights

Where Centered

Ruler

Man’s Role

Saying that Epitomizes

Creation

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Comparisons of Three Worldviews Animistic Secular Theistic

Place of God Many gods who must appease

There is no god. Nature is all that exists

God is creator and maintainer of the universe

Who is Man Man is spirit Man is an animal, a consumer of resources

Man is created in God’s image and is involved in its existence.

Where History Going Is a wheel ever revolving in endless cycles getting no where

Time is running out History is going somewhere because God is in charge.

Nature of Universe

System of nature unimportant and passing away. Man waiting to get out of it, Capricious

Nature is a closed system with limited resources

Universe is an open system created and inhabited by God.

Concept of Time Events, seasons, cycles

Hours, minutes, seconds

Time Focused Where Past Present Past, present future

Values Status Quo Change Progress

Goal Harmony with nature, power over others

Survival of the fittest Fill the earth with the knowledge of the Lord

Economic System Barter Consumerism Capitalism

Ultimate Reality Spiritual Physical Personal

Work To survive So can consume To glorify God

Knowledge Ignorance is a virtue Relativism Truth is absolute

Justice No personal responsibility, being a victim, injustice

Limited personal and no social responsibility, chaos

Personal responsibilities to myself and my community, justice

Freedom Dependent Independent Inter-dependent, dependent on God

Rights Group rights Individual rights Personal responsibility

Where Centered Outward to others Inwards towards self Upward to God, downward to creation, sideways to others

Ruler Nature Man God

Man’s Role Worshipper, victim Consumer Steward regent

Saying that Epitomizes

We are at the mercy of capricious gods

Eat, drink and be merry for tomorrow we die

In the beginning god

Creation An abode for earthbound spirits or merely an illusion

There is no creation God created the world and all in it

Evangelical Agnosticism/Dualism (Content is taken from multiple writings of Darrow Miller of DNA, Phoenix AZ.) As secularism began to sweep the world fundamental Christians and evangelicals chose to withdraw from the debate on Christianity in life and the Judeo-Christian worldview. Faith was removed from the public square and became private as they withdrew to a conscripted space called sacred. The Greek dichotomy of separation of life into two separate compartments, spiritual/religious and secular/natural took over in the Christian world. In reality many Evangelical Christians have split personalities which causes an either or type of thinking. In the Evangelical Gnosticism worldview man is thought to be made up of two parts, the spirit and body, but the spiritual part of man is the most important. In the natural world the worldly, secular, physical is passing away. Time and history is felt that things are getting worse and worse until Christ returns to establish his kingdom. There is no hope for the present, only the future/eternal hope is what counts. To dualists humans are fragmented and they believe that because God is interested in spiritual things, a person’s soul has more importance than his or her body. Salvation merely entails saving the soul for eternity and God is not interested in saving the whole being for time, now, and eternity. In this dualistic thinking among Christians there is a desire for a higher calling. There has arisen the feeling that it is best to leave the secular arena alone and go into the spiritual arena so that we can become full-time Christian workers. And working overseas is seen as the higher calling. A second concept holds that the secular workplace is the place for spiritual outreach such as having Bible studies and prayer meetings in the workplace. This paradigm diminishes the integration of reality in both time and space. In space there is a lack of integration between heaven and earth. In time there is a lack of integration between eternal and temporal. People are encouraged to believe that we can separate ends and means. Good ends justify any means to achieve those good ends. The consequences of this are weak churches that are planted with no vision to impact their future here on earth. Because they focus on personal salvation and privatization of their faith the most important thing is to save people for eternity with little concern for this world which is passing away. Christians became Sunday Christians and abandoned being the church during the week to bring the Kingdom of God into their world. They also begin to focus on ‘end times’ theology that features the Rapture and the imminent return of Christ. The church focuses on the future aspect of the Kingdom of God at the expense of the present aspect of the kingdom.

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TEN SEED TECHNIQUE Date: 06/03 (Rev 6/10) (1 ½ HOURS) OBJECTIVES: 1. Participants understand why the 10 seed exercise is important to use. 2. Participants understand how to use the 10 seed exercise in gaining information

concerning food survival and a variety of other issues. 3. Participants determine to use the 10 seed technique as part of the awareness

process in a community. OVERVIEW FOR TRAINERS: This lesson is adapted from materials by Dr. Ravi Jayakaran of MAP International [email protected] METHOD TIME KNOWLEDGE Role Play: Two trainers talking

5”

1st I really would like to find out what people really feel and who are the poorest.

2nd I do to but I don’t know how to do it either.

1st I wonder who we might go to learn how to do it!

2nd I have no idea ----SHOWD questions---- S = What do you See? H = What is Happening?

I.

Finding out Community Needs Through “10 Seed” Activity

I.

Finding out Community Needs Through “10 Seed” Activity

A. We are going to use a 10 Seed Activity to look at different situations in an urban slum using 6 to 8 people who work in the same place to do the exercise with the rest observing

A. Ten Seed Activity

1. Ask Group What are different ways people earn a living here/

1. Ways People Earn a Living

2. Have the group allocate 10 seeds into following 4 categories the way the people exist

2. Categories Way People Exist - Welfare - No visible means - Day jobs - Permanent jobs 3. Same group now

allocate according seeds on no visible means. First come up with ways they might exist and then allocate seeds into those categories.

3. No Visible Means, What they might do

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TEN SEED TECHINIQUE

METHOD TIME KNOWLEDGE 4. Same group now

allocate according seeds on day jobs 1st come up ways they might exist and then allocate seeds into those categories

4. Day Jobs

5. Same group now allocate seeds about type of housing

5. Housing - Poor - Sub-standard - Adequate - Good Explain to group this

can keep going on covering any number of topics gathering information about more and more areas.

II.

Using the Ten Seed Technique

II.

Using the Ten Seed Technique

A. Based on what we have done together, how would you define the ten seed technique?

A. It is a modified Participatory Learning and Action (PLA) tool which uses 10 seeds to gather qualitative information on various issues, especially regarding perception and the way people see themselves in relation to others.

B. What are the advantages of using this technique?

10” B. Advantages of using this technique 1. Involves literate and non-

literate as equals 2. Involves more senses and the

side of the brain that is more visual and creative

3. Ten seeds makes percentages easy to figure and use

4. Removes the focus from the researcher to the visual and manual activity which frees people to speak, debate, discuss, and disagree when they would not otherwise do so

5. The visuals created with the ten seeds are east to read and easy for the participants to explain

TEN SEED TECHINIQUE

METHOD TIME KNOWLEDGE C. Types of Things Can Use

Ten seed Exercise On Ask in Large Group

C. Types of Things Can Use Ten Seed Exercise On

1. How our community has changed

2. Different groupings of different people in community

3. How strong are the different groups in the community

3. Safe places community 5. Different foods eaten 6. How earn livings 7. How get food 8. How people value themselves 9. What do throughout the year 10 Things that make us sad 11 Things that make us happy 12 What makes us sick 13 How do we find out about new

things 14 Who do we look to for help

when have a problem 15 What are our hopes for the

future

ATTITUDE:

Visual ways of examining alternatives can have great value.

SKILL:

Participants understand why the 10 seed exercise is important to use. They will understand how to use the 10 seed exercise in gaining information concerning food survival and a variety of other issues. Participants determine to use the 10 seed technique as part of the awareness process in a community.

EVALUATION:

Facilitator will know participants have learned the content of this lesson when they are using the 10 seed technique in their village as part of the awareness process.

MATERIALS:

-Newsprint -Masking tape -Marking pens -Ten Seed Case Study handout -Ten seeds -Large poster paper

This lesson is used in: Community Development – Enter – PLA

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Ten Seed Case Study

There are 404 households and 1963 people in the small community you are surveying. The majority of homes are made bamboo and grasses that are locally available. About 5% of homes in the community are built with permanent hollow block materials and have corrugated tin roofs. These homes have deep wells and running water. CHE has been active in the community for a couple of years. 15% of homes now have latrines. The majority of the people get water for drinking and cooking from a protected spring. 79% of workers in the community are farmers. 32% work their own small one or two hectare farms; 47% are tenant farmers who work somebody else’s land and give ½ of the produce of the landowner. There are loan sharks in the area as well who loan money at planting time and collect with interest at harvest. The total interest they collect is about 125%.


HOW TEN SEED TECHNIQUE WORKS Date: 6/11 (1 Hour) OVERVIEW FOR TRAINERS: This session is done only after observing and or participating in the Ten Seed Exercise. This is critical so that people can draw from their experience and or observations. METHOD TIME KNOWLEDGE Role Play:

1st It was great observing and then participating in a Ten Seed exercise

2nd Right I really liked what came out

1st I would really like to be able to lead the exercise but I don’t think I know how to yet

2nd I know I don’t 1st I wonder where we can learn? 2nd Me ----SH questions---- S = What do you See? H = What is Happening?

I.

Observations from Ten Seed Exercise

I.

Observations from Ten Seed Exercise

A. Do you remember what took place in observing or participating in a Ten Seed Exercise?

15” A. Elements involved in the Ten Seed Exercise

1. Best done with 7 to 10 people as main focus group. Others in the community may observe. The focus group may change as different exercises are done.

2. Those who participate in the discussion should be community people who are involved with the issue being discussed.

3. People must move the seeds around to indicate their response, not just state a number or give a percentage.

4. When making totals, draw clumps of seeds rather than writing out numbers.

5. Allow time for discussion concerning allocation until agreement is reached.

6. Seeds should be the same color and contrast with the background they are set against. Flatter seeds are good since they won’t roll.

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HOW TEN SEED TECHNIQUE WORKDS

METHOD TIME KNOWLEDGE 7. Smaller groups are asked to

present their findings to the larger group of villagers. If the conclusions of the groups differ, the larger group will then need to come up with a final consensus figure.

8. Facilitator should control the introduction of biases by making sure that more than one point of view is represented. This may be best accomplished by doing the exercise with various groups such as men, women, youth, and then comparing the results.

9. Participants who dominate need to be “filtered out” so they don’t monopolize. Prime candidates for filtering include village leaders, money lenders, landlords, and others with authority.

10. Questions are not always worked out in advance. The categories identified by participants in answer to a question may become the framework for further questions and investigation.

11. Facilitators need a “listening attitude”. The facilitator listens to truly learn from the group about their perspective rather than to seek a confirmation from them about his or her prior assumption. Domination by the facilitator and asking leading questions can have a very negative effect.

12. Leading questions such as “Do you need a health center?” which introduce the facilitator’s bias should be avoided.

13. Body language should communicate that the facilitator is listening: relaxed posture, eyes attentive, not interrupting.

14. When facilitation is done well, the facilitator can just step aside and watch the group discuss by themselves.



People Involved in Facilitating Ten Seed Exercise

II.

People Involved in Facilitating Ten Seed Exercise

A. In large group identify who are the team members.

A. Team Members in Ten Seed Exercise

1. Facilitator 2. Recorder 3. Leader 4. Group of seven to ten

Participants inside Large Group

B. What are the roles of each team member? Break into 8 small groups giving two groups each

B. Roles of each team member

1. Facilitator 1. Facilitator a. Introduces and explains

the exercise b. Leads participants

through the exercise c. Concentrates on doing

this, doing nothing else on the team

d. Keeps certain people from dominating during the exercise

2. Recorder 2. Recorder a. To create a multi-page

document b. To document the final

diagram c. To document key points d. To help create summary

with team 3. Leader 3. Leader a. Serves the team

members in any way necessary

b. During exercise observes what is taking place NOT taking an active role

c. Later leads team meeting and clarifying key points

d. Facilitates summary creation at team meeting

4. Small group participants within community group inside participant group

4. Small group participants within community group

a. 7-10 people active participants

b. Come from community but should not be key leaders but common people

c. Be actively involved in the process but not dominating

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METHOD TIME KNOWLEDGE III

Documenting Ten seed Exercise

III.

Documenting the Ten seed Exercise

A. Why is it important to document the exercise?

A Why it is important to document the exercise

Discuss in large group. 1. So have permanent record so can share with others not present and to others at a later time

2. When do again later can see changes in the community

3. Helps people realize where they are at in the process

4. Can be a real encouragement to the community

5. Reminds people where they came from

B. How can you document the exercise?

B. How to document the exercise 1. The person responsible record

the final document for each exercise

2. Multiple page document 3. On 1st page give name of the

exercise, date, names team and participants

4. On page 2, Document as a chart like the exercise appeared in real life

5. On page 3, Key factors that emerge are note as bullet points

6. On page 4, team latter creates a summary

References: Empowering Children Ravi Jayakaran, 2011, William Carey Library, Pasadena CA

ATTITUDE:

Visual ways of examining alternatives can have great value.

SKILL:


EVALUATION:


MATERIALS:

-Newsprint, markers, masking tape -Handouts - Elements Involved in Using the Ten Seed Exercise

This lesson used in: Holistic Worldview Analysis

Elements Involved in Using the Ten Seed Exercise 1. Best done with 7 to 10 people as main focus group. Others in the community may

observe. The focus group may change as different exercises are done. 2. Those who participate in the discussion should be community people who are involved

with the issue being discussed. 3. People must move the seeds around to indicate their response, not just state a number

or give a percentage. 4. When making totals, draw clumps of seeds rather than writing out numbers. 5. Allow time for discussion concerning allocation until agreement is reached. 6. Seeds should be the same color and contrast with the background they are set against.

Flatter seeds are good since they won’t roll. 7. Smaller groups are asked to present their findings to the larger group of villagers. If the

conclusions of the groups differ, the larger group will then need to come up with a final consensus figure.

8. Facilitator should control the introduction of biases by making sure that more than one point of view is represented. This may be best accomplished by doing the exercise with various groups such as men, women, youth, and then comparing the results.

9. Participants who dominate need to be “filtered out” so they don’t monopolize. Prime candidates for filtering include village leaders, money lenders, landlords, and others with authority. (Example of a filter: An older looking outsider invites the dominant person to share his “immense knowledge” and “profound insights” with him personally).

10. Questions are not always worked out in advance. The categories identified by participants in answer to a question may become the framework for further questions and investigation.

11. Facilitators need a “listening attitude”. The facilitator listens to truly learn from the group about their perspective rather than to seek a confirmation from them about his or her prior assumption. Domination by the facilitator and asking leading questions can have a very negative effect.

12. Leading questions such as “Do you need a health center?” which introduce the facilitator’s bias should be avoided.

13. Body language should communicate that the facilitator is listening: relaxed posture, eyes attentive, not interrupting.

14. When facilitation is done well, the facilitator can just step aside and watch the group discuss by themselves.

153


HWVA: RAPID FOOD SECURITY ASSESSMENT

Date: 06/03 (Rev 6/10, 1/12) (1 ½ HOURS) OBJECTIVES: 1. Participants understand why the 10 seed exercise is important to use. 2. Participants understand how to use the 10 seed exercise in gaining information

concerning food survival and a variety of other issues. 3. Participants determine to use the 10 seed technique as part of the awareness

process in a community. OVERVIEW FOR TRAINERS: This lesson is adapted from materials by Dr. Ravi Jayakaran of MAP International [email protected]. This is Lesson three in a seven part series. METHOD TIME KNOWLEDGE Role Play: Two trainers talking

5”

1st I really would like to find out how people really feel and who are the poorest.

2nd I do too but I don’t know how to do it either.

1st I wonder who we might go to learn how to do it?

2nd I have no idea. ----SHOWD questions---- S = What do you See? H = What is Happening?

I.

Demonstrate Rapid Food Security Assessment Using the 10 Seed Technique.

30”

I.

Rapid Food Security Assessment Using the 10 Seed Technique

A. Break into Small Groups of 7-9 people and give each group several sheets of poster paper.

A. Small group discussion

B. Distribute the Ten Seed Case Study to each group and give them time to read it.

B. Read Ten Seed Case Study

C. Have each group draw two boxes on the first sheet of paper. Have them write “Secure” above one box and “Non-Secure” above the other.

C. Secure Non-Secure

155

HOLISTIC WORLD VIEW ANALYSES: RAPID FOOD SECURITY ASSESSMENT

METHOD TIME KNOWLEDGE D. The 10 seeds represent the

whole community. Ask them to place the seeds in the two boxes to show how much of the village falls into the “Secure” category and how much of the village falls into the “Non-Secure” Category. Those in the “Secure” category have adequate food supply for all 12 months of the year. Those in the “Non-Secure” category lack adequate food supplies for at least part of the year.

D. Determine “Secure” verses “Non-Secure”

E. Have each group divide the “Non-Secure” and “Secure” groups further by asking them to create four categories. After they have created four categories, have them divide the 10 seeds into four categories.

E. Divide seeds into four categories

1. Those who have food all year

RFSA-1 Have more food than they need for 12 months

2. Those who only have food 1-2 months of the year

RFSA-2 Have just enough food for 12 months

3. Those who have food 3-5 months of the year

RFSA-3 Have food shortage for 3-5 months a year

4. Those who do not have food 12 months of the year

RFSA-4 Have food shortage for 12 months a year

F. Once the groups have agreed on the four categories, have each group come up with words that describe each category.

F. Words to describe each category: The group should describe in their own words.

G. Ask the group to describe the people in each category in terms of occupation, type of housing, education levels, etc.

G. Descriptions of each category: The group should come up with their own descriptions.



II.

Ideas Concerning Food Security

15”

II.

Ideas Concerning Food Security

A. Relief and Development: Ask the following questions.

A. Relief and Development

1. Which of these groups are truly in need of charity or relief?

1. Group 4 is truly in need of charity or relief.

2. Which of these groups will be helped most by CHE development programs?

2. CHE will be most helpful to people in groups 1, 2, and 3.

III.

Ideas Coming from the Exercise About Food Security and Poverty These ideas may need to be presented if they don’t come from the participants.

1o”

III.

Ideas Coming from the Exercise About Food Security and Poverty

A. We can understand both their capabilities and their vulnerabilities. We must build their capacities (skills and resources), while decreasing their vulnerabilities (disaster, drought, flood, isolation, etc.).

B. Just building capacity is not enough. We must also reduce vulnerability. Doing one without the other is not enough to help people help themselves.

C. We don’t want to do what the people can do, nor do we want to ask them to do what they cannot do for themselves.

D. People who are asked to do what they cannot do will be frustrated and will probably reject those who make such suggestions.

E. Any individual, no matter how beaten down, will respond to the opportunity to improve their lives.

F. When you accept salvation, you give up your vulnerabilities. But when you accept Christ as Lord in your life, you give up your capabilities.

G. Participation is not the villagers participating in our plans, but in their own plans.

157


ATTITUDE:

SKILL:


EVALUATION:


MATERIALS:

-Newsprint -Masking tape -Marking pens -Ten Seed Case Study handout -Ten Seed picture for Rapid Food Security -Ten seeds -Large poster paper

This lesson is used in: Community Development – Enter – PLA , Holistic Worldview Analysis

Ten Seed Case Study

There are 404 households and 1963 people in the small community you are surveying. The majority of homes are made bamboo and grasses that are locally available. About 5% of homes in the community are built with permanent hollow block materials and have corrugated tin roofs. These homes have deep wells and running water. CHE has been active in the community for a couple of years. 15% of homes now have latrines. The majority of the people get water for drinking and cooking from a protected spring. 79% of workers in the community are farmers. 32% work their own small one or two hectare farms; 47% are tenant farmers who work somebody else’s land and give ½ of the produce of the landowner. There are loan sharks in the area as well who loan money at planting time and collect with interest at harvest. The total interest they collect is about 125%.

159

Ten Seed picture for Rapid Food Security


HOLISTIC WORLDVIEW ANALYSIS (HWVA)

(Formerly known as WWVA-Wholistic Worldview Analysis) Date: 03/07 (Rev 6/10) (1 HOUR) OBJECTIVES: 1. Participants will learn what a Holistic Worldview Analysis is. 2. Participants will understand how to do a Holistic Worldview Analysis. OVERVIEW FOR TRAINERS: This lesson is adapted from materials by Dr. Ravi Jayakaran of MAP International [email protected]. This is Lesson four in a seven part series. METHOD TIME KNOWLEDGE Role Play: Two trainers talking

1st We’ve done a number of 10 Seed exercises with the community and learned a lot.

2nd Yes, I especially liked the Rapid Food Security Appraisal.

1st But is there some way to combine some of these exercises into one that gives an overall picture instead of separate pieces of information?

2nd Where can we go to get this? 1st I wish I knew. ----SHOWD questions---- S = What do you See? H = What is Happening?

I.

Holistic Worldview Analysis

I.

Holistic Worldview Analysis

A. Holistic Worldview Analysis. (HWVA) Distribute HWVA Notes

A. Definition: HWVA is understanding the community’s world as they see it using multiple PLA exercises that are tied together to give a unified picture.

B. What exercises are necessary to do a HWVA?

B. Exercises necessary to do a WWVA:

1. Livelihood Analysis 2. Problem Analysis 3. Uncertainties Analysis II.

Demonstration of Livelihood Analysis. Walk the participants through the exercise

II.

Demonstration of Livelihood Analysis

A. Have the group list the different ways people earn their livelihood in the community.

See Livelihood Diagram on 3 TST Diagrams Handout

B. From the list have participants distribute 10 seeds based on the primary ways of earning their livelihood as a community.

C. Further break down each source of income. For example: Divide agriculture into different aspects of farming, such as growing corn, rice, and vegetables.

D. Then do 10 seed distribution again.

161

WHOLISTIC WORLDVIEW ANALYSIS

METHOD TIME KNOWLEDGE E. Next, determine whether each

source of income is done within the community or outside.

III.

Demonstration of Problem Analysis Walk the participants through the exercise. This is based on recurring problems

III.

Demonstration of Problem Analysis

A. Have the group come up with a list of recurring problems found in their community.

See Problem Diagram on 3 TST Diagrams Handout

B. Distribute the 10 seeds throughout the problems listed.

C. Then have the group look at the impact of each problem using the 10 seed distribution.

1. How many affected? 2. Cost? 3. Deaths from it? IV.

Demonstration of Uncertainties Analysis This based on what happens only occasionally See Uncertainties Diagram 3 TST Diagrams Handout

IV.

Demonstration of Uncertainties Analysis of Occasional Problems

A. Have the group cluster the seeds into groups representing things they have no control over such as flood, drought, etc.

B. Mark out what these uncertainties are.

C. The highest amount of seeds represents issues that are greater uncertainties for them.

D. Ask the group who controls the different uncertainties.

E. Then look at the key uncertainties and ask who causes the problem, which should get at their spiritual beliefs in ancestors, jinns, curses, etc.

V.

Combining the Livelihood, Problem, and Uncertainties Analyses into a Holistic Worldview Analysis

V.

Combining the Livelihood, Problem, and Uncertainties Analyses into a Holistic Worldview Analysis

A. Meet with whole community to give them feedback on what has been found in the three different analyses and to determine if any changes need to be made.

- The sections from each of the prior exercises (Livelihood analysis, Problem analysis, Uncertainty analysis) are counted, and the combined number of segments determine the final number of segments for the Holistic Worldview Analysis diagram.

WHOLISTIC WORLDVIEW ANALYSIS

METHOD TIME KNOWLEDGE See Blank Wholistic

Worldview Analysis on HWVA Diagram Handout

B. Create a pie chart with three circles inside each other (see diagram attached).

1. Inner circle represents what the community controls.

2. Middle circle represents what outsiders control.

3. Outside circle represents what is uncontrollable.

4. Then draw slices within the circle, with each segment representing the primary livelihood sources, as well as problems and uncertainties information gained from the three above exercises.

This has to be done in one large group representing the whole village so that everyone can be involved.

C. Next, slice by slice allocate the 10 seeds by who controls: community, outsiders, or uncontrollable

See Filled out Holistic Worldview Analysis

D. When done you are most interested in the sections that have the greatest number of seeds in the areas which are uncontrollable. These vulnerabilities are in the outer circle, with your capabilities and strengths in the inner circle.

E. The goal is to build on the capabilities the communities control and reduce their vulnerabilities which others control.

ATTITUDE:

SKILL:

Participants understand why the HWVA exercise is important to use. They will understand how to use the exercise to gather information concerning the life of their community and what they control. Participants determine to use the technique as part of the awareness process in a community.

EVALUATION:

Facilitator will know participants have learned the content of this lesson when they are using the HVWA technique in their village as part of the awareness process.

MATERIALS:

- 10 seeds - Large sheets of Newsprint - Marking Pens - Tape - Handouts:

Holistic Worldview Analysis Notes 3 TST Diagrams used for HWVA Blank Holistic Worldview Analysis Pie Chart handout Filled in Holistic Worldview Analysis Pie Chart handout

This lesson used in: Holistic Worldview Analysis

163

Holistic Worldview Analysis Notes Holistic Worldview Analysis (WWVA): This exercise is done by combining the Livelihood analysis and the problem analysis information of the village with the information on uncertainties in the village. This is an exercise that involves the whole village and is usually done after carrying out a debriefing to the whole village of information gathered in their village. The WWVA exercise is a comprehensive exercise that gives a lot of information about a community and it can be carried out at the Micro level (Village level) as well as at a Macro level (Commune/ District/Province or Country level). The HWVA exercise is a C/V (Capacity/Vulnerability) analysis of the survival strategy of a community and gives a clear and comprehensive picture of what the development needs of the community are as well as its strengths. The innermost circle is what the village controls and shows what the strengths or Capacities of the community are, while the outermost circle shows what they cannot control and their weaknesses or Vulnerabilities are. The number of seeds in the outer most circle for a particular issue (segment) show the extent of Vulnerability, hence the one for priority in development is the one with the largest number of seeds. In the example shown in this chapter, Drought is the biggest priority, followed by flood, disease outbreak, lack of water, lack of health care and the uncertainty in agriculture and animal husbandry. There are several important principles involved in starting off development programs in the community. These are as follow:

1. Don't do what the community is already able to do 2. Don't ask or expect the community to do what they cannot do 3. Initially, leave the middle circle alone, as some outsiders are already taking

care of this need. However, at a later stage, when the vulnerability in the outermost circle has been sufficiently dealt with, start working on this also

4. Aim at increasing capacity and reducing vulnerability in all interventions for dealing with priority needs

5. After identifying priority needs, carry out a stakeholder analysis to see who are the stakeholders for each issue, then carry out a C/V analysis for each group and then proceed with planning for an appropriate intervention. Here too, the principle will be to increase capacity and reduce vulnerability.

6. Things that do not figure in the WWVA as priorities need not be dealt with, except if they are issues such as impending disasters for which the community has no past history and therefore has no awareness of what the danger may be.

3 TST Diagrams

6/15/2007 Ravi Jayakaran / Participatory Evaluations

9

FishingFishingSmall Small BusinessBusiness

Sell LaborSell LaborAgriculture Agriculture & Animal & Animal HusbandryHusbandry

Macro picture – CHE Project area (76 villages)


8

Lack of Lack of assured assured incomeincome

Lack of Lack of WaterWater

Lack of Lack of Health Health carecare

Lack of Lack of access to access to EducationEducation



7

Disease Disease outbreakoutbreak

FloodFloodDroughtDrought


165

Wholistic Worldview Analysis Pie Chart

Taken from Worldview Analysis: A Multi-dimensional Approach to Community Realities, by Dr. Ravi Jayakaran

Out of the control of the community and outsiders: for which they pray to

gods, spirits, and ancestors Controlled by outsiders

Controlled by the community

CH

E-C

GA

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aya

kara

n/Q

PI-

GM

S/

May

20

07

May 2007

From: Uncertainty Analysis

From: Problem Analysis

COLOR CODE

From: Livelihood Analysis

Disease outbreak

Lack of assured income

Agriculture and Animal

Husbandry

0000000

00

000000

000

000

00

0

000

0000000

00

0

00

0000

0

000

Selling labor

Small business

Fishing

Drought

Lack of water (drinking and

irrigation)

Lack of Health care

Flood

0 00000

000

00

000

0000000000

00

0000

0

000

00

000

00

00

000000

00

00

0000

0000

Lack of access to Education

0

0

Macro picture –CHE Project area

(76villages)


HWVA AND SPIRITUAL IMPLICATIONS (Formerly titled WWVA-Wholistic Worldview Analysis)

Date: 7/10 (1 HOUR) OBJECTIVES: After working through this lesson, participants will be able to: 1. Understand the spiritual implications of doing a HWVA 2. Find the spiritual implications in a community by doing a HWVA 3. Be able to plan a Holistic development response in the community to address

both the Empirical and Spiritual needs of the community. OVERVIEW FOR TRAINERS: This lesson is adapted from materials by Dr. Ravi Jayakaran of MAP International [email protected]. This is the fifth lesson in a series of seven related lessons. METHOD TIME KNOWLEDGE Role Play: Two trainers from different villages are talking.

1st Learning about a Holistic Worldview Analysis was interesting in regards to our physical lives.

2nd Yea I really like seeing what we as a community control and outsiders control

1st Right, but I wonder what the outer circle really means in what we do not control.

2nd Who do you think controls these things?

1st I have no idea but I sure would like to find out so we can do something about it.


I.

HWVA Diagram

I.

HWVA Diagram

A. What Does This HWVA Diagram Tell You? Distribute HWVA Diagram Handout to remind people.

A. This HWVA Diagram Tells Us 1. This study of 76 CHE villages 2. Data came from Livelihood,

Problems and Uncertainties analyses

3. There are 11 types of problems identified

4. There are three rings of control; a. Self, b. Others c. Uncontrollable

5. People in more control of: 4 ways of earning a living

6. People not in control: Drought, flood and disease

167

HOLISITIC WORLD VIEW ANALYSIS AND SPIRITUAL IMPLICATIONS


B. Review HWVA diagram Concentrate on the outer circle. What does it tell us?

B. Review of Outer Circle: 1. The people have identified

things that are out of their and others’ control.

2. It shows the vulnerabilities in the outer circle which are not controlled by people, but are outside of their control.

3. The items most noted as not under peoples control are: Droughts, Floods, Disease Outbreaks

4. A community in survival mode sees the uncontrollable to be under the control of supernatural forces.

5. When they feel more vulnerable communities turn to local deities and the supernatural world.

6. Any intervention is seen by vulnerable people as breaking an alliance with those they felt previously controlled by.

C. Next, look at the key uncertainties in this Diagram and ask who or what causes these problems

C. Outer circle’s uncertainties are possibly caused by Spiritual beliefs

1. Our ancestors 2. Jinn’s 3. Curses 4. Nature or Act of God 5. Supernatural 6. Shamans, witchdoctors 5. Principalities and powers that

aim at contravening God’s Kingdom

D. If We Want to Reduce Vulnerabilities and Increase Capabilities. How Can We Reduce Vulnerabilities?

D. How to Reduce Vulnerabilities 1. Learn about the supernatural

and how to counteract. 2. Pray down dominions of

supernatural power. 3. Intervene through a

development program that directly addresses that need.

E. How Can We Increase Capabilities/Capacities?

E. How to Increase Capabilities 1. Begin to do things for

themselves instead of being dependant on others for them. This can be accomplished by the community being trained to have its capacity built in a particular area of vulnerability.

2. Pray for God’s clear guidance. 3. Pray for lifting of the curse that

came upon the land when Adam and Eve sinned.

4. Pray for healing of the land.

HOLISITIC WORLD VIEW ANALYSIS AND SPIRITUAL IMPLICATIONS


Doing Something About Things Not Under the Control of People

II.

Doing Something About Things Not Under The Control of People:

A. Give Out Prayer Strategy Handout and Go Over.

A. Prayer Strategy 1. Praying for the area prior to

entering it, through strategic prayer that “battles the powers of darkness in the heavenlies.”

2. Presence of God’s People at the site

3. Prayer for removing the curse and healing the land

4. Confronting powers of darkness

5. Putting the action plan into action

B. Point Group to two additional lessons that apply this strategy

B. Lessons Applying the Prayer Strategy

1. Spiritual Information Gathering 2. Prayer Walking References:

ATTITUDE:

Greater spiritual awareness is essential, especially in relation to the spiritual dimension of Holistic development.

SKILL:

Participants understand why the HWVA exercise is important to use. They will understand how to use the exercise to gain information concerning the spiritual and a variety of other issue in their community. Participants determine to use the technique as part of the awareness process in a community.

EVALUATION:

Facilitator will know participants have learned the content of this lesson when they are using the HVWA technique in their village as part of the awareness process.

MATERIALS:

-Newsprint -Masking tape -Marking pens -Handouts: HWVA Diagram

Prayer Strategy

This lesson is used in: Holistic Worldview Analysis

169

CH

E-C

GA

/Ra

vi J

aya

kara

n/Q

PI-

GM

S/

May

20

07May 2007

From: Uncertainty Analysis

From: Problem Analysis

COLOR CODE

From: Livelihood Analysis

Disease outbreak

Lack of assured income

Agriculture and Animal

Husbandry

0000000

00

000000

000

000

00

0

000

0000000

00

0

00

0000

0

000

Selling labor

Small business

Fishing

Drought

Lack of water (drinking and

irrigation)

Lack of Health care

Flood

0 00000

000

00

000

0000000000

00

0000

0

000

00

000

00

00

000000

00

00

0000

0000

Lack of access to Education

0

0

Macro picture –CHE Project area

(76villages)

Prayer Strategy

Preparation for Work which is: o Praying with the heavenly. The battle is in the heavenlies prior to setting

foot on the ground. o Ask for God’s Guidance

Presence of God’s People at the Site Where the Program is Operational. o Pray and apply Psalm 125:3 o Pray for the place as do Prayer Walking o God will begin to transform because of our presence and prayer

Prayer for Removing the Curse and Healing of the Land o Because Adam & Eve sinned God cursed the land and only God can

remove the curse. Pray for that to happen Power of Darkness is Confronted

o Bind the Spirits who are operating in the area or who have returned to operate there.

o Confront the powers of darkness by name praying in God’s name Putting the Action Plan into action

o Responding to the community needs and interest

171


HWVA: SPIRITUAL INFORMATION GATHERING

Date: 07/01 (1 HOUR) OBJECTIVES: 1. Participants will be aware of the social and spiritual influences in the community. 2. Participants will understand how to research and intercede specifically for a

community. OVERVIEW FOR TRAINERS: This is Lesson six in a seven part series on Holistic Worldview Analysis METHOD TIME KNOWLEDGE Role Play: Two trainers from different villages are talking.

10”

1st Hi, how are things going? 2nd Actually, we are finding it really

hard going in our village. 1st Really? Why is that? 2nd Well, our children are still having

nightmares at night. And there is so much fear in the people.

1st Why do you think that is? 2nd

I don’t know, but I am just wondering if it has anything to do with that shrine that everyone prays to. I sure wish we could see a breakthrough.

----SHOWD questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place? W = Why does this happen? D = What will we Do about it?

I.

Why gather spiritual and social information about a community? Discuss in large group.

10”

I.

Gathering Information:

During the initial stages of CHE, we gather information on the physical aspects of a community. It is important to understand the spiritual and social influences in a community because:

- Physical, economic and social needs may have spiritual roots and be interrelated.

- Need to discern why there is a resistance to the gospel

- Motivate specific prayer and intercession.

- See our communities as God sees them.

- Understand the spiritual battle we face.

- Understand their worldview. - Jesus modeled understanding the

spiritual forces operating in an area. - Bind the ‘strong man’. - We are in a spiritual battle. - Know how to structure the CHE

training.

173

SPIRITUAL INFORMATION GATHERING

METHOD TIME KNOWLEDGE II. Biblical Examples to Illustrate

Spiritual Understanding of a Community:

20” II. Biblical Examples to Illustrate Spiritual Understanding of a Community:

A. Acts 17:16-34 Divide 2 questions amongst small groups of 4-5.

A. Acts 17:16-34

1. What observations did Paul make about the spiritual and social life of Athens?

1. Observations - Locals and foreigners - City is full of idols - Altars “To an unknown God” Report back. - Places of worship (synagogue)

– Jews and God fearing Gentiles

- Different philosophies - Who are the ruling authorities - Different people groups - Literature and poetry was

important - Very religious - How they share ideas with

each other 2. How did Paul go about

learning about Athens? 2. How Paul learned in Athens.

- Spent time in the city Report back. - Listened - Observed - Reflected - Examined their objects of

worship - Talked to people - Read their literature/poetry - Spoke to government

authorities B. What is a spiritual map? B. Spiritual mapping Discuss briefly – write

definition on board. Superimposing our understanding

of events in the spiritual world onto circumstances in the material world.

III.

How do we develop a spiritual map of our community?

III.

Developing a Spiritual Map of our Community Understanding the spiritual forces and obstacles working there

A. We need to ask questions to develop a spiritual map.

5” A. Questions we need to ask. 1. What is wrong in my

community spiritually and socially?

2. Where did the problem come from?

3. What are the spiritual and social sites, which may be indicators of bondage?

4. What can be done to change things?


METHOD TIME KNOWLEDGE B. We need to gather specific

information. B. How we gather information about

the spiritual influences and effects. 1. Observe 10” 1. Observe What types of spiritual

influences or obstacles should we be looking for?

Spiritual issues: - Local history - Spiritual strongholds - Temples Discuss in large group. - Shrines Write answers on

board. - Burial grounds, cemeteries

- New Age bookstores - Mosques - Pilgrimage sites - Cults or False Teachings - Past spiritual alliances or

pacts - Gates and walls of the city - Secret societies - Who they worship Social bondages and

issues - Substance addiction - Prostitution and brothels - Pornography shops - Homosexual bars/centers - Drug dealers and crack

houses - Gambling and casinos - Church problems - Disunity amongst pastors

and members - Protestant-Orthodox

divisions Moral value breakdown - Laziness - Fear - Pride - Sexual sin - Anger, bitterness, wrath,

enmities, or hatred 2. Interview 2” 2. Interview Who do we gather

information from? Who we gather information

from: Discuss in large group. - Press - Social workers - Religious leaders and

practitioners - Government officials - Artists and performers - Educators and researchers - Law enforcement officers - Students - Retirees - Practitioners of false

religions

175


METHOD TIME KNOWLEDGE 3. Research 2” 3. Research What are other sources

of information? - Maps

- Newspapers Discuss in large group. - Public records - Websites - Media broadcasts - Personal records – letters,

pictures, genealogies 4. Pray 15” 4. Pray How do we respond in

prayer to the information we are gathering?

- Pray for the research and interview activities

- Wait on the Lord for guidance

Discuss in large group. - Be disciplined and unified in prayer

- Maintain journals of prayer activities

- Prayer walk through the community

- Enlist the local church to pray with the training team

- Pray for protection from spiritual forces (Eph 6:10-18)

- Keep relationship with God strong and current

- Meditate and pray through God’s Word for leading in prayer

- Pray specifically for people who are under influence of spiritual forces

- Fuel intercessory prayer through gathering of spiritual information

IV.

Summary

IV.

Summary

Spiritual information gathering is not accomplished in a short time. It takes time to discern the spiritual domains through observation, research, interviews and intercessory prayer.

Communities do not change merely because we have become aware of origins of spirit strongholds.

They change because revived believers and leaders enter into fervent and united prayer and intercession.

MATERIALS:

- Spiritual Information Gathering in a Community handout

This lesson is used in: TOT I, Holistic Worldview Analysis

SPIRITUAL INFORMATION GATHERING IN A COMMUNITY

Questions about Spiritual Aspects of our Community

1. What is wrong in my community spiritually and socially? 2. Where did the problem come from? 3. What are the spiritual and social sites, which may be indicators of bondage? 4. What can be done to change things?

Observe

Spiritual issues Local history Spiritual strongholds Temples Shrines Burial grounds, cemeteries New Age bookstores Mosque Pilgrimage sites Cults or False Teachings Past spiritual alliances or pacts Gates and Walls of the City Secret Societies Who they worship

Social bondages and issues Substance addiction Prostitution and Brothels Pornography shops Homosexual bars or centers Drug dealers and Crack Houses Gambling and Casinos

Church problems Disunity amongst pastors and members Protestant-Orthodox divisions

Moral Value Breakdown Laziness Fear Pride Sexual sin Anger, Bitterness, Wrath, Enmities or Hatred

Interview - Press - Social workers - Religious leaders and practitioners - Government officials - Artists and performers - Educators and researchers - Police officers - Students - Retirees - Practitioners of false religions

Research - Maps - Newspapers - Public records - Websites - Media Broadcasts - Personal records – letters, pictures,

genealogies

Pray - Pray for the research and interview activities - Wait on the Lord for guidance - Be disciplined and unified in prayer - Maintain journals of prayer activities - Prayer walk through the community - Enlist the local church to pray with the training team - Pray for protection from spiritual forces (Eph 6:10-18) - Keep relationship with God strong and up-to-date - Meditate and pray through God’s Word for leading in prayer - Pray specifically for people who are under influence of spiritual forces - Fuel intercessory prayer through gathering of spiritual information

Read Informed Intercession, George Otis, Jr. 1999 Watch “Transformations” - Videos 1 and 2, Sentinel Group, Seattle, WA – www.sentinelgroup.org

177


HWVA: PRAYER WALKING Date: 8/08 (1 HOUR) OBJECTIVES: 1. Participants understand what Prayer Walking is all about 2. Participants do Prayer Walking in their target neighborhood (2nd session). OVERVIEW FOR TRAINERS: This is the last lesson in a seven part series on Holistic Worldview Analysis METHOD TIME KNOWLEDGE Role Play: Two Trainers talking:

7”

1st We need to be praying more for our target neighborhood but I don’t know what to pray for do you?

2nd Not really, I guess we can pray for people and churches but I don’t know what to pray for them

1st Those are good but I don’t really know much about the neighborhood

2nd Me either 1st Maybe we should walk the

neighborhood! 2nd

1st

What good will that do? I’m not sure but you never know.


I.

Prayer Walking

I.

Prayer Walking

A. Definition of Prayer Walking 5” A. Prayer Walking is: Give short definition and

ask, “What does that Imply?”

1. Praying on Site with insight. Intercession on location. Implies: Prayer while walking.

2. Pray for what we see. 3. Pray for things God gives us

insight into. B. What is the purpose of

Prayer Walking? Discuss in large group.

5” B. The purpose of Prayer Walking 1. Seek God’s blessing, mercy

and transforming power. 2. Prayer for the area and

community we are walking in. 3. Prayer for ourselves as

servants of the neighborhood we are working in.

4. Connect prayer with structured observation as we walk.

5. Talking to God for others. 6. Done in the power of the Holy

Spirit. 7. Done in harmony with God’s

agenda.

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HOLISTIC WORLD VIEW ANALYSIS: PRAYER WALKING

METHOD TIME KNOWLEDGE C. Guidelines for Prayer

Walking 10” C. Guidelines for Prayer Walking

1. Join with other believers. Give out Guidelines for

Prayer Walking Handout and briefly discuss

2. Meet at an assigned time. 3. Start with group prayers. 4. Walk in groups of 2s or 3s. 5. Cover as much as possible of

the neighborhood in the different teams.

6. Focus on God. 7. Pray aloud in a quiet,

conversational voice. 8. Don’t call attention to yourself. 9. If anyone asks what you are

doing be prepared to respond. “We are praying God’s blessing on this neighborhood.”

10 Be observant to what you see as you walk and pray.

11 Be open to anything God impresses on you as you walk.

12 Be open to interact with people as opportunity arises.

13 Walk for about ½ hour. 14 Reflect on your observations. 15 Afterwards gather to share

your prayers, observations and experiences.

16 Encourage people to continue to pray for the neighborhood during the week.

D. How is Prayer Walking different than your devotional prayer? Discuss in large group

8” D. How Prayer Walking is different than your devotional prayer time

1. It is intentionally for others. 2. It is intercession focused on

other people and the area based on what we see.

3. It is active walking and observation, not sitting in a quiet corner.

4. It is with others together. 5. You share what you have

learned afterwards. 6. It can be a battle with the devil

and principalities over the area as this may be enemy territory.



II.

What God Says about Prayer Walking

II.

What God Says about Prayer Walking

A. What prayer points arise from reading: I Timothy 2:1-10 Read Around Room Ask for points found!

10” A. Prayer Walking Points found in I Tim 2:1-10

1. Proclaim Christ to be the one Mediator during your walk

2. Pray for leaders in the neighborhood

3. Pray for Godliness and holiness for God’s people

4. Pray for peace 5. Pray that all people would be

saved in the neighborhood 6. Give thanksgiving for all

people and for God’s blessing there.

7. Pray for the churches in the area and for their impact.

B. Why is it important to do Prayer Walking in your target neighborhood? Do in large group.

8” B. Importance of doing Prayer Walking in your target neighborhood

1. See firsthand what the neighborhood is all about.

2. See the neighborhood through God’s eyes.

3. God will show us things we normally do not see when we are in the neighborhood.

4. God will break our heart for the people and neighborhood.

5. The Holy Spirit will reveal things to us we never would have thought of alone.

C. When is Prayer Walking done in a CHE/NT program? Discuss in large group.

7” C. When Prayer Walking is done in a CHE/NT program

1. At the very beginning of the program to get God’s view of the neighborhood to set us off on the right path.

2. Multiple times during the Entering the Neighborhood phase.

3. When the committee is in place with them.

4. With the CHEs/NTs once they are chosen.

D. Who are we fighting against? From Bible verses

8” D. Who we are fighting against:

1. II Corinthians 10:3-4 1. II Corinthians 10:3-4, Satan, 2. James 4:7 2. James 4:7, Resist the devil 3. Habakkuk 1:5 3. Habakkuk 1:5, Be astonished

and see God work

181


METHOD TIME KNOWLEDGE E. Where might we pray more

intensely when Prayer Walking? Discuss in large group

7” E. Where we might pray more intensely:

1. Meeting places where false worship is taking place

2. Where spiritists and card readers perform

3. Jails, courts, government offices

4. High places overlooking area 5. Bars, gambling places, houses

of prostitution SECOND MEETING III.

Application

30”

III.

Application

A. Set time to go into a neighborhood and Prayer Walk

A. Prayer Walking Target Neighborhood

B. Use attached form to evaluate your Prayer Walking time

B. Prayer Walking Evaluation Handout

1. Do individually 15” 1. Individually 2. Do as group,

consolidating what has been learned about your neighborhood

15” 2. Consolidation as a group

ATTITUDE:

Facilitator has heart of compassion and desire to help those they are working with to become like Christ in all areas of life.

SKILL:

Participants will go out and Prayer Walk their neighborhood. Also they will be able to teach the content of this lesson and share it individually.

EVALUATION:

Facilitator will know that participant has learned the content of this lesson when they see them practice the content of this lesson in their lives and see them teach others.

MATERIALS:

- Newsprint - Marking pens - Masking tape - Handouts - Guidelines for Prayer Walking

- Prayer Walking Evaluation This lesson used in: Holistic Worldview Analysis

Guidelines for Prayer Walking 1. Join with other believers.

2. Meet at an assigned time and start with group prayers.

3. Walk in groups of 2s or 3s.

4. Through the different teams cover as much as possible of the neighborhood.

5. Focus on God

6. Pray aloud in a quiet, conversational voice

7. Don’t call attention to yourself

8. If anyone asks what you are doing be prepared to respond, “We are praying God’s blessing on this neighborhood”

9. Be open to interact with people as opportunity arises.

10. If anyone asks what you are doing be prepared to respond “We are praying God’s blessing on this neighborhood”

11. Be observant to what see as you walk and pray

12. Be open to anything God impresses you about as you walk

13. Reflect on your observations

14. Afterwards gather to share your prayers, observations and experiences.

15. Encourage people to continue to pray for the neighborhood during the week

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Reflection of Prayer Walking Experience What new lessons have you learned about intercession on your prayer walk? What did you discover new about your location while prayer walking? What did this prayer walking teach you about praying in cooperation? What did you discern about the opposition while prayer walking? How was God glorified during your prayer walk?

If so How?

www.chenetwork.org

[email protected]

Introduction to Wholistic Worldview and Analysis CHE Manuals... · Wholistic Worldview is a...

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