1. Orientation to Orality Grant Lovejoy IMB Richmond, VA

18. The Nature and Extent of Orality

19. “Orality” Defined "a reliance on spoken, rather than written, language for communication.“"a reliance on spoken, rather than written, language for communication.“ “The collection of characteristics (cognitive, communicational, and relational) that are typical of cultures that function orally."“The collection of characteristics (cognitive, communicational, and relational) that are typical of cultures that function orally."

20. “Orality” Described A positive term focusing on what people can do to communicate in beautiful, sophisticated, and powerful ways. An alternative to negative, even pejorative terms (“illiterate,” “non-literate”) that focus on what people cannot do

21. The Scope of Orality

22. Scope of Orality Primary oral communicators – –No written language – –Little or no familiarity with reading and writing

23. Scope of Orality Traditional oral communicatorsTraditional oral communicators –Know that reading and writing exist –Often have low literacy skills –May be oral by preference even if they are fully literate –Live by oral means

24. Scope of Orality Secondary OralitySecondary Orality –Depends on literate creators and electronic media Television, movies, videosTelevision, movies, videos RadioRadio MusicMusic –May include people with widely varying literacy skills

25. Oral Communicator Illiterate STORY DIALOG NO Exposition NO Exposition Exposition How People Learn and the Use of Exposition A Learning Grid

27. #1 (Nasir - garbage collector - ) Nasir is a garbage collector in Cairo. He and his wife Fatma have 2 boys and a girl. Nasir never went to school. Although he is surrounded by writing in Cairo and knows that letters and words exist, he doesn’t think of words as concrete “things”. To Nasir, words are simply the sounds that he uses to paint oral pictures on his listener’s mental canvas. He doesn’t spend time thinking abstractly about words or their definitions because their meanings depend on the context. Nasir entertains his children with funny stories from his day at work. But as soon as he finishes speaking, the story “disappears”. It is gone forever unless he repeats it. So the children beg him, “Tell it again!” and they tell their friends the next day. Fatma listens, too, so she has something new to tell her neighbor when they drink tea.

28. Oral Communicator Illiterate Oral Communicator Functional Illiterate STORY DIALOG NO Exposition NO Exposition NO Exposition LITTLE Exposition Exposition How People Learn and the Use of Exposition A Learning Grid

30. Ali is the 34 year old manager of a blanket factory. He finished the eighth grade in his village, but when the family moved to Cairo, Ali dropped out of school. He had no time or reason to read after he joined his brothers working at a construction site. By the time he joined the army, he had to sign his name without really knowing what the form said. Now he has a wife and two daughters. Ali is very proud of his older daughter, who is first in her class in school. But he feels ashamed that he can’t help her with homework. Although she is only eleven, she reads much better than he does, especially on topics that he isn’t familiar with. Ali thinks of himself as being aware of what is going on in his neighborhood and the world and he votes in elections. He buys the newspaper as some of his friends do and he sits in the coffee shop looking at it. But he really gets the news and forms his opinions by talking with his friends and watching TV. Printed information has very little effect on his values or his behavior. Yet every country in the world counts Ali as being “literate”.”

31. Oral Communicator Illiterate Oral Communicator Functional Illiterate Oral Communicator Semi- Illiterate STORY DIALOG NO Exposition NO Exposition SOME Exposition NO Exposition LITTLE Exposition MODERATE Exposition Exposition How People Learn and the Use of Exposition A Learning Grid

33. Ali’s wife, Aysha, is 30. She grew up in Cairo and graduated from high school. After she married Ali, she worked in a bank until her first child was born but since then she’s been a housewife. She wrote letters to Ali every week when he was away doing his military service and she also likes to read. Mostly, she reads novels that she borrows from friends or a private library. But her favorite entertainment is the Friday afternoon movie on Egyptian TV. Aysha helps her 6 th grade daughter with schoolwork and sees that all the assignments are done on time. But when Aysha needs information for herself, she doesn’t “look it up” at the library even though she’s capable of doing that. Instead, she finds someone to tell her….or show her. In spite of her education, she still thinks of people as being the best sources of information. She may understand explanations that use points, lists, tables, or steps…it depends on the subject…but she has a hard time remembering them long enough to tell someone else.”

34. Oral Communicator Illiterate Oral Communicator Functional Illiterate Oral Communicator Semi- Illiterate Oral/Literate Communicator Literate STORY DIALOG NO Exposition NO Exposition SOME Exposition NO Exposition LITTLE Exposition MODERATE Exposition IN DIALOG STORY with Exposition or Exposition Exposition How People Learn and the Use of Exposition A Learning Grid

36. Muhammad is a 22 year old history major at the American University of Cairo. Unlike most of his classmates, he enjoys the reading assignments and reads extra material not required for his classes. He and his sister Mona, who is an economics major, do schoolwork on their home computer. Mohammad also goes to the Internet café to e-mail his friends, do research for one of his classes, and surf the Web. Muhammad does not expect repetition in the classroom and he enjoys getting new information each time. But he and Mona both prefer reading material that is arranged like a webpage with pictures and textboxes. So they groan at the sight of books with long chapters or long paragraphs and not enough illustrations!

37. Oral Communicator Illiterate Oral Communicator Functional Illiterate Oral Communicator Semi- Illiterate Oral/Literate Communicator Literate Communicator Highly Literate STORY DIALOG NO Exposition NO Exposition SOME Exposition STORY with Exposition or Exposition NO STORY or STORIES with as MUCH Exposition as needed NO Exposition LITTLE Exposition MODERATE Exposition IN DIALOG Exposition as MUCH Exposition as desired or interest calls for How People Learn and the Use of Exposition A Learning Grid

39. HIGHLY LITERATE: EGYPTIAN #5 OMAR Omar is a 45 year old nuclear physicist living in Aiken, South Carolina. His pediatrician wife Noor and their two school-aged children recently joined him from Cairo. Omar works at the underground research facility outside of Aiken where he is director of one of the laboratories. He had cable TV installed when his family arrived, thinking it would help them learn English but he hardly ever watches TV himself. Instead, most evenings find him in front of his computer finishing up reports or working on his department budget for next year. It’s not been easy getting acquainted locally, perhaps because they look like the 9/11 terrorists. But two months ago a colleague invited Omar and Noor to the home of a local Baptist pastor. After unsuccessful visitation among the international community of scientists working at the center, he invited them to his home to hear and discuss the stories of the Bible. Omar and Noor went, mostly from curiosity. Now they are fascinated by the Old Testament stories that seem so true to life. The group discusses each story after it is told. There are no right or wrong answers…merely an opportunity to interact with the stories and with each other. This weekly meeting has become so important to the group of seventy that it is delayed until the next week if there is a schedule conflict at the laboratory. As a print communicator, Omar is highly literate and spends most of his waking hours working with points, outlines, lists, graphs and other abstract data. Yet he and Noor are captivated by the way in which God seems so real to the patriarchs in the stories. They are beginning to wonder if there is more to religion than just knowing about God.

40. Oral Communicator Illiterate Oral Communicator Functional Illiterate Oral Communicator Semi- Illiterate Oral/Literate Communicator Literate Communicator Highly Literate STORY DIALOG NO Exposition NO Exposition SOME Exposition STORY with Exposition or Exposition NO STORY or STORIES with as MUCH Exposition as needed NO Exposition LITTLE Exposition MODERATE Exposition IN DIALOG Oral/Literate Communicator Post- Literate Exposition Limited Exposition IN DIALOG as MUCH Exposition as desired or interest calls for STORY With Exposition or Exposition How People Learn and the Use of Exposition A Learning Grid

42. “Oral communicators” includes all of these:

43. Primary Oral communicators “Oral communicators” includes all of these:

44. Traditional Primary “Oral communicators” includes all of these:

45. Traditional Secondary Primary

46. Estimating the Extent of Orality

47. Literacy statistics are a starting point for estimating the extent of orality; virtually all non- readers are oral.Literacy statistics are a starting point for estimating the extent of orality; virtually all non- readers are oral. But orality is much larger than illiteracyBut orality is much larger than illiteracy

48. Estimating the Extent of Orality National literacy figures are not to be accepted at face valueNational literacy figures are not to be accepted at face value –Because of the way “literacy” is defined –Because of the way the data is gathered –Because of the way the data is presented

49. Challenges in Defining Literacy

50. 1. Literacy is not a skill you simply have or don’t have. Measuring literacy is not just a matter of saying who can read and who cannot. Literacy skills are needed at many different levels, from writing one’s name on a form, to understanding instructions on a medicine bottle, to the ability to learn from reading books. “ ” - UNESCO

51. Challenges in Defining Literacy 2. 2.Every country decides for itself how to define and measure literacy. – –Malaysia says anyone aged 10 years and over who has ever been to school is counted as literate. – –Ecuador and Bolivia count illiterates rather than literates. Census takers ask people if they cannot read or write.

52. “Literate” Is Not Enough UNESCO’s Standard-Setting Instrumentsdescribes as functionally literate any person “who can engage in all those activities in which literacy is required for effective functioning of his group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.”

53. Challenges in Measuring Literacy

54. 1. Getting beyond yes/no approaches to literacy is hard. –It takes professionals with expertise in literacy –It takes time and money –It takes a political willingness to face reality

55. Challenges in Measuring Literacy 2.Most countries estimate literacy based on years of education. This does not account for –Low-quality schools –Learning disabilities –Spotty attendance –Social promotions –Reversion to functional illiteracy

56. Challenges in Measuring Literacy 3. Literacy figures are a matter of national pride, so governments may use methods that boost reported literacy rates.

57. What if governments actually tested their citizens’ literacy skills?

58. Direct Testing of Literacy Skills National Assessment of Adult Literacy (NAAL) 2003—U. S. A.National Assessment of Adult Literacy (NAAL) 2003—U. S. A. 43% at Below Basic or Basic prose literacy43% at Below Basic or Basic prose literacy International Adult Literacy Surveys (IALS) 1994-1998—22 countriesInternational Adult Literacy Surveys (IALS) 1994-1998—22 countries Canada--46-48% at Level 1 or 2 (of 5)Canada--46-48% at Level 1 or 2 (of 5) Europe—44-55% at Level 1 or 2 (of 5)Europe—44-55% at Level 1 or 2 (of 5)

59. Literacy in the West Most developed countries in the West have claimed literacy rates of more than 97%.Most developed countries in the West have claimed literacy rates of more than 97%. But about half of all adults in the West have limited literacy skills.But about half of all adults in the West have limited literacy skills.

60. If this is true of these nations, with their educational systems, what about elsewhere in the world?

61. Literacy Rates Change Slowly “If countries continue at only their recent rate of progress, universal primary completion would come only after 2020 in the Middle East and North Africa, after 2030 in South Asia, and not in the foreseeable future in Sub-Saharan Africa.” - WDR 2004 - WDR 2004

62. Schools Do Not Always Produce Literacy

63. “Millions of children emerge from primary school each year without having acquired basic literacy and numeracy skills. Unable to formulate or read a simple sentence, these children are ill equipped to make the transition to secondary school—let alone enter employment markets. The problems extend to secondary schools, where many children— sometimes a majority—do not reach even a minimal level of competence.” UNESCO, 2010

64. Schools Do Not Always Produce Literacy “Poor quality in education is jeopardizing the future of millions of young people, many of whom face the prospect of lifelong illiteracy.” - UNESCO, 2010

65. It is highly likely that 66-70% of the total population worldwide are oral communicators by virtue of limited or non-existent literacy skills.

66. In Addition We Must Count Secondary Orality

67. In Addition, We Must Count Secondary Orality Review: Secondary orality is the orality that depends on modern technology--people who tell their stories and share their music largely through electronic means, on television, in movies, via radio, etc.Review: Secondary orality is the orality that depends on modern technology--people who tell their stories and share their music largely through electronic means, on television, in movies, via radio, etc.

68. Secondary Orality Reading at Risk Report (2004) This comprehensive survey of American literary reading presents a detailed, but bleak assessment of the decline of reading’s role in the nation’s culture. For the first time in modern history, less than half of the adult population now reads literature, and these trends reflect a larger decline in other sorts of reading. Dana Gioia Chairman, National Endowment for the Arts “ ”

69. Secondary O rality Reading at Risk Report (2004) Literary reading in America is not only declining rapidly among all groups, but the rate of decline has accelerated, especially among the young. Dana Gioia, Chairman, NEA “ ”

70. Secondary Orality Reading at Risk Report (2004) [We live in] an age where there's no canon, where there are so many other forms of information, and where we're returning to medieval-like oral culture based on television. Kevin Starr Professor of History at the University of Southern California New York Times, July 13, 2004. “ ”

71. Secondary Orality Mr. Starr continued: We should be alarmed, I suppose, but the horse has long since run out of the barn. Two distinct cultures have evolved, and by far the smaller is the one that's tied up with book and high culture. New York Times, July 13, 2004 “ ”

72. To Read or Not to Read (2007) The story the data tell is simple, consistent, and alarming. Although there has been measurable progress in recent years in reading ability at the elementary school level, all progress appears to halt as children enter their teenage years. There is a general decline in reading among teenage and adult Americans. Most alarming, both reading ability and the habit of regular reading have greatly declined among college graduates. “ ”

73. To Read or Not to Read (2007) 33% of Scottish 15-year olds never or hardly ever read for pleasure, 22% felt it is a waste of their time and 40% read only if they have to. (OECD, 2004) In Denmark one-third of adults do not do any significant amount of reading. Dutch 12 year old school children spend, on average, less than half an hour a week reading in their leisure time.

74. Reading and Secondary Oralityin Europe British teenagers’ pleasure reading declined by about a third from 1991-1998. In Denmark one-third of adults do not do any significant amount of reading. Dutch 12 year old school children spend, on average, less than half an hour a week reading in their leisure time.

75. Total Extent of Orality Probably 66-70% of the world population is oral by virtue of low literacy skills.Probably 66-70% of the world population is oral by virtue of low literacy skills. A significant percentage of people with good literacy skills are secondary oral communicators.A significant percentage of people with good literacy skills are secondary oral communicators. Perhaps 80-85% of the world’s population functions exclusively or largely via oral means.Perhaps 80-85% of the world’s population functions exclusively or largely via oral means.

76. Lets Talk About It!

77. What does this mean for missions and for ministry?

78. Implications for Literate Evangelizers 1.We need to make the word of God available to people using appropriate oral strategies.1.We need to make the word of God available to people using appropriate oral strategies. –God’s word is essential for evangelism, discipleship, and church growth. –Evaluate the group’s ability to engage the word of God meaningfully –Use levels of orality to choose the right communications approach.

79. Scripture Engagement Questions Does Scripture exist in their language?Does Scripture exist in their language? Is it available in country?Is it available in country? Can local people get access to it?Can local people get access to it? Can they afford it?Can they afford it? Can the people use it with understanding?Can the people use it with understanding? Is it available in appropriate format and media?Is it available in appropriate format and media? Do they accept it as authoritative and use it effectively in all aspects of ministry?Do they accept it as authoritative and use it effectively in all aspects of ministry?

80. Status of Bible Translation 6909 living languages6909 living languages –459 have a complete Bible –1213 have a New Testament –836 have at least one book of the Bible –In sum, 2508 languages have some Scripture –Sources: Ethnologue; UBS (12/31/2009)

81. Status of Bible Translation Over 4400 languages do not have even one book of the Bible!

82. Post-Literate Unbelievers Can follow explanationCan follow explanation Resist being told what values are right or best.Resist being told what values are right or best. Prefer pure storytelling and pure discussionPrefer pure storytelling and pure discussion

83. Implications for Literate Evangelizers

84. 2.Use the oral communication patterns our hosts use. –Become a learner. –Defer use of literate methods. –Embrace oral approaches StorytellingStorytelling ProverbsProverbs SongsSongs DramaDrama

85. Implications for Literate Evangelizers 3.Avoid syncretism by making disciples of oral learners using oral means. –Both evangelism and discipleship content need to be worldview-specific. –Use oral methods to ensure good understanding of the faith

86. Implications for Literate Evangelizers 4. 4.Equip oral communicators to make disciples. – –Disciple them using approaches that any oral person could do. – –Model only that which all of them could do--orally.

87. Implications for Literate Evangelizers 5.Increase Effectiveness among Secondary Oral Learners. –Listen to their own stories. –Combine testimony with biblical story. –Tell biblical stories, warts and all. –Be open to genuine, Spirit-led dialogue.

88. Lets Talk About It!

89. Frequently Asked Questions How did this emphasis on orality come about? What biblical support is there for it?What biblical support is there for it?

90. Frequently Asked Questions What is “worldview” and why do some people in ION talk so much about it?

91. Frequently Asked Questions When you tell biblical stories, do you embellish them? How do you maintain biblical accuracy as the story is repeated and transmitted orally? How do you maintain biblical accuracy as the story is repeated and transmitted orally?

92. Frequently Asked Questions How do you teach the epistles and other non-narrative parts of the Bible?

93. Frequently Asked Questions Does this emphasis on orality mean that Does this emphasis on orality mean that ION is against literacy training, Bible translation, and theological education?

94. Frequently Asked Questions What do people mean when they talk about an “oral Bible” What do people mean when they talk about an “oral Bible”?

95. Frequently Asked Questions Is orality and Bible storying, etc. being taught in any seminaries? Is orality and Bible storying, etc. being taught in any seminaries? s in the United States? Is it being used in any churches in the United States?

96. Frequently Asked Questions So if we have someone read our print materials into audio form, does that make them oral and meet the needs of oral listeners? So if we have someone read our print materials into audio form, does that make them oral and meet the needs of oral listeners?

97. Frequently Asked Questions What implications does all of this have for preaching in established churches? What implications does all of this have for preaching in established churches? Are you implying that expository preaching is wrong?

98. Frequently Asked Questions Are there any conferences, books, videos, websites, and the like where we can learn more about these topics?

99. And that is just the beginning! The rest of the 2010 ION Conference develops these topics more fully.

100. Now it is your turn. What questions do you have?

101. Contact Info: Grant Lovejoy = glovejoy@imb.org Brian Burns = bburns@imb.org

102. Online Classes B.H. Carroll Theological Institute (BHCTI.org)B.H. Carroll Theological Institute (BHCTI.org) Introduction to Orality and Bible StoryingIntroduction to Orality and Bible Storying –Jan. 10 – March 4, 2011 Advanced Orality and Bible StoryingAdvanced Orality and Bible Storying –April 4 – May 27, 2011