INTEGRATION SEMINAR:
GOSPEL AND CULTURE
INCS 465/BBST 465
Fall 2011
“Go therefore and make disciples of all the nations, baptizing them in the name of the
Father and the Son and the Holy Spirit, teaching them to observe all that I commanded
you…” Matthew 28:19-20a
“So whether you eat or drink or whatever you do, do it all for the glory of God.”
I Corinthians 10:31
“For in Him we live and move and have our being.” Acts 17:28
Instructor:
Office:
Office phone:
e-mail:
Class meetings:
Office hours:
Marla Campbell, Ph.D.
Marshburn, #17
562-903-6000 ext. 5695
marla.campbell@biola.edu
M/W 1:30-2:50pm – Rose Lower #4
T/R 1:30-2:50 pm – Myers #106
Wed. 3-5pm, M/W mornings by appt.
T/R 10am-noon by appt; 3-5pm
COURSE DESCRIPTION:
The course is designed to be a senior capstone course in which the student will search the
Bible, worldviews and philosophies, and current issues in order to contextualize Christian
beliefs and values with the fields of mission, anthropology, social justice and related
intercultural interests. Examination of scriptural principles and Biblical truth will be
compared to those of contemporary society for the purpose of integration. Both
traditional and current (modern and postmodern) concepts will then juxtapose Christian
thought and worldview. Students will engage in developing their own integrated
philosophies, as a result of critical thinking, for application in real life, cross cultural
settings.
[Please note that the course is largely research driven].
COURSE OBJECTIVES:
1. To examine scriptural principles of missions and evangelism.
2. To strategically plan integration of Christian principles into current societal issue.
3. To identify underlying principles of thought which govern actions and reactions to
current issues, social justice, missions, anthropology and related fields.
4. To formulate one’s own personal Christian philosophy with intentional, practical
application.
The course will focus on the following four areas:
 Christian origins and worldview
 Secular philosophies and worldviews
 Christ in culture – contextualization [specifically in missions, anthropology,
sociology/social justice]
 Response to culture – transformational Christianity
TEXTS:
Carson, D.A. (2008). Christ and Culture Revisited. William B. Eerdmans
Publishing Company: Grand Rapids.
Carter, Craig A. (2006) Rethinking Christ and Culture: A Post Christendom
Perspective. Brazos Press: Grand Rapids.
Donovan, Vincent J. (1989). Christianity Rediscovered. Maryknoll, NY: Orbis.
Heibert, Paul G. (1994) Anthropological Reflections on Missiological Issues.
Grand Rapids, MI: Baker Books.
Hunter, George. (2000). The Celtic Way of Evangelism. Abingdon Press.
The Holy Bible (version or versions of student’s choosing). Must be a translation
rather than a paraphrase.
Recommended Text:
American Psychological Association. (2010). Publication Manual of the
American Psychological Association (7th ed.).
Washington, DC:
American
Psychological Association.
Bevans, Stevan B. (2004). Models of Contextual Theology. Maryknoll, NY:
Orbis Books.
Hesselgrave, David J. and Edward Rommen. (1989). Contextualization:
Meanings, Methods, and Models. Grand Rapids: Baker Book House.
Niebuhr, Richard H. 1951) Christ and Culture. NY, NY: Harper & Rowe.
Nouwen, Henri J.M. (1996). In the Name of Jesus: Reflections on Christian
Leadership. New York: Crossroad.
Nouwen, Henri. (1992) The Return of the Prodigal Son. Doubleday.
Sire, James W. (1997). The Universe Next Door. Downer’s Grove, IL:
InterVarsity Press.
On Reserve:
Please note that there are many choices on reserve to assist with the projects located at
the “Reserve” desk to the immediate left when entering the library’s main floor.
Special Note:
As this is a decidedly Christian based course, each project should be approached from a
Christian worldview with scriptural support of opinions, evaluations, and analysis.
Disability Statement:
Students desiring accommodations on the basis of physical, learning, or psychological
disability for this class are to contact Disability Services. Disability Services is located in
the learning Center (upstairs in the Biola Library) and can be reached by calling (562)
906-4542 or ext. 4542 from campus. Please be aware that this statement also
accommodates students dealing with anxiety and depression. Additionally, Biola
University retains a counseling center with minimal rates.
ATTENDANCE:
Students are required to attend each of the class sessions. Promptness is also important
both for respect of instructor and other students, and for attaining all pertinent
information. In case of extreme emergency, please let the education office know 24
hours in advance if possible. Failure to communicate absences or tardies before class
could result in reduction of your final grade. Please see me as soon as possible in order
to work out appropriate remedies for necessary absence.
PARTICIPATION:
Due to the nature of the course, its contents and materials, and because all students are
SICS majors, a large portion of the class meetings will be conducted in an interactive
style. Students should plan to participate in class and small group discussions. There
will be several opportunities for individual presentations. Occasional group activities
provide means for sharing of ideas with other educators. All course work must be
completed by the date noted on the schedule.
Cell Phones, texting, e -mails, etc.:
During class time the focus must be on the content of t he class and the
communit y within the classroom. It is considered rude to be using
technological sources to communicate outside of the classroom. Please
turn off all cell phones so that they neither ring nor vibrate. Avoid social
networking and e -mailing. Failure to do so will result in confiscation of
cell phone or computer.
WRITTEN WORK:
All written work will be typed in a legible fashion according to the format in the latest
edition of APA manual. Excessive errors such as grammar, punctuation, format, spelling
and so forth will receive a 5-10% grade reduction. Plagiarism will result in an
automatic “0” (“F”) on the assignments and possib le failure in the course.
Plagiarism and Academic Ethics:
Please refer to Biola Universit y’s Student Handbook and Biola Universit y
policies on these issues for specifics and consequences. When in doubt,
as the professor! Students are held accountable fo r the information in
both of these documents.
In brief:
1. All written or oral projects must contain appropriate citing of all
non-original portions.
2. Papers used for this class may not be used for other classes nor can
papers from other classes be used for this class.
3. Vary sources to avoid using large segments from any one source
when writing papers or presenting orally.
4. Check format and rules for quoting and/or footnoting.
We are committed at Biola University to ethical practice in teaching, scholarship, and service. As such,
plagiarism and other forms of academic dishonesty will not be tolerated.
Please see the
undergrad/graduate student handbook and/or the departmental/program/school policy on academic
honesty. It is imperative that you present all written, oral, and/or performed work with a clear indication
of the source of that work. If it is completely your own, you are encouraged to present it as such, taking
pleasure in ownership of your own created work. However, it is also imperative that you give full credit
to any and all others whose work you have included in your presentation via paraphrase, direct
quotation, and/or performance, citing the name(s)or the author(s)/creator(s) and the source of the work
with appropriate bibliographic information. To do otherwise is to put oneself in jeopardy of being
sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including
expulsion from the university.
ASSIGNMENTS
Note: All assignments must be typed, double spaced unless otherwise indicated.
Mechanics, grammar and formatting will be considered as part of the grading criterion.

Genesis 1-4 worksheet – 5 points

Small Group worksheet (introduction to semester) – 5 points
 Interview Assignment – 20 points
Choose a person with an expertise and experience in an area of interest to you for your
future career and ministry. You will be given a list of questions but must also add your
own questions to the list. Conduct an interview lasting approx. one hour with the
individual. Write your answers on the sheet provided or a corresponding piece of paper.
Turn that in along with your typed version of the interview. You will be asked to briefly
discuss your experience and conclusions.
 Response papers – 40 points (3 x 10 and 2 x 5 points each)
Each student will respond to the weekly readings from the text as listed on the course
outline. The response paper should include the main point of the chapter and a response,
reaction or interaction with the material. The paper should be one single spaced page in
length. The heading should be a centered bibliographic form.
 Spiritual Autobiography – 20 points
Choose any Biblical character to whom you personally can relate. Explain what about
the character connects with you, your journey, your worldview or experience. Length:
2-3 double spaced typed pages.
 Discipline specific book review – 20 points
Each student is required to select a book related to their field of study. The book must
contain a focus which engages contemporary culture. The analysis must interact with the
author and text using a worldview from a Christian perspective. This is not a book
report, although an overview is needed, but it is an response to and critique of the work.


Christ and Culture group project – to be discussed in class with guidelines
sheet and criterion. – 20 points
Term Paper sections – Total = 150 points
[See specifics on “Term Paper” pages]
 Annotated bibliography – 50 points
Common research practice for post grad work involves what is known as a literature
review. The purpose is for the academician in a given field to be familiar with current
and/or poignant publications in that field. This type of annotated bibliography may also
be useful in preparing for final projects, dissertation research and literature review.
Books germane to this course and a few periodical articles will be examined by each
student. In order to assist in such a project, a suggested bibliography has been provided.
Check SICS or APA format for annotated bibliography instructions. Each entry will be
approximately a paragraph long with proper citation at the top emboldened.
To clarify:
1. Select three books from the provided bibliography in your chosen field.
2. Select one periodical articles or book chapters from the provided bibliography.
3. Select one additional related book.
4. Select three additional related periodical from noteworthy sources.
5. Select two items from the internet by noteworthy authors and publishers.
6. Compile all 10 (ten) items into an annotated bibliography presented alphabetically.
7. An annotated bibliography = a one paragraph written overview of work read.
8. Entitle each entry in appropriate format of bibliographic APA referencing.
 Current Events – 10 points – extra credit
During the course of the class, students are encouraged to read the daily paper with an
awareness of issues in international settings and cross cultural concerns relevant to the
course. By the Thanksgiving break, each student choosing to do so, is to bring their
findings from newspaper articles with a briefly typed commentary and biblical
integration to class on the designated day. There should be at least 5 articles with a ½
page typed commentary of what you’ve discovered by watching and reading the news
during the semesters. Be prepared to briefly discuss it.
 FINAL PAPER (100 pts) and Oral Report (20 pts)
Requirements for these will be given on a separate handout. Thesis (proposal) must
be turned in prior to acceptance of the final paper. [See guidelines]
TERM PAPER
Capstone project of Senior year
INCS 465/BBST 465
Gospel and Culture
Purpose:
The main rationale for doing a term paper of this nature is to prepare students for
professional, educational, and ministerial presentations. Consequently, the paper should
be of such a caliber of both content and writing style, and in an appropriate format, to be
submitted to a professional journal or presented at a collegial conference.
Topics: Due
– 10 points
Inasmuch as this course strives to cover the goals of various intercultural interests, topics
may vary greatly. Individuals may choose something in their particular field of interest
in order to gain practical expertise. (Areas of expertise include anthropology,
intercultural studies, cross-cultural or multicultural education, international business,
social justice, contextual theology and so on).
NOTE: Topics must be approved by Dr. Campbell prior to embarking on a thesis or
any research.
Thesis: Due
– 20 points
The first portion of the assignment involves developing an approved thesis. A thesis
statement and thesis paragraph developing a brief explanation of the paper’s direction
comprise this portion. Additionally, a Research Question must follow the paragraph.
Lastly, a Proposition or Hypothesis is a simple statement of the writer’s position to be
explored.
Example:
 Thesis statement: Social identity affects people’s perception of the gospel.
 Research question: What are the causes for the increase in street children in
Romania and how should the church address them?
 Proposition or Hypothesis: This paper argues that extreme inequality of wealth
has lead to the increase of street children in Brazil and the church needs to not
only minister to street children but to address the causes as well.
The Term Paper:
The actual paper will be broken into three main sections in addition to the thesis
paragraph (introduction) and the summation paragraph (conclusion).
Final Paper due November WITH all critiqued sections.
Length: approx. 25 pages.
Section I: Discussion of the problem – Due
– 40 points
Here is the discussion to really let your audience know the scope of the problem you have
chosen. Be persuasive regarding the need for Christian involvement, intervention and/or
integration. Feel free to use relevant statistics, case studies and other elements of support
for your case.
Section II: Biblical theology of the problem – Due
– 40 points
Locate what the Bible might say about the issue either specifically or in principle.
Explain how scripture informs necessary action. Be specific in scriptural support that can
be applied to address the question.
Section III: Action – Due
– 40 points
Present suggestions for resolving the problem. State the action that should or could be
taken. Include types of ministries or strategies that would be beneficial, if implemented,
to resolve the issue.
Sources: A minimum of 20 sources should be cited. At least 5 books must be utilized.
Research should not be further back than 5 years unless there is a pertinent classic or
seminal work of note. Investigate recent journal articles for current discussion on the
topic. When using web sources, be careful of their validity, plagiarism, and expertise in
the field.
Formatting: Use APA 7th format or CSICS style manual unless another formal style is
approved by the professor. Pages must be numbered. There must be a title page at the
beginning and a Bibliography page at the back, separate from the body of written work.
NOTE: Each section must be turned in on the due date for that section.
OR: 1. No credit will be given for draft of that section.
AND: 2. Next section will not be accepted.
All graded sections must be turned in with the
Final Paper on November ____________
GRADING
Projects
Attendance/Participation
Points
(including group work)
50
Small Group (intro. To semester)
5
Genesis 1-4
5
Response Papers
40
Interview
20
Spiritual Autobiography
20
Christ & Culture group project
20
Discipline specific book review
20
Annotated Bibliography
50
Term paper (draft) sections – total =
Topic
Thesis (with research questions, etc.)
Section I
Section II
Section III
10
20
40
40
40
Final Paper
Oral Report
100
20
___________________
TOTAL
500
** All assignments must be received on the due date or before.
10% reduction per day will be taken for late work.
Hypothesis
“Syncretism is anything that allows for the worship of gods other than
Jehovah, God, or that allows for salvation that incorporates anything other
than faith alone in Jesus Christ.
Contextualization is everything else.”
Dr. Hayward
Problems? Agree?
Compare Integration to Contextualization. Consider a Venn diagram.
What are the core concepts? The non-negotiables?
“Contextualization, then, as the preferred term to describe the theology that takes human experience, social
location, culture, and cultural change seriously, must try to keep a balance. It is not enough to focus
exclusively on cultural identity, but it is also too much to lose that identity by selling out to western modern
thought. One must take popular religiosity into account as well, but the old ways must never get in the way
of making the gospel the challenging and good news that is really is.” Bevans, p. 27
Interview:
Personal Worldview and Integration
INCS 465
1.
Describe your position with the organization where you work.
2.
What do you like about your job? What is a difficult aspect of your job?
3.
What would you say is your goal for doing the job you do?
4.
How would you term “ministry” as a part of your occupation or profession?
5.
In answer to question #3 and/or #4, how are you working toward specific goals?
6.
Please sum up your worldview in the following areas:

What is real?

How do we know what is true?

Do you think people are basically good, evil, or neutral? Why?

How should we decide what is good and right?

What do you value? What is of value?

Should these views be shared in a persuasive manner?
OTHER QUESTIONS – design at least three of your own related questions which require more that “yes”
or “no” answers. If you’re interviewing a Christian, include questions about practical integration into their
ministry and/or line of work. You may also want to engage in dialogue regarding social justice/injustice.
Note: Allow your interviewee to expound on the questions. You’ll find that you’ll get more answers than
anticipated. The information may launch further questions and discussion.
RESEARCH PAPER CONSTRUCTION
THAT’S THE BEST APPLE PIE I EVER TASTED
We had guests at our house in the Philippines. We had been showing them the
surrounding area, and they always found it interesting but pointed out how much better things
were in their experience in the United States. We had supper and served pie for dessert. “That’s
the best apple pie I ever tasted!” one of them declared. We explained that it didn’t contain a
single apple since we did not have access to them. Instead it was made from sayote, a squash-like
vegetable, flavored with cinnamon and sugar.
An intelligent researcher and writer will recognize the place of imagination and
creativity in doing research “outside the recipe”.
Defining a Research Problem


A research problem is an interrogative sentence or statement that asks the question, “What
relationships exist between two or more variables?”
Criteria for a good problem:
 expresses a relation between two or more variables
What is the effect of the Samoan church on women's roles?
 states clearly and unambiguously in question form
How has the Samoan church contributed to the changing nature of women's roles in
Samoa?
 implies possibilities for empirical testing (or researched through published sources)
one denomination in Samoa
survey of all the churches in Samoa
colonial vs. indigenous churches
prominent women: interview them
Refining a Research Problem



Turn a general, fuzzy idea
achievement and teaching techniques
Into a more specific idea
a study of the effects of two teaching techniques on English achievement scores of
students in the Micronesian Institute of Biblical Studies
Make it into a question form (that isn’t a yes or no!)
What effect do two different teaching techniques have on English achievement scores of
students in the Micronesian Institute of Biblical Studies?
Posing Hypotheses



A hypothesis a conjecture or proposition about the solution to a problem, the relationship of
two or more variables, or the nature of some phenomenon.
It can be substantive (research hypothesis).
A holistic approach to English language teaching will increase comprehension among
students.
An analytical approach to teaching English will results in higher standardized test
scores.
Or it can be statistical. A statistical hypothesis must also include alternative hypothesis,
which expresses the remaining possible outcomes.
The mean reading achievement of the population of MIBS taught by the holistic method
equals the mean reading achievement of the population taught by the analytical
approach.
The reading achievement means of the population of MIBS taught by the holistic and
analytical methods are not equal.
Research Fishing vs. Testing











Fishing looks at only those sources that confirm what the writer believes is true.
Testing attempts to reject the hypothesis, thereby examining materials that may disagree
with it and forcing the researcher to be more open to alternative explanations.
Don't believe everything you read. THINK as you read. WONDER about other possibilities
and other theories.
If the purpose of scholarly material is to engage in educated conversation, then CONVERSE
with your material. This is what makes good research and good scholarship different from
the report you did in elementary school about the history of your state or region.
As you collect information, re-evaluate your defined topic to see if you have enough potential
information or if you want to re-focus your ideas.
Develop an outline or concept map to identify subjects for research or problem areas or ways
to shift your emphasis.
Revise your research problem or hypothesis if needed.
Write your paper. Although you want it to be scholarly, you don't want it to be BORING.
Consciously think of how to infuse life into your writing.
Use resources in interesting ways. A fact out of a popular or even unreliable source can be a
jumping-off point for discussion of a theory or concept.
REVISE. Read it outloud and then revise again.
You want others to read and remember your research. You want to "engage in educated
conversation". Give your reader something to talk about.
SAMPLE RESEARCH PAPER INTRODUCTION
TUAREG OF NIGER
Introduction
Within the last fifteen years, Tuareg culture has radically changed. The Tuaregs were
once the Lords of the Sahara. They ruled the trade routes from Tinkbuktu to Lake Chad,
from Algeria to Nigeria. They fought off the Arab colonialists for centuries before
converting to Islam, and held the French at bay until they were forced to yield to the
power of French automatic rifles (Hourst 1898; Mason 1944; Rodd 1926). Due to the
effects of drought, deforestation, colonial rule and then nationalization, the Tuaregs are
facing the extinction of their traditional nomadic life (Clarke 1978; Gersi 1972;
Rasmussen 1985). There are only a few areas that will still support a transmigrational,
pastoral lifestyle. Many have lost all of their animals (which is the "bank" of the nomad)
and have had to migrate into the cities in order to survive.
In 1988, we were in Jos, Nigeria (1,000 km. south of Tuareg territory) and were
surprised to see Tuareg women and children begging in the market. We watched the
response of the passersby. These strangers were looked upon by the Nigerians as
worthless parasites. They seemed to have lost all dignity. The sad thing is that this scene
can be multiplied in urban settings all over West Africa. What a sharp contrast to the
proud heritage that once was theirs. It appears that Tuareg women and children are
facing the gravest changes.
As I reflect upon the history of the Tuareg, it becomes clear that they are victims, to
some degree, of the massive changes that are taking place all over the world. Eric Wolf
sees the rippling effect of world change as uncontrollable dynamic molding and
remolding cultures.
Men make their own history but not under conditions of their own choosing.
They do so under the constraint of relationships and forces that direct their will
and their desires...."A culture" is thus better seen as a series of processes that
construct, reconstruct, and dismantle cultural materials, in response to identifiable
determinants. (Wolf 1982:386-387)
Traditionally, women have held a privileged place within Tuareg society. Yet, now it
seems that Tuareg women have become unwitting pawns on the chess board of culture
change. Two major factors in these changes have been Islam and Urbanization. Islam
has been a part of the tapestry of Tuareg lands since the 7th century AD (Laroui 1977:7987; Trimingham 1962:20-23), but "took many centuries to gain their allegiance and ... has
little influence their social life" (1959:11). Urbanization has been a more recent
occurrence that has not only caused tremendous changes in Tuareg lifestyle, but has
accelerated Islamic social change. It seems that this tremendous upheaval in their way of
life has given way to despair, and they have lost the will to maintain that which they have
fought so desperately to preserve.
Le sedentarisation tue les coutumes des nomades, car c'est toute une psychologie
qui s'ebranle. [Sedentarisation kills the customs of the nomads, for in this, their
entire psyche (psychology) is shaken.] (Gersi 1972:271) [translation mine]
Problem Statement
In what ways have Islam and urbanization affected change in the lives of Tuareg
women? How has Islam affected the role of women in traditional Tuareg society? How
has urbanization affected the role of Tuareg women? In what ways have these two
factors combined to redefine the roles of Tuareg women in society?
In this paper, I will examine the role of women in traditional Tuareg society,
contrasting that with the role of women in Islam. This will enable us to see how
Islamization is affecting and redefining the role of Tuareg women in society. Then, I will
look at the status brought on by forced urbanization. Finally, I will look at some of the
implications of these findings on future ministry among Tuareg women.
Hypotheses
1. It appears that Tuareg society is in a state of cultural transition that is turning it into a
more Islamic society.
2. For centuries the Tuaregs have been able to stave off these changes, but are no longer
able to remain autonomous within their culture. Now, with forced urbanization,
Islamization has been accelerated.
3. Those most affected by these changes have been Tuareg women. They are being
forced into an Islamic role which is contrary to their identities as Tuareg women.
REVIEW OF CURRENT NEWS ARTICLES
In your group, answer the following questions. Give specific examples. Have one person record group
answers and one person serve as spokesman. Everyone should be ready to give examples from their
findings.
1.
What are some of the main issues affecting contemporary culture as seen in the news?
2.
Name the primary areas of life touched by the issues.
3.
In what ways can the Gospel be contextualized into the topics represented in your group?
4.
How can or should Christians make a difference in contemporary society exemplified by the
articles?
5.
Explain integration and/or contextualization in light of your findings.
6.
After reading Niebuhr’s, Carson’s and Carter’s books and looking at the news, how would you
state “Christ in Culture?” [Above, in, against, etc.]
BOOK REVIEW
BBST/INCS 465
Name
_________________________________________________________
“Each student is required to select a book related to their field of study. The book must contain a focus
which engages contemporary cultures. The analysis must interact with the author and text using a
worldview from a Christian perspective. This is not a book report, although an overview is needed, but it is
a response to and critique of the work.”
Book Title:
Overview:
Germane to academic discipline:
Response and interaction with the text and author:
Question and answer period:
Comments:
TERM PAPER
BBST 465
Peer Editing
Peer Editing –
Follow these guidelines for editing the rough draft of a classmate’s paper. This will help you to
hone your skills for improving your own paper as well as assisting someone else. A second set
of eyes for editing often catches things missed. Remember APA formatting.
1.
2.
3.
4.
5.
6.
7.
Title Page
Clear Thesis
Bibliography of sources used in this section
Clarity of purpose (research question, hypothesis, and so on)
Avoid use of second person – “you,” “yours,” etc.
Minimal use of first person – “I,” “we,” “mine,” “ours,” etc.
Minimal use of “to be” – “is,” “am,” “are,” “was,” “were,” “be,” “been,” “being,”
“become.”
8. Check for grammar and mechanics as well as proper formatting.
9. Page numbers
These items will be discussed in class in greater detail as the papers progress, but be aware of
them for now and note them on the paper you’re editing. Addressing these items increases the
caliber of your paper making it look and sound more professional and academic.
There is a style manual suggested in the syllabus that might help your writing style if there are
concerns. Also, the APA 7th edition is in the library and on various websites as well as the
bookstore. It is also posted on blackboard for our class. Other style manuals are available
through Perdue University website.
PART 2:
Be careful that in the specifically Biblical section as well as throughout the entirety of the paper,
there is no “proof texting.” That means that the thesis should be proven by good, solid research
from many sources rather than finding a portion of a source that the author of the paper likes and
trying to make other information fit around that opinion.
In other words, research must not focus on one church, one missionary, one person, one opinion.
The topics are researchable. Therefore, the sources cites must support the point being made.
Consequently it would be quite rare to only have one source on any given page.
Likewise, one Bible verse or passage out of context can not support the thesis of the paper. For it
to be proven, the paper should contain several complimentary portion of scripture backing the
design of the eventual project.
Gospel and Culture
Scripture Reading
Genesis 1-4
Name____________________
1.
What do you learn about the nature of God from this passage? The created nature of humans?
2.
Significance and intimacy are humans’ highest needs. How does God give each of these to Adam
and Eve in this passage?
3.
How does the serpent’s lie undermine the relationship between God and his humans?
4.
How do Adam and Even try to fill, cover and hide from God?
5.
Write out the verse you found most meaningful for your life today.
INCS/BBST 465
Gospel and Culture
Final Oral Report
Name _________________________________________________
Topic _________________________________________________
Clarity of issue:
Relevance to contemporary culture(s):
Clear Connection w/Biblical Integration:
Action plan:
Solid, supportive research:
Persuasive? Informative?
Overall Presentation:
TOTAL :
/20 points