Chronological Bible Storying Overview Prepared by: Dr. James B. Slack

Chronological Bible Chronological Bible StoryingStorying

OverviewOverviewPrepared by: Dr. James B. SlackPrepared by: Dr. James B. Slack

What is Chronological Bible What is Chronological Bible Storying?Storying?

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

Part One: Issues Confronting Literate Part One: Issues Confronting Literate Communicators As They Communicate With Communicators As They Communicate With

Oral CommunicatorsOral Communicators

• Literates Function In Ways That Are Incompatible Literates Function In Ways That Are Incompatible with Oral Learning Functionswith Oral Learning Functions

• There Is An Issue of Hearing--Understanding, There Is An Issue of Hearing--Understanding, Retention and Repetition-- When Literates Retention and Repetition-- When Literates Communicate With Oral Communicators Communicate With Oral Communicators

• There Are Literate Assumptions About How People There Are Literate Assumptions About How People Learn Which Are Untrue, Yet, Literates Function Learn Which Are Untrue, Yet, Literates Function According To Those Assumptions According To Those Assumptions

Part One: Issues Confronting Literate Part One: Issues Confronting Literate Communicators When They Communicate Communicators When They Communicate

With Oral CommunicatorsWith Oral Communicators

• Literates Need to Present the Gospel in Ways Oral Literates Need to Present the Gospel in Ways Oral Communicators Learn, and in Ways They Normally Communicators Learn, and in Ways They Normally Communicate With Other Oral CommunicatorsCommunicate With Other Oral Communicators

• Oral Communicators Learn Primarily Through Oral Communicators Learn Primarily Through Narrative-Story FormatsNarrative-Story Formats

• Learning Preferences--The Learning Grid Assists Us Learning Preferences--The Learning Grid Assists Us

In Graphing The Realities and IssuesIn Graphing The Realities and Issues

An Historical PerspectiveAn Historical Perspective

• Creation--Adam and Eve were Created and Lived in Creation--Adam and Eve were Created and Lived in an Oral Environment, and God was Happy with what an Oral Environment, and God was Happy with what He Did.He Did.

• God’s Revelation was First Historical Events among God’s Revelation was First Historical Events among Oral Communicators Oral Communicators

• In Time, But Over a Long Period of Time, God In Time, But Over a Long Period of Time, God Caused Individuals To Record Those Events into Caused Individuals To Record Those Events into what We Know as the Biblewhat We Know as the Bible

• Judaism during Old Testament, New Testament Judaism during Old Testament, New Testament Times and Beyond, was OralTimes and Beyond, was Oral


• God First Revealed Himself Through Historical God First Revealed Himself Through Historical Events that Were Regularly Preserved and Shared Events that Were Regularly Preserved and Shared Through Oral Communicators and VehiclesThrough Oral Communicators and Vehicles

• Most of The Old Testament and Two-Thirds of the Most of The Old Testament and Two-Thirds of the Bible Are StoriesBible Are Stories

• The Orally Transmitted Revelation--the Torah--The Orally Transmitted Revelation--the Torah--Served as A Check and A Balance On The Written Served as A Check and A Balance On The Written Version Of RevelationVersion Of Revelation


• Rabbinic Law Forbade Legitimazation of A Rabbi Rabbinic Law Forbade Legitimazation of A Rabbi Until He Could Repeat The Entire Torah By Memory Until He Could Repeat The Entire Torah By Memory Seven TimesSeven Times

• The Torah, and Thus The Bible, Was To Be Read The Torah, and Thus The Bible, Was To Be Read Aloud When Read, and Not Read Silently. This Aloud When Read, and Not Read Silently. This Encouraged and Enhanced Memorization and The Encouraged and Enhanced Memorization and The

Preservation of An Oral Bible.Preservation of An Oral Bible.

An Historical PerspectiveAn Historical Perspective• Aramaic and Greek Environments of the New Aramaic and Greek Environments of the New

Testament Era were Also OralTestament Era were Also Oral• Literacy in Greece & Israel in the New Testament Literacy in Greece & Israel in the New Testament

Era--3-5% MaximumEra--3-5% Maximum• Jesus Christ’s “Preaching” Style (Mark 4)Jesus Christ’s “Preaching” Style (Mark 4)

– Jesus Chose To Preach Via ParablesJesus Chose To Preach Via Parables– Jesus Chose To Preach Via Parables Because it Jesus Chose To Preach Via Parables Because it

was The Learning Pattern of People who Were was The Learning Pattern of People who Were Oral--IlliterateOral--Illiterate

– Jesus only Preached Via Parables For This Reason Jesus only Preached Via Parables For This Reason and Only As They Could Bear Themand Only As They Could Bear Them

An Historical PerspectiveAn Historical Perspective• Literacy Level of Christ’s Disciples (Acts)Literacy Level of Christ’s Disciples (Acts)

– Jesus’ Disciples Were Oral Communicators With Jesus’ Disciples Were Oral Communicators With Minimal Education Minimal Education

– These Disciples Became Effective Pastors and These Disciples Became Effective Pastors and Church LeadersChurch Leaders

– Leadership In Early Church Bore No Educational Leadership In Early Church Bore No Educational RequirementsRequirements

• Paul, His “Preaching Style” and View of Israel’s Paul, His “Preaching Style” and View of Israel’s History--Paul’s Short-Hand Version of Old Testament History--Paul’s Short-Hand Version of Old Testament Stories and His Insistence on Knowing the StoriesStories and His Insistence on Knowing the Stories


• Christianity, Especially Roman Catholicism from N.T. Christianity, Especially Roman Catholicism from N.T. To ReformationTo Reformation

• Influence of Guttenberg Bible & “Galaxy” on the Influence of Guttenberg Bible & “Galaxy” on the Reformation and ChristianityReformation and Christianity

• Since the Reformation Christianity has Increasingly Since the Reformation Christianity has Increasingly Walked on Literate FeetWalked on Literate Feet

• By 1900s, Christianity and Missions were so Literate By 1900s, Christianity and Missions were so Literate that Illiterate Believers were Required to Become that Illiterate Believers were Required to Become Literate before being baptizedLiterate before being baptized


• Highly Literate Christianity Developed Expository Highly Literate Christianity Developed Expository Preaching as Norm and Required Literacy for Pastors Preaching as Norm and Required Literacy for Pastors & Leaders& Leaders

• Literate’s Expositional Preaching Styles are not Literate’s Expositional Preaching Styles are not Understood, and Cannot be Remembered and Understood, and Cannot be Remembered and Reproduced by Oral Communicators--Illiterates to Reproduced by Oral Communicators--Illiterates to Semi-LiteratesSemi-Literates

• Yet, Today, at Least 50-65% of World’s People are Yet, Today, at Least 50-65% of World’s People are

Oral CommunicatorsOral Communicators


• Consequently, to the Degree a Person or Persons are Consequently, to the Degree a Person or Persons are Illiterate, Functional Illiterate or Semi-Literate they Will Illiterate, Functional Illiterate or Semi-Literate they Will Not Hear GospelNot Hear Gospel

• The Primary Issue is that Few Literates Understand The Primary Issue is that Few Literates Understand the Differences Between Literates and Illiterates and the Differences Between Literates and Illiterates and How the Gospel Should Be Presented To Oral How the Gospel Should Be Presented To Oral CommunicatorsCommunicators

• Chronological Bible Storying is Designed to Meet Oral Chronological Bible Storying is Designed to Meet Oral NeedsNeeds

A Definition of LiteracyA Definition of Literacy

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

A Look At Global LiteracyA Look At Global Literacy

• However, due to economic rules for securing However, due to economic rules for securing government loans, many governments have government loans, many governments have liberalized their definitions of literacy to improve their liberalized their definitions of literacy to improve their chances of securing financial assistancechances of securing financial assistance

• In some countries, if one has attended only one In some countries, if one has attended only one grade of school, or if they can “read” a voting ballot, grade of school, or if they can “read” a voting ballot, they are considered as literatethey are considered as literate

A Look At Global LiteracyA Look At Global Literacy

• New Testament Aramaic & Greek Literacy was 3-5% New Testament Aramaic & Greek Literacy was 3-5% (This is why there were Scribes in the Sanhedren)(This is why there were Scribes in the Sanhedren)

• By 1790 global literacy was no better than 10%By 1790 global literacy was no better than 10%• In the 1990s actual global literacy was about 40-50%In the 1990s actual global literacy was about 40-50%• For instance, the USA lists literacy as being 90% plus For instance, the USA lists literacy as being 90% plus

but it is closer to 60%but it is closer to 60%

Profiles of Oral & LiterateProfiles of Oral & LiterateCommunicatorsCommunicators

• Literate Communicators:Literate Communicators:As a person becomes more literate, sounds are recognized as As a person becomes more literate, sounds are recognized as

written words that are known by their appearance, and by their written words that are known by their appearance, and by their specific shades of meaningspecific shades of meaning

Literates tend to forget that markings on a page--words--can never Literates tend to forget that markings on a page--words--can never replicate that word in its sounded form and life context. Thus replicate that word in its sounded form and life context. Thus the phrase--”words fail me.”the phrase--”words fail me.”

Literates become more and more text orientedLiterates become more and more text oriented

For literates, knowledge is defined in terms of what can be secured For literates, knowledge is defined in terms of what can be secured from files, books, computers, etc. and not in terms of what is from files, books, computers, etc. and not in terms of what is rememberedremembered

Literates use words and names as “tags”Literates use words and names as “tags”

Published Illiteracy RatesPublished Illiteracy RatesHong KongHong Kong 25%25% SenegalSenegal 90%90%

VenezuelaVenezuela 14%14% ColombiaColombia 20%20%

ItalyItaly 7% 7% CyprusCyprus 1% 1%

GuatemalaGuatemala 50%50% EgyptEgypt 60%60%

ChinaChina 25%25% NIgeriaNIgeria 70%70%

PhilippinesPhilippines 12%12% EcuadorEcuador 10%10%

ThailandThailand 18%18% Taiwan Taiwan (China) (China) 6%6%

BrazilBrazil 24%24% BoliviaBolivia 37%37%

SpainSpain 3% 3%

Caribbean Islands 40% Caribbean Islands 40% (St. Lucia) (St. Lucia) - - 11% 11% (Trinidad & Tobago)(Trinidad & Tobago)

5% 5% (Netherlands Antilles) (Netherlands Antilles)

Source: Research & Planning, FMB 8/89


• Oral Communicators:Oral Communicators:Have never, ever seen a wordHave never, ever seen a word

Words are strictly sounds and have no visual presenceWords are strictly sounds and have no visual presence

Isolated sounds (words) have no meaning until used in a sentence Isolated sounds (words) have no meaning until used in a sentence or a paragraph associated with a life event or story of a life or a paragraph associated with a life event or story of a life eventevent

Oral Communicators only know what can be recalled at a moment Oral Communicators only know what can be recalled at a moment of needof need

Oral communicators house or carry their “information,” or what they Oral communicators house or carry their “information,” or what they know, with them clothed in stories, or mental pictures of life know, with them clothed in stories, or mental pictures of life events, which they can remember in order to have the events, which they can remember in order to have the information they needinformation they need

Profiles…Profiles…ContinuedContinued

Ocs do not tend to make lists or condense stories or bodies of Ocs do not tend to make lists or condense stories or bodies of information into points, outlines, concepts, principles, teachings, information into points, outlines, concepts, principles, teachings, steps in a process or other expositional type formats. Such steps in a process or other expositional type formats. Such formats are useless and not understood by Ocs for they are formats are useless and not understood by Ocs for they are unnatural to their learning style and cannot be rememberedunnatural to their learning style and cannot be remembered

Ocs learn best through apprenticeships and mentoringOcs learn best through apprenticeships and mentoring

Ocs seldom isolate truths or teaching from their stories. They are Ocs seldom isolate truths or teaching from their stories. They are one with the story.one with the story.

Progress or success for an Oc is is being aware of and true to Progress or success for an Oc is is being aware of and true to one’s heritage, and doing acceptable things in acceptable ways, one’s heritage, and doing acceptable things in acceptable ways, and doing them correctlyand doing them correctly

Ocs can “memorize,” remember, long stories, and treasured ones Ocs can “memorize,” remember, long stories, and treasured ones are not tinkered with or changedare not tinkered with or changed


Ocs are redundant and repetitiveOcs are redundant and repetitive

Ocs are very conservative and fearful of changeOcs are very conservative and fearful of change

For an Oc to change a valued, historic, “mental text”--oralature--is For an Oc to change a valued, historic, “mental text”--oralature--is to threaten life itself, and their heritage. A treasured link and to threaten life itself, and their heritage. A treasured link and window to the past is severed.window to the past is severed.

Ocs tend not to engage in more than one-step analysis for Ocs tend not to engage in more than one-step analysis for breaking up thought and holding it in suspension is very difficult.breaking up thought and holding it in suspension is very difficult.

Yet, Ocs can handle any thought, idea, concept, principle or Yet, Ocs can handle any thought, idea, concept, principle or teaching that a literate can handle, if it is properly clothed within teaching that a literate can handle, if it is properly clothed within a storya story

Ocs participate with the story teller in the “telling and living” of the Ocs participate with the story teller in the “telling and living” of the story that is being told.story that is being told.


• Literate Communicators:Literate Communicators:As a person becomes more literate, sounds are recognized as As a person becomes more literate, sounds are recognized as

written words that are known by their appearance, and by their written words that are known by their appearance, and by their specific shades of meaningspecific shades of meaning

Literates tend to forget that markings on a page--words--can never Literates tend to forget that markings on a page--words--can never replicate that word in its sounded form and life context. Thus replicate that word in its sounded form and life context. Thus the phrase--”words fail me.”the phrase--”words fail me.”

Literates become more and more text orientedLiterates become more and more text oriented

For literates, knowledge is defined in terms of what can be secured For literates, knowledge is defined in terms of what can be secured from files, books, computers, etc. and not in terms of what is from files, books, computers, etc. and not in terms of what is rememberedremembered

Literates use words and names as “tags”Literates use words and names as “tags”


Literates develop the need and ability to reduce stories, texts, and Literates develop the need and ability to reduce stories, texts, and documents to a theme, a slogan, a “bottom line” statement, the documents to a theme, a slogan, a “bottom line” statement, the “gist” of the story, an outline, principles, steps in a process, “gist” of the story, an outline, principles, steps in a process, teachings or other expository forms.teachings or other expository forms.

Literates gravitate to corporate digests of written works, and feign Literates gravitate to corporate digests of written works, and feign from reading, texts, long novels and worksfrom reading, texts, long novels and works

Literates constantly analyzes people, life situations, and events, Literates constantly analyzes people, life situations, and events, thus drawing conclusions and lessons from themthus drawing conclusions and lessons from them

Compares and combines information to form new truths or slightly Compares and combines information to form new truths or slightly different teachings or truths, synthesesdifferent teachings or truths, syntheses

As literate skills develop, they tend to shy away from memorization As literate skills develop, they tend to shy away from memorization and loose the skill due to lack of useand loose the skill due to lack of use


Literates tend toward individualism, thus moving away from being Literates tend toward individualism, thus moving away from being highly relationalhighly relational

Literates tend to turn inward, read silently, and suffer more from Literates tend to turn inward, read silently, and suffer more from schizophrenic traitsschizophrenic traits

Literates tend to demand their “own rights” as opposed to Literates tend to demand their “own rights” as opposed to acknowledging the group’s rightsacknowledging the group’s rights

Tends to listen more critically to a story thus not participating in the Tends to listen more critically to a story thus not participating in the story as much as an oral communicatorstory as much as an oral communicator

Favors Aristotelian logic instead of Platonic logicFavors Aristotelian logic instead of Platonic logic

Feels a deep need to explain everything in great detail, comparing Feels a deep need to explain everything in great detail, comparing and analyzing all of the partsand analyzing all of the parts

Messages become more and more expositionalMessages become more and more expositional

Levels Of Learning From Levels Of Learning From Primary Orality To LiteracyPrimary Orality To Literacy

• Highly LiterateHighly Literate----College level literate attainment such as a College level literate attainment such as a lawyer, teacher, author, grammarian, etc.lawyer, teacher, author, grammarian, etc.

• LiterateLiterate----High School graduate who can acceptably perform High School graduate who can acceptably perform all of the basic literate functionsall of the basic literate functions

• Semi-LiterateSemi-Literate----Person who has successfully attained Person who has successfully attained reading, writing and analytical skills of the 9th to 11th grade. reading, writing and analytical skills of the 9th to 11th grade. Person is transition between oral and literate.Person is transition between oral and literate.

• Functional IlliterateFunctional Illiterate----An individual who did not go beyond An individual who did not go beyond 8 years of schooling and who did not continue to daily read and 8 years of schooling and who did not continue to daily read and writewrite

• IlliterateIlliterate----An individual who cannot read and write and who is An individual who cannot read and write and who is known as a primary oral communicatorknown as a primary oral communicator

Chronological Bible Chronological Bible Storying Storying

How People Learn Expressed in A How People Learn Expressed in A Learning Grid with Appropriate Learning Grid with Appropriate Presentation Patterns NotedPresentation Patterns Noted

How People Learn and the Use of ExpositionHow People Learn and the Use of ExpositionA Learning Grid

Oral Communicator

Illiterate

STORYSTORY

DIALOGDIALOG

NOEXPOSITION

NOEXPOSITION

STORYSTORY

DIALOGDIALOG

EXPOSITIONEXPOSITION


Oral Communicator

Illiterate

Oral Communicator

FunctionalIlliterate

STORYSTORY

DIALOGDIALOG

NOEXPOSITION

NOEXPOSITION

NOEXPOSITION LITTLE

EXPOSITION

STORYSTORY

DIALOGDIALOG



Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate

STORYSTORY

DIALOGDIALOG

NOEXPOSITION

NOEXPOSITION

SOMEEXPOSITION

NOEXPOSITION LITTLE

EXPOSITION MODERATEEXPOSITION

STORYSTORY

DIALOGDIALOG



Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate

Oral/Literate Communicator

Literate

STORYSTORY

DIALOGDIALOG

NOEXPOSITION

NOEXPOSITION

SOMEEXPOSITION

STORYwith

EXPOSITION

orEXPOSITION

NOEXPOSITION LITTLE


EXPOSITIONIN

DIALOG

STORYSTORY

DIALOGDIALOG



Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate

Oral/Literate Communicator

Literate

Literate Communicator

HighlyLiterate

STORYSTORY

DIALOGDIALOG

NOEXPOSITION

NOEXPOSITION

SOMEEXPOSITION

STORYwith

EXPOSITION

orEXPOSITION

NOSTORY

orSTORIES

with asMUCH

EXPOSITIONas needed

NOEXPOSITION LITTLE


EXPOSITIONIN

DIALOG

asMUCH

EXPOSITION

as desired

or interestcalls for

STORYSTORY

DIALOGDIALOG


Major Factors Influencing Literacy Major Factors Influencing Literacy Attainment in A SocietyAttainment in A Society

• Poverty or economic level of peoplePoverty or economic level of people• Government’s focus on educationGovernment’s focus on education• Government’s financing of educational infrastructureGovernment’s financing of educational infrastructure• Educational InfrastructureEducational Infrastructure• Percentage of jobs that require functional literacy to succeedPercentage of jobs that require functional literacy to succeed• Natural disastersNatural disasters• Presence of retrograde or rebel activityPresence of retrograde or rebel activity

Major Factors Influencing Literacy Major Factors Influencing Literacy Attainment in a Society...Attainment in a Society...

• Political stability or political party and factional divisions or Political stability or political party and factional divisions or battlesbattles

• Status of human needs indexStatus of human needs index• Quality of teachersQuality of teachers• Status of life throughout country for teachers to go and live thereStatus of life throughout country for teachers to go and live there• Educational inquiry system or rote memory approach Educational inquiry system or rote memory approach • Availability of learning apparatus & materialAvailability of learning apparatus & material

• Family support system and environmentFamily support system and environment

Orality-Literacy Levels & Orality-Literacy Levels & Types of PreachingTypes of Preaching

• Highly Literates & LiteratesHighly Literates & Literates• Semi-LiteratesSemi-Literates• Semi-LiteratesSemi-Literates• Functional IlliterateFunctional Illiterate• Semi-LiteratesSemi-Literates• Functional IlliteratesFunctional Illiterates• IlliteratesIlliterates

• Expository & Narrative SermonsExpository & Narrative Sermons• Chronological Bible Teaching Chronological Bible Teaching • Chronological Bible StorytellingChronological Bible Storytelling• StorytellingStorytelling• Chronological Bible StoryingChronological Bible Storying• Chronological Bible StoryingChronological Bible Storying• Chronological Bible StoryingChronological Bible Storying

Levels of Literacy & Presentation Levels of Literacy & Presentation Types ExploredTypes Explored

• Highly Literate--Highly Literate--– Exposition is a very compatible learning styleExposition is a very compatible learning style– Exposition allows the presenter to cover much more material Exposition allows the presenter to cover much more material

than can be covered by storyingthan can be covered by storying– Everybody loves a good story and today’s highly literate Everybody loves a good story and today’s highly literate

learners like stories, esp. as a respite from daily expositional learners like stories, esp. as a respite from daily expositional exposure at workexposure at work

– Stories can be in the form of illustration, or used as the main Stories can be in the form of illustration, or used as the main focusfocus

– Stories do not have to be chronological for them to learn or Stories do not have to be chronological for them to learn or to enjoyto enjoy

– Secular or religious stories can be used with themSecular or religious stories can be used with them


• Literates--Literates--– Exposition is a compatible learning styleExposition is a compatible learning style– Exposition allows the presenter to cover much more material Exposition allows the presenter to cover much more material

than can be covered by storyingthan can be covered by storying– Literates love a good story and stories serve to drive the Literates love a good story and stories serve to drive the

point, concept, idea, principle or teaching home and seal it in point, concept, idea, principle or teaching home and seal it in their memorytheir memory

– Chronological Bible Teaching as developed by Trevor Chronological Bible Teaching as developed by Trevor McIlwaine of New Tribes is tailor-made for literatesMcIlwaine of New Tribes is tailor-made for literates

– The mixture of story and exposition in CBT is very good for The mixture of story and exposition in CBT is very good for literatesliterates


• Semi-Literates--Semi-Literates--– Semi-Literates live in the gray territory between an oral Semi-Literates live in the gray territory between an oral

communicator who is becoming a literate communicatorcommunicator who is becoming a literate communicator– Semi-literates are learning to recognize, understand, Semi-literates are learning to recognize, understand,

remember and use principles, ideas, teachings, and remember and use principles, ideas, teachings, and concepts through expositional presentationsconcepts through expositional presentations

– In critical learning settings, one wants to favor oral In critical learning settings, one wants to favor oral communication--storying presentationscommunication--storying presentations

– Chronological Bible Storytelling as developed in the Chronological Bible Storytelling as developed in the Philippines by Gauran and Palmer works wellPhilippines by Gauran and Palmer works well


• Functional Illiterates--Functional Illiterates--– Functional illiterates, by definition, function as an illiterate Functional illiterates, by definition, function as an illiterate

and not like a literateand not like a literate– Because of a lack of knowledge of the status of and Because of a lack of knowledge of the status of and

inadequacy of functional illiterates, literates want to relate to inadequacy of functional illiterates, literates want to relate to them as literates and they are notthem as literates and they are not

– Strict Storying is the only presentation method that is Strict Storying is the only presentation method that is compatible with their learning stylecompatible with their learning style

– Because Chronological Bible Teaching and Chronological Because Chronological Bible Teaching and Chronological Bible Storying were not designed to fit this level, Bible Storying were not designed to fit this level, Chronological Bible Storying was developed to meet the Chronological Bible Storying was developed to meet the learning needs of themlearning needs of them


• Illiterates--Illiterates--– Illiterates are the most obvious of the learning styles--they Illiterates are the most obvious of the learning styles--they

cannot read and write, or understand, remember and repeat cannot read and write, or understand, remember and repeat literate presentationsliterate presentations

– Illiterates function totally in a narrative, storying environment. Illiterates function totally in a narrative, storying environment. Exposition cannot be used. Exposition cannot be used.

– Chronological Bible Storying in its strictest form was Chronological Bible Storying in its strictest form was designed specifically for illiteratesdesigned specifically for illiterates

– From the opposite perspective, once an illiterate is From the opposite perspective, once an illiterate is adequately exposed to the Bible through stories, an illiterate adequately exposed to the Bible through stories, an illiterate can understand them, recall them in an instant and use them can understand them, recall them in an instant and use them according to their settingaccording to their setting

A Look At ExpositionA Look At Exposition

Exposition has a narrower meaning within the evangelical, Exposition has a narrower meaning within the evangelical, preaching or homiletics community, than does the word in the preaching or homiletics community, than does the word in the secular community.secular community.

Exposition in the secular world indicates the results of an analysis Exposition in the secular world indicates the results of an analysis process related to a body of information which produces a list of process related to a body of information which produces a list of teachings, ideas, steps, concepts, or principles that are then teachings, ideas, steps, concepts, or principles that are then communicated to people.communicated to people.

Exposition is the activity of exposing the essence of, or meaning of Exposition is the activity of exposing the essence of, or meaning of a body of information. It is a more elaborate or involved a body of information. It is a more elaborate or involved explanation of the contents of a document, an event, a story or explanation of the contents of a document, an event, a story or other such information.other such information.

• Exposition in the evangelical community most commonly is a Exposition in the evangelical community most commonly is a specific type of preaching characterized by points and sub-specific type of preaching characterized by points and sub-points.points.

Step Two: ProcessStep Two: Process

• Phases and TracksPhases and Tracks• The Basics of Chronological StoryingThe Basics of Chronological Storying• Introduction to the “Lome Y”Introduction to the “Lome Y”• Universal Bible TruthsUniversal Bible Truths• Worldview Development with Barriers, Bridges and Worldview Development with Barriers, Bridges and

Gatekeepers IdentifiedGatekeepers Identified• Using Story Lists & Selecting StoriesUsing Story Lists & Selecting Stories• Crafting The Story, and Story SessionCrafting The Story, and Story Session• Use of Media in StoryingUse of Media in Storying

Phases & Tracks of StoryingPhases & Tracks of Storying

• Church Planting PhaseChurch Planting Phase– Evangelism TrackEvangelism Track– Discipleship TrackDiscipleship Track– Characterization TrackCharacterization Track– End Times TrackEnd Times Track

• Church Strengthening PhaseChurch Strengthening Phase– Thematic-Basic Truths TracksThematic-Basic Truths Tracks– Church Leaders Training TracksChurch Leaders Training Tracks– Pulpit Tracks for LeadersPulpit Tracks for Leaders

CHRONOLOGICAL STORYING PROCESSCHRONOLOGICAL STORYING PROCESS

Genesis Gospels Acts 12 Acts 12-28 Epistles Revelation

Evangelization

Church Church PLANTINGPLANTING Phase Phase



Evangelization

Discipling




Evangelization

Discipling

New Evangelization Tract





Evangelization

Discipling

New Evangelization Tract

Characterization

End Times


Church Church STRENGTHENINGSTRENGTHENING Phase Phase

Genesis Gospels Acts Epistles Revelation

Thematic - Basic Truth Tracts for Maturing BelieverThematic - Basic Truth Tracts for Maturing Believer

Teaching Tracks for Church LeadersTeaching Tracks for Church Leaders

Pulpit Tracks for Church LeadersPulpit Tracks for Church Leaders

Specialized Tracks for Specific Believers

New Evang. TracksNew Evang. Tracks

New Evang. TracksNew Evang. Tracks

The Basics of StoryingThe Basics of Storying

Chronological Bible Chronological Bible Storying is Storying is Characterized By and Characterized By and Follows These Follows These Guidelines...Guidelines...


Storying is chosen Storying is chosen because it is the because it is the

primary primary communicationcommunication

vehicle of the vehicle of the target people.target people.


Storying is based Storying is based entirely upon theentirely upon the

Bible.Bible.


Storying is chronological, Storying is chronological,

s - e - q - u - e - n - t - i - a - l.s - e - q - u - e - n - t - i - a - l.


Storying looks Storying looks backward, but never backward, but never forward.forward.

(jumping ahead)(jumping ahead)


Stories are chosen Stories are chosen based upon the based upon the universal biblical universal biblical truths to be truths to be communicated.communicated.


Stories are chosen Stories are chosen based upon based upon identified identified barriersbarriers and and bridgesbridges in the in the target people’s target people’s worldview.worldview.


Storying is Storying is structured to give an structured to give an oral Bible oral Bible to to individuals and to individuals and to develop their develop their competency to competency to share it share it orallyorally..


Storying is a “win/win” approach Storying is a “win/win” approach until the story of the crucifixion until the story of the crucifixion and resurrection when the major and resurrection when the major invitation is given.invitation is given.

The Basics of StoryingThe Basics of Storying Storying is Storying is

predominately predominately narrative with narrative with minimal to no minimal to no exposition.exposition.

(Exposition includes (Exposition includes teachings, points in an teachings, points in an outline, concepts,outline, concepts,

principles or stepsprinciples or steps

in a process.)in a process.)


Chronological Bible Chronological Bible Storying is designed Storying is designed for evangelizing and for evangelizing and discipling oral discipling oral communicators if communicators if these guidelines are these guidelines are followed.followed.

Chronological Bible StoryingChronological Bible Storying&&

It’s Planning Process It’s Planning Process

The Lome “Y” as graphically designed in The Lome “Y” as graphically designed in Lome, Togo, contains each of the Lome, Togo, contains each of the sequential steps for use in preparing to sequential steps for use in preparing to story according to Chronological Bible story according to Chronological Bible Storying.Storying.

The The Lome YLome Y

Chronological BibleStory Selection

Worldview Worldview Spiritual Barriers & BridgesSpiritual Barriers & Bridges

Perceived NeedsPerceived Needs------------------------------------------LANGUAGE &LANGUAGE &

CULTURECULTURE

LOSTNESS OF MANLOSTNESS OF MAN--------------------------------------------

Foundational Foundational & Essential& Essential

Truths for SalvationTruths for Salvation





CULTURECULTURE




STORY SELECTION STORY SELECTION CRITERIACRITERIA

10-15 Maximum10-15 Maximum





CULTURECULTURE






EXAMINEEXAMINEBIBLE STORY LISTBIBLE STORY LIST

Model BibleStory List & Themes

ExhaustiveBible Story List





CULTURECULTURE







SELECTSELECTTRIAL STORY SETTRIAL STORY SET


Time Limitationsor Contact Window


Other Factors:Attention Span/Interruptions





CULTURECULTURE








PREPAREPREPARESTORY LESSONSSTORY LESSONS



HelpsStories



ReviewDialog





CULTURECULTURE









TEST SET & LESSONSTEST SET & LESSONS



HelpsStories

Teach Co-Worker



ReviewDialog

Teach Small Test Group





CULTURECULTURE










ADJUST LISTADJUST LISTADD OR DELETEADD OR DELETE



HelpsStories

Teach Co-Worker

Newly Discovered BarriersNew Criteria



ReviewDialog


Criteria Not Covered AdequatelyMore than Adequately Covered





CULTURECULTURE










ADJUST LISTADJUST LISTADD OR DELETEADD OR DELETE

MODEL STORYMODEL STORY& LESSON SET& LESSON SET



HelpsStories

Teach Co-Worker

Newly Discovered BarriersNew Criteria

SHELL MODEL



ReviewDialog


Criteria Not Covered AdequatelyMore than Adequately Covered

ORAL MODEL

Worldview DevelopmentWorldview DevelopmentDefinitionDefinition

““WorldviewWorldview””– Profile of the way peopleProfile of the way people

• l i v el i v e• a c ta c t• t h i n kt h i n k• w o r kw o r k• r e l a t er e l a t e

– within a specific culture.within a specific culture.

Worldview DevelopmentWorldview DevelopmentWhy?Why?

1 Foundation to understandingFoundation to understanding2 Contrasts (especially with Christianity)Contrasts (especially with Christianity)3 Major Major issues exposedissues exposed4 Barriers & bridges Barriers & bridges to the gospel identifiedto the gospel identified5 Basis for Basis for biblical doctrine biblical doctrine & lesson objectives& lesson objectives6 Themes, issues & story selectionThemes, issues & story selection7 Understand gospel implicationsUnderstand gospel implications8 Learning scale & gospel receptivity scaleLearning scale & gospel receptivity scale9 Avoid syncretismAvoid syncretism

Worldview DevelopmentWorldview Development StepsSteps

1 Research Research

2 MapMap

3 Demographic InformationDemographic Information

4 Conduct StudyConduct Study

5 Worldview Document (people profile)Worldview Document (people profile)

6 Christianity ComparisonChristianity Comparison

7 Consider other issues including these categories:Consider other issues including these categories:

Individual Individual The Supernatural, ReligiousThe Supernatural, Religious

Family HabitsFamily Habits Economy & VocationsEconomy & Vocations

Social HabitsSocial Habits Cultural Structures, etc.Cultural Structures, etc.

Worldview IssueWorldview Issue Barrier?Barrier? Bridge?Bridge? Doctrinal TeachingDoctrinal Teaching

1.1.

2.2.

3.3.

4.4.

5.5.

Worldview DevelopmentWorldview DevelopmentAnalysis & ResponseAnalysis & Response


1.1.

2.2.

3.3.

4.4.

5.5.


IgnoranceIgnoranceApathyApathyCultural TraditionCultural TraditionFormer Beliefs & PracticesFormer Beliefs & PracticesOther Religious TeachingsOther Religious TeachingsNominalismNominalismFear of PersecutionFear of PersecutionFear of Losing Material & Social BenefitsFear of Losing Material & Social BenefitsFear of Disturing Community HarmonyFear of Disturing Community HarmonyFear of Disturbing Spirit WorldFear of Disturbing Spirit WorldMisinformation about Christianity, BiasesMisinformation about Christianity, Biases


1.1.

2.2.

3.3.

4.4.

5.5.


DreamsDreamsBrokenessBrokenessTestimoniesTestimoniesCultural StoriesCultural StoriesRelief NeedRelief NeedMoral or Spiritual DesireMoral or Spiritual DesireMedia ExposureMedia ExposureCuriosityCuriosityPrior Knowledge of God, Jesus, Prior Knowledge of God, Jesus, ChristianityChristianityOther AnalogiesOther Analogies

Sample of Basic Christian DoctrinesSample of Basic Christian DoctrinesNecessary for SalvationNecessary for Salvation

1 God acts in history and communicates with man.God acts in history and communicates with man.2 God is all powerful, all knowing, sovereign.God is all powerful, all knowing, sovereign.3 God is faithful to His word.God is faithful to His word.4 God loves man and wants fellowship with him.God loves man and wants fellowship with him.5 God hates sin.God hates sin.6 God punishes sin by death (separation from God).God punishes sin by death (separation from God).7 Man is accountable to God.Man is accountable to God.8 Man is a sinner separated from God.Man is a sinner separated from God.9 Man can do nothing to save himself.Man can do nothing to save himself.

10 Man can approach (have fellowship with) God10 Man can approach (have fellowship with) God only through a perfect (acceptable sacrifice. This only through a perfect (acceptable sacrifice. This involves faith and trust in God.involves faith and trust in God.

11 Jesus the Son of God is the only perfect sacrifice.11 Jesus the Son of God is the only perfect sacrifice.

Story Preparation IssuesStory Preparation Issues• Worldview DocumentWorldview Document

• Christian DoctrinesChristian Doctrines

• Bridges & Barriers StoriesBridges & Barriers Stories

• Chronological Story/Topic ListChronological Story/Topic List

• Review & Refine Story ListReview & Refine Story List

• Prepare LessonsPrepare Lessons

• Agree on a Meeting Time & PlaceAgree on a Meeting Time & Place

• Give Thought to Potential Interruptions in ScheduleGive Thought to Potential Interruptions in Schedule

• Prepare Objectives for Each Track According to the Prepare Objectives for Each Track According to the Strategy Strategy

Documents

Chronological Bible Storying Overview Prepared by: Dr. James B. Slack