ALLIANCE THEOLOGICAL SEMINARY
CS501 People As Social and Cultural
Instructor: Stephen Bailey Associate Professor
Beings Fall Semester 2010
of Intercultural Studies
Time: Wednesday s 1pm to 5pm
Office #213A, Tel# 845-770-5755
Room 350 E-mail: HYPERLINK "mailto:Stephen.Bailey@nyack.edu"Stephen.Bailey@nyack.edu
COURSE DESCRIPTION
This course is a study of human life and interaction from a cultural and social perspective. It seeks to give
students cross-cultural sensitivity and skills for Christian service and ministry. Students will also reflect
on their own worldview and how it shapes their understanding of the gospel and the way they prefer to do
ministry. Biblical principles for multicultural ministry will be identified and analyzed to develop a better
understanding of people from diverse cultures and societies.
LEARNING GOALS
Students will acquire knowledge about culture theories used to analyze the worldview of diverse
societies. [MDiv Program Goal #2, MA IC Program Goal 2 & 4]
Students will begin to be able to relate and communicate with people of other cultures. [MDiv Program
Goal #2, MA IC Program Goal 2 & 4]
Students will be able to reflect theologically on human cultural diversity and what it means for the
communication of the gospel and Christian ministry in our globalized world today. [MDiv Program Goal
#2, MA IC Program Goal 2 & 4] *
Students will gain an appreciation of persons of other worldviews / religions and seek better ways of
being faithful servants of the gospel in their reality. [MDiv Program Goal #2, MA IC Program Goal 2, 4
& 7] *
Students will be able to evaluate information and its sources critically and incorporate selected
information into their knowledge base and value system.
REQUIRED TEXTS / READING
Stephen Bailey. “The Society-Culture Coin.” Unpublished paper. 1999. (Do not do a reading report on
this handout.) Pp. 2. Available on the campus I Drive under folder for Bailey.
Charles Kraft. Anthropology For Christian Witness. Maryknoll, NY:Orbis Books. 1996. Pp. 474.
ISBN 1-5707-5085-8. Read only Chapters 1 – 10 and Part IV and V. [Key text for culture theory
and Christian ministry.]
Sherwood Lingenfelter. Transforming Culture: A Challenge for Christian Mission. Grand
Rapids, MI: Baker Book House. 1998. Pp.184. ISBN 0-8010-2178-2. [Explains Mary Douglas’
Grid and Group theory.]
Chaim Potok. The Chosen. New York: Fawcett Crest. 1967. Pp.271. ISBN 0449911543. [A novel about
two Jewish boys with very different worldviews who grow up in New York City in the midtwentieth century.]
Mark Andrew Ritchie. Spirit of the Rainforest: A Yanomamo Shaman’s Story. Island Lake, IL: Island
Lake Press. 1996. ISBN 0-9646952-1-9. [Story of a Yanomamo Shaman’s conversion to
Christianity.]
If you have already read Spirit of the Rainforest at an early time then read the book listed below
instead.
Colin M. Turnbull. The Mountain People. NY: Simon & Schuster. 1972. Pp.295. ISBN 0-671-64098-0.
[Turnbull’s description of the Ik people, an incredibly poor society.]
COURSE CORRELATION
CS501 is fitted into the PEOPLE PHASE of the ATS Ministry Formational Model. This course is
intended to help students understand the impact of culture on the way humans experience and know God.
ASSESSMENT RESULTS
ATS may use assignments that are assessed for this course for program evaluation purposes. Individual
results may be used as exemplars but will only be available to the program reviewers and not made
public. Results of assessments will be used to show program effectiveness and evaluated for program
improvement.
MDIV PROGRAM GOALS ADDRESSED
2. Students will gain knowledge and be able to apply methodology in biblical studies, theology
and cultural understandings.
MA IC PROGRAM GOALS ADDRESSED
The student will understand and be able to identify the missional themes in the Bible and
trace their theological importance to the task of world evangelization.
The student will understand, experience and gain skill through the practice of crosscultural communication.
The student will gain an appreciation for people from other ethnic and cultural backgrounds and
for the unique way God incarnates His Message among the diverse people groups of our world.
NYACK CORE GOALS ADDRESSED
Nyack | Alliance Theological Seminary seeks to exalt Jesus Christ and fulfill its mission by
being:
Socially Relevant -- Preparing students to serve in ministerial, educational, healing and
community-building professions.
Academically Excellent -- Pursuing academic excellence in the spirit of grace and
humility.
Globally Engaged -- Fostering a global perspective within a multi-ethnic and multicultural Christian academic community.
Intentionally Diverse -- Providing educational access and support to motivated students
from diverse socioeconomic backgrounds.
Personally Transforming -- Emphasizing the integration of faith, learning and spiritual
transformation.
REQUIREMENTS/GRADING
Attendance in each class is expected. The instructor expects that students will be attentive and prepared
to discuss the issues scheduled for consideration. There are no excused absences so be sure to sign the
attendance sheet for each class session. This requirement is 10% of the grade. [Learning Goals 1-3]
Grading Rubric - Based on Attendance Sheet (if you are more than 1 and a half hours late
please do not mark yourself present.)
Response Sheets on Kraft – Each student will write ten response papers, one page (only) each (see
Appendix A for the form to use) on the first ten chapters in the book by Kraft. You are to read Chapters 1
– 10, 13, 15, 16, 18, 19, 23, 24, 25, 26 and 27 but only do response papers for the first ten chapters.
See the class schedule for the due dates for each reading and response sheet. Submit a written statement in
class stating what percentage of the last ten chapters you were able to read before the last day of the
semester. This requirement represents 10% of your grade. [Learning Goal 1&3]
Assessment
Summary of Key Ideas in Each Chapter
=
80%
Raises key issues/questions related to ministry/theology =
20%
You will write a Book Review on the Lingenfelter book. It will be a two-page review (not longer!). The
reviews should include the following (see the sample Appendix B). This requirement is 5% of the
grade. [Learning Goal 1, 3 & 4]
Grading Rubric
The purpose of the book and a summary of the main points of the book on the first page
and part of the second page. 80%
On the latter part of the second page critique the book briefly and describe how you feel
the reading interacts with your present or anticipated ministry context. 10%
Formatting / Spelling / Clarity of Writing 10%
Worldview Analysis Paper on The Chosen. Write a 5 – 6 page paper (do not exceed this maximum!)
describing the worldview of the communities of the two main characters. To do this they will use Charles
Kraft’s worldview universal categories as described in class. However, you should analyze the category
of Relationship as Bailey defines it in the Power Point slides and not as Kraft defines it. This
assignment is 15% of the grade. [Learning Goal 1&3] Due
Grading Rubric
Analyze each group’s assumptions about Person/Group, Relationship (as defined in class not in the
book), Causality, Time and Space (not Classification). When you write the paper make a section for each
category, present your data that supports your conclusion about each category keeping the Power Point
slides in mind. 70%
Describe the worldview change that the main characters go through in a clearly labeled section of the
paper. 10%
Compare your own worldview in contrast to the worldviews of these two groups in terms of your
assumptions for each of the WV universal categories. 10%
Formatting / Spelling / Clarity of Writing 10%
Grid / Group Worldview Book Report Write a 3-4 page paper on The Spirit of the Rainforest. Be sure
to read the Lingenfelter book and the Power Point Slides on Mary Douglas before writing this paper. This
paper represents 10% of your grade. [Learning Goal 1, 3 & 4] Due on
Grading Rubric
Briefly analyze the group and grid levels of the Yanamamo using the data presented in the book.
Create and label one section for the grid data and one for the group data. State your conclusion
and give evidence for your decision. 60%
Determine the group’s cosmology comparing the characteristics that these cosmologies are said to
have (in class and in Lingenfelter) with what you found in the book. 30%
Formatting / Spelling / Clarity of Writing 10%
1st Field Report - Write a 5 to 6 page field report reflecting on the worldview of a person from a
different culture (and one that you know little about). (For instance, if you are of Asian descent you may
not interview another Asian person. You must interview someone from Africa, Central or South
America.) The person you interview cannot be someone you know and must be a non-Christian. The
person should have lived in the USA (preferably) for less than two years. You must conduct at least two
hours of interviews with this person. It is best to do this over two or three shorter interviews. It will be
necessary to spend some time before the interviews to think through indirect ways of asking questions
about worldview. Direct questions about worldview do not work well. This requirement will be
counted as 25% of the grade. [Learning Goal 1, 2 & 3] *
Grading Rubric
Background: Start the paper by briefly describing the interviewee’s background, age, gender, etc. Also
state where, and for how long, you interviewed the person. 10% of grade
Analyze (draw conclusions about) and describe their worldview in terms of each of Kraft’s worldview
universals of Person-Group, Space, Time, Relationship and Causality as defined and discussed in class.
Create a section in the paper for each Worldview Category showing your evidence for the conclusions
you draw for each one. Do not simply describe what the person said or give me your field notes. You are
to analyze – draw conclusions and give data only to support these conclusions. 60% of grade
Describe how your worldview differs from the worldview of the person you interviewed and observed.
10% of grade
Describe how your analysis of their worldview should shape the way you would communicate the
gospel to them. I am not interested in what you would say to them but in how you would relate and
communicate with them. Describe how you would do this with your conclusions for each of the
worldview categories in mind. 10% of grade
Formatting / Spelling / Clarity of Writing 10% of grade
2nd Field Report – Students will write a 5-6 page paper after visiting two local churches that represent
different social contexts, which they have never attended before and which represent a different cultural
group than their own. This requirement will be counted as 25% of the grade. [Learning Goal 1, 2
& 3]
Directions for Assignment
Gathering Your Data – most of your data can be collected through observation for this paper.
Observe and Participate in one or two worship services.
Interview - Conduct interviews with the pastor (if possible) and lay people from the church that will
clarify what you have observed. Carefully consider and prepare your questions beforehand. Use indirect
questions and ask the same question in different ways if possible.
Determine the Level of Grid / Structure in the group observe the following:
Are there lots of symbols and rituals used to externalize faith? Is there a lot or a little structure in
worship?
Is the communication style and dress style formal or informal?
Are roles easily swapped? Do the roles significantly impact the person’s behavior?
Is the Church government structure highly structured and carefully followed or is it loose and not fully
implemented? How are decisions made?
Now draw a conclusion of whether you consider this a high or low grid society. Review the preferences
of high grid societies that were shared in class (review your class notes on Mary Douglas), do you see
evidence of these preferences in the group?
Determine the level of Group in the group observe the following:
How close do people sit together?
Do people dress alike?
Is the worship response of the people coordinated?
Does everyone know each other?
Do they come from the same ethnic / national / social background?
Do they use a language other than English in their worship?
How often do they gather as a church? Do they socialize together as well as worship together?
Are there a lot of people coming and going that never seek formal membership?
Are they comfortable with ecstatic experiences in the Holy Spirit?
Do they communicate directly or indirectly?
Are they open to outsiders?
Now draw a conclusion of whether you consider this a high or low group society. Before you do review
the preferences of high group societies that were shared in class (review your class notes on Mary
Douglas), do you see evidence of these preferences in the group?
Determine the Cosmology of the Group
Now that you have decided the level of grid and group in the church what cosmology or social game
would you ascribe to them?
Does your conclusion regarding their cosmology and the preferences that go with that cosmology fit with
your data (observations made of the behavior of those in the church)?
If most of the data seems to fit this church you are probably on the right track but if not then you should
rethink your data in light of a different cosmology. Did you analyze the level of grid and group correctly?
If a few things don’t seem to be relevant to the cosmology you chose, your decision might still be correct.
Assessment
Background: Start your paper with a short introduction describing the church – its name,
denomination, where it is, size, etc. 10% of the grade
Clearly state what cosmology you feel the church follows and your conclusions as to the level of grid
and group. Describe the levels of grid and group in terms of data presented under the following
categories:
Communication style
Leadership style / structure
Worship style – especially how the group relates to the Holy Spirit
Use of ritual and symbol
Theme for salvation – see class notes
This part should show your understanding of grid and group theory and your ability to apply it to a local
church setting. 70% of the grade
Evaluate whether or not you feel the cosmology that shapes the church’s communication, worship and
organization matches what you see in the congregation. Does the ministry of this church seem right for
the people they are trying to reach with the gospel? Suggest a strategy for improving the overall
communication aspect of the church’s ministry. Focus on how you would work to adjust the levels of
grid and group in the Church worship, leadership and communication style to match the social experience
of the people attending and in the community the church is trying to reach. 10% of the grade
Formatting / Spelling / Clarity of Writing 10% of the grade
EVALUATION
Class Attendance
10%
Kraft Response Sheets 10%
1st Field Paper
25%
Potok WV Paper
15%
Lingenfelter Bk Rpt 5%
Grid/Group Bk Rpt 10%
2nd Field Paper
25%
GRADING SCALE
Grades are based on your competency in performing the assignments referred to in this syllabus.
A (4.0) 93-100
A- (3.7) 90-92
B+ (3.3) 88-89
B (3.0) 83-87
B- (2.7) 80-82
C+ (2.3) 78-79
C (2.0) 73-77
C- (1.7) 70-72
D+ (1.3) 68-69
D (1.0) 63-67
D- (0.7) 60-62
F (0.0) Below 60
LATE WORK
All written work is due by the beginning of class on the date assigned. The Professor reserves the right to
not accept work that is more than two weeks late. Work that is turned in late will be penalized 1 point for
each day late.
IMPORTANT NOTES
All written assignments should be formatted according to Turabian’s formatting rules. A summary of
these rules is available on the campus I Drive.
All assignments are due on the date indicated in the class schedule below unless otherwise
indicated by the professor in class.
Students should keep copies of all handed in assignments and keep track of their own grades
throughout the semester.
All the class notes will be on the I: Drive. You may access the Instructional Drive with your login
(last name followed by first letter of you first name) and password (last four digits of your SS#)
COURSE CALENDAR
Week 1 / September 8
Assignment Due –
All the Kraft Reading and Response Sheets (10),
Lingenfelter Paper
Read - Stephen Bailey. “The Society-Culture Coin.”
Introduction of Syllabus and Text Books
Topic: What is Culture?
Week 2 / September 15
Reading – Response sheets on Kraft reading
Assignment Due –Reading Due – Kraft Chapter 1-3 and 5
Topic: Gaining A Cross Cultural Perspective
Week 3 / September 22
Assignment Due – Response sheets on Kraft reading
Reading Due – Kraft Chapter 6-10
Topic: Worldview and WV Universals
Week 4 / September 29
Assignment Due – Response sheets on Kraft reading
Reading Due – Kraft Chapter 4
Discovering Worldview Universals: Ethnography
Week 5 / October 6 / John Ellenberger Visiting Professor
Assignment Due – None
Reading Due – The Chosen
Topic: Topic: Worldview Case Studies / Video on Yanamamo The Feast
Week 6 / October 13
Assignment Due – Paper on The Chosen, Work on your field Interviews
Reading Due – The Chosen
Topic: Moral Relativism and the Gospel / The Chosen
Week 7 / October 20
Assignment Due – None
Reading Due – Lingenfelter
Topic: Form, Meaning and Symbols
Week 8 / October 27
Assignment Due – Book review on Lingenfelter
Reading Due – Lingenfelter
Topic: Introducing Mary Douglas: Grid and Group Analysis
Week 9 / November 3
Assignment Due – None
Reading due – continue reading Lingenfelter
Grid and Group: The Four Cosmologies
Week 10 / November 10
Assignment Due – 1st Field Observation / Interview Paper Due
Reading Due – None
Topic:
Grid and Group for Ministry
Week 11 / November 17
Assignment Due – None
Reading Due – Kraft 13, 15, 16, 18
Topic:
Small Group Grid / Group Analysis From Ethnographies
4 People Groups via Video
THANKSGIVING BREAK
Week 12 / December 1
Assignment Due – Worldview Book Paper
Reading Due – Worldview Book Spirit of the Rainforest or The Mountain People
Topic:
The Physical and Social Body and Leviticus: Mary Douglas
Doing Theology in Context
Week 13 / December 8
Reading Due – Kraft 19, 23, 24, 25, 26, 27
Assignment Due: 2nd Field paper / Grid and Group Analysis of 2 Churches
Topic – 4 Styles of worship / Kelvin Walker, Jen Otterbein to lead class
Week 14 / December 15
Reading Due – None
Topics:
Doing Theology in Context
Class Evaluation
RESPONSE SHEET
Research and Study
Name:
Pages Read:
Date:
PO Box#__________
1. Summarize the Chapter’s Key Points
2. What questions do you have with regards to the content of this chapter?
Your e-mail address here
Your Box # Here
Allen, Roland
1962
The Spontaneous Expansion of the Church. Grand Rapids, MI: Wm.
B. Eerdmans Publishing Company.
An Anglican and a high churchman, Roland Allen was a missionary with the Society for the
Propagation of the Gospel in northern China from 1895 to 1903. His best known book is, Missionary
Methods: St. Paul’s or Ours?, but The Spontaneous Expansion of the Church, is considered a more
mature explanation of many of the themes he addressed in that earlier book. It was not until the 1960s
that Allen’s work was read widely and given the forcefulness of his critique of the western missionary
effort, this is not surprising.
Allen’s central thesis is that the Church planted around the world by the western missionary effort
is far too often a Church which is “essentially foreign” in nature. In presenting this thesis he describes the
characteristics of the spontaneous expansion of the Christian Church, the reasons (or fears) which prohibit
spontaneous expansion and debates a number of arguments against removing the restraints on establishing
truly free local churches. Finally, Allen suggests a means of dealing with the many churches which are
already established in patterns of dependency on westerners.
Allen believes that a truly free church will naturally grow. He describes spontaneous expansion as,
expansion which follows the unexhorted and unorganized activity of individual members
of the Church explaining to others the Gospel which they have found themselves; I mean
the expansion which follows the irresistible attraction of the Christian Church for men
who see its ordered life, and are drawn to it by desire to discover the secret of a life which
they instinctively desire to share; I mean also the expansion of the Church by the addition
of new churches (p.7).
The primary causes for the restriction of the growth of the Church are the fear of untrained local
leadership teaching incorrect doctrine, the fear that locally led churches will not maintain high moral
standards, the desire of western missionaries to “civilize” those they are evangelizing with western
education and development work, and the hiring and training of local Christians to work under the
authority of foreign missionaries and their structures (rather than allowing them to do this spontaneously
and independently).
At a theological level Allen is calling for a Spirit led church growth rather than organizationally
planned and controlled growth. The latter he equates with ministering under the law as opposed to under
the Spirit in the apostolic fashion. At the level of social theory I feel he is struggling with the sodality modality tension. While his critique is penetrating it is at the same time possible to understand that he did
not fully come to terms with the inevitable tendency for all social movements to become bureaucratic.
Having said that I hasten to add that his critique is one that none of us can ignore and need to keep
constantly in view as we go about our mission effort.
Allen’s insights are crucial to my study of worldview issues for communicating the gospel to Lao
people. It unmasks the worldview assumptions of foreign missionaries (now western and otherwise) that
hinder the advance of the gospel. Among the most telling are his insight into western culture's deep trust
in organizational efforts which are financially (revealing our deep seated capitalist value system) and
bureaucratically structured; the psychological destruction of the confidence of local believers by replacing
untrained local lay people who have started local churches; our constant battle as missionaries with
feelings of spiritual and cultural superiority; and his declaration that there is no moral standard given in
scripture that stands for all time and all cultural circumstances (p.68).
PAGE \* MERGEFORMAT 11
APPENDIX A
APPENDIX B Sample format for Lingenfelter Paper
APPENDIX C