orientation to orality grant lovejoy imb richmond, va

Orientation to OralityOrientation to OralityGrant LovejoyGrant Lovejoy

IMBIMBRichmond, VARichmond, VA

The Nature and Extent of Orality

“Orality” Defined

• "a reliance on spoken, rather than written, "a reliance on spoken, rather than written, language for communication.“language for communication.“

• ““The collection of characteristics (cognitive, The collection of characteristics (cognitive, communicational, and relational) that are communicational, and relational) that are typical of cultures that function orally." typical of cultures that function orally."

““Orality” DescribedOrality” Described

• A positive term focusing on what people can do to communicate in beautiful, sophisticated, and powerful ways.

• An alternative to negative, even pejorative terms (“illiterate,” “non-literate”) that focus on what people cannot do

The Scope of OralityThe Scope of Orality

Scope of OralityScope of Orality

• Primary oral communicators

–No written language

–Little or no familiarity with reading and writing


• TraditionalTraditional oral communicators oral communicators

– Know that reading and writing existKnow that reading and writing exist

– Often have low literacy skillsOften have low literacy skills

– May be oral May be oral by preferenceby preference even if they even if they are fully literateare fully literate

– Live by oral meansLive by oral means


• Secondary Secondary OralityOrality

– Depends on literate creators and Depends on literate creators and electronic mediaelectronic media• Television, movies, videos Television, movies, videos • RadioRadio• MusicMusic

– May include people with widely varying May include people with widely varying literacy skillsliteracy skills

Oral Communicator

Illiterate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

ExpositionExposition

How People Learn and the Use of ExpositionA Learning Grid

#1 (Nasir - garbage collector - )Nasir is a garbage collector in Cairo. He and his wife Fatma have 2 boys and a girl. Nasir never went to school. Although he is surrounded by writing in Cairo and knows that letters and words exist, he doesn’t think of words as concrete “things”. To Nasir, words are simply the sounds that he uses to paint oral pictures on his listener’s mental canvas. He doesn’t spend time thinking abstractly about words or their definitions because their meanings depend on the context.

Nasir entertains his children with funny stories from his day at work. But as soon as he finishes speaking, the story “disappears”. It is gone forever unless he repeats it. So the children beg him, “Tell it again!” and they tell their friends the next day. Fatma listens, too, so she has something new to tell her neighbor when they drink tea.

Oral Communicator

Illiterate

Oral Communicator

FunctionalIlliterate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

NOExposition LITTLE

Exposition



Ali is the 34 year old manager of a blanket factory. He finished the eighth grade in his village, but when the family moved to Cairo, Ali dropped out of school. He had no time or reason to read after he joined his brothers working at a construction site. By the time he joined the army, he had to sign his name without really knowing what the form said. Now he has a wife and two daughters. Ali is very proud of his older daughter, who is first in her class in school. But he feels ashamed that he can’t help her with homework. Although she is only eleven, she reads much better than he does, especially on topics that he isn’t familiar with.

Ali thinks of himself as being aware of what is going on in his neighborhood and the world and he votes in elections. He buys the newspaper as some of his friends do and he sits in the coffee shop looking at it. But he really gets the news and forms his opinions by talking with his friends and watching TV. Printed information has very little effect on his values or his behavior. Yet every country in the world counts Ali as being “literate”.”

Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

SOMEExposition

NOExposition LITTLE

Exposition

MODERATEExposition



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

Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate

Oral/Literate Communicator

Literate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

SOMEExposition

NOExposition LITTLE

Exposition

MODERATEExposition

ExpositionIN

DIALOG

STORYwith

Exposition

orExposition



Muhammad is a 22 year old history major at the American University of Cairo. Unlike most of his classmates, he enjoys the reading assignments and reads extra material not required for his classes. He and his sister Mona, who is an economics major, do schoolwork on their home computer. Mohammad also goes to the Internet café to e-mail his friends, do research for one of his classes, and surf the Web.

Muhammad does not expect repetition in the classroom and he enjoys getting new information each time. But he and Mona both prefer reading material that is arranged like a webpage with pictures and textboxes. So they groan at the sight of books with long chapters or long paragraphs and not enough illustrations!

Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate


Literate

Literate Communicator

HighlyLiterate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

SOMEExposition

STORYwith

Exposition

orExposition

NOSTORY

orSTORIES

with asMUCH

Expositionas needed

NOExposition LITTLE

Exposition

MODERATEExposition

ExpositionIN

DIALOG

ExpositionExpositionas

MUCHExposition

as desired

or interestcalls for


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

Oral Communicator

Illiterate

Oral Communicator


Oral Communicator

Semi-Illiterate


Literate

Literate Communicator

HighlyLiterate

STORYSTORY

DIALOGDIALOG

NOExposition

NOExposition

SOMEExposition

STORYwith

Exposition

orExposition

NOSTORY

orSTORIES

with asMUCH

Expositionas needed

NOExposition LITTLE

Exposition

MODERATEExposition

ExpositionIN

DIALOG


Post-Literate

ExpositionExpositionLimited

ExpositionIN

DIALOG

asMUCH

Exposition

as desired

or interestcalls for

STORYWith

Exposition

orExposition


“Oral communicators” includes all of these:

PrimaryPrimary

“Oral communicatorsOral communicators” includes all of these:

TraditionalTraditionalPrimaryPrimary


TraditionalTraditional

SecondarySecondary

PrimaryPrimary


Estimating the Extent of OralityEstimating the Extent of Orality


• Literacy statistics are a starting point for Literacy statistics are a starting point for estimating the extent of orality; virtually all non-estimating the extent of orality; virtually all non-readers are oral.readers are oral.

• But orality is But orality is much largermuch larger than illiteracy than illiteracy


• National literacy figures are not to be accepted National literacy figures are not to be accepted at face valueat face value

– Because of the way “literacy” is definedBecause of the way “literacy” is defined

– Because of the way the data is gatheredBecause of the way the data is gathered

– Because of the way the data is presentedBecause of the way the data is presented

Challenges in Defining LiteracyChallenges in Defining Literacy


1. Literacy is not a skill you simply have or don’t 1. Literacy is not a skill you simply have or don’t have.have.

Measuring literacy is not just a matter of Measuring literacy is not just a matter of saying who can read and who cannot. saying who can read and who cannot.

Literacy skills are needed at many different Literacy skills are needed at many different levels, from writing one’s name on a form, levels, from writing one’s name on a form,

to understanding instructions on a to understanding instructions on a medicine bottle, to the ability to learn from medicine bottle, to the ability to learn from

reading books. reading books.

“

”- UNESCO


2. Every country decides for itself how to define and measure literacy.

– Malaysia says anyone aged 10 years and over who has ever been to school is counted as literate.

– Ecuador and Bolivia count illiterates rather than literates. Census takers ask people if they cannot read or write.

““Literate” Is Not EnoughLiterate” Is Not Enough

• UNESCO’s Standard-Setting Instrumentsdescribes as functionally literate any person “who can engage in all those activities in which literacy is required for effective functioning of his group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.”

Challenges in Measuring Challenges in Measuring LiteracyLiteracy

Challenges in Measuring LiteracyChallenges in Measuring Literacy

1. Getting beyond yes/no approaches to literacy 1. Getting beyond yes/no approaches to literacy is hard.is hard.

– It takes professionals with expertise in literacyIt takes professionals with expertise in literacy

– It takes time and moneyIt takes time and money

– It takes a political willingness to face realityIt takes a political willingness to face reality


2.2. Most countries estimate literacy based on Most countries estimate literacy based on years of education. This does not account foryears of education. This does not account for

– Low-quality schoolsLow-quality schools

– Learning disabilitiesLearning disabilities

– Spotty attendanceSpotty attendance

– Social promotionsSocial promotions

– Reversion to functional illiteracyReversion to functional illiteracy


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

What if governments actually tested their citizens’ literacy

skills?

Direct Testing of Literacy Skills

• National Assessment of Adult Literacy (NAAL) National Assessment of Adult Literacy (NAAL) 2003—U. S. A.2003—U. S. A.

• 43% at Below Basic or Basic prose literacy43% at Below Basic or Basic prose literacy

• International Adult Literacy Surveys (IALS) International Adult Literacy Surveys (IALS) 1994-1998—22 countries1994-1998—22 countries

• Canada--46-48% at Level 1 or 2 (of 5) Canada--46-48% at Level 1 or 2 (of 5)

• Europe—44-55% at Level 1 or 2 (of 5)Europe—44-55% at Level 1 or 2 (of 5)

Literacy in the WestLiteracy in the West

• Most developed countries in the West have Most developed countries in the West have claimed literacy rates of more than 97%.claimed literacy rates of more than 97%.

• But about half of all adults in the West have But about half of all adults in the West have limited literacy skills.limited literacy skills.

If this is true of these nations, with their educational systems,

what about elsewhere in the world?

Literacy Rates Change SlowlyLiteracy Rates Change Slowly

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

- WDR 2004- WDR 2004

Schools Do Not Always Schools Do Not Always Produce LiteracyProduce Literacy

Schools Do Not Always Produce LiteracySchools Do Not Always Produce Literacy

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

Schools Do Not Always Produce LiteracySchools Do Not Always Produce Literacy

““Poor quality in education is jeopardizing the Poor quality in education is jeopardizing the future of millions of young people, many of future of millions of young people, many of whom face the prospect of lifelong illiteracy.”whom face the prospect of lifelong illiteracy.”

- UNESCO, 2010- UNESCO, 2010

It is highly likely that

66-70%of the total population worldwide are oral communicators by virtue of limited or non-existent literacy

skills.

In Addition We Must CountIn Addition We Must CountSecondary OralitySecondary Orality

In Addition, We Must Count Secondary OralityIn Addition, We Must Count Secondary Orality

• Review: Review: Secondary oralitySecondary orality is the orality that is the orality that depends on modern technology--people who depends on modern technology--people who tell their stories and share their music largely tell their stories and share their music largely through electronic means, on television, in through electronic means, on television, in movies, via radio, etc.movies, via radio, etc.

Secondary OralitySecondary Orality

Reading at Risk Report (2004)

This comprehensive survey of American literary reading presents a detailed, but bleak assessment of the decline of reading’s role in the nation’s culture. For the first time in modern history, less than half of the adult population now reads literature, and these trends reflect a larger decline in other sorts of reading.

Dana GioiaDana Gioia

Chairman, National Endowment for the ArtsChairman, National Endowment for the Arts

“

”

Secondary Orality


Literary reading in America is not only declining rapidly among all groups, but the rate of decline has accelerated, especially among the young.

Dana Gioia, Chairman, NEA

“

”



[We live in] an age where there's no canon, [We live in] an age where there's no canon, where there are so many other forms of where there are so many other forms of information, and where information, and where we're returning to we're returning to medieval-like oral culture medieval-like oral culture based on television.based on television.

Kevin StarrProfessor of History at the University of Southern California

New York Times, July 13, 2004.

“”


Mr. Starr continued:

We should be alarmed, I suppose, but the horse We should be alarmed, I suppose, but the horse has long since run out of the barn. Two distinct has long since run out of the barn. Two distinct cultures have evolved, and cultures have evolved, and by far the smaller by far the smaller is the one that's tied up with bookis the one that's tied up with book and high and high culture.culture.

New York Times, July 13, 2004

“

”

To Read or Not to Read To Read or Not to Read (2007)(2007)

The story the data tell is simple, consistent, and alarming. Although there has been measurable progress in recent years in reading ability at the elementary school level, all progress appears to halt as children enter their teenage years. There is a general decline in reading among teenage and adult Americans. Most alarming, both reading ability and the habit of regular reading have greatly declined among college graduates.

“

”

To Read or Not to Read To Read or Not to Read (2007)(2007)

• 33% of Scottish 15-year olds never or hardly ever read for pleasure, 22% felt it is a waste of their time and 40% read only if they have to. (OECD, 2004)

• In Denmark one-third of adults do not do any significant amount of reading.

• Dutch 12 year old school children spend, on average, less than half an hour a week reading in their leisure time.

Reading and Secondary Oralityin EuropeReading and Secondary Oralityin Europe

• British teenagers’ pleasure reading declined by about a third from 1991-1998.

• In Denmark one-third of adults do not do any significant amount of reading.

• Dutch 12 year old school children spend, on average, less than half an hour a week reading in their leisure time.

Total Extent of OralityTotal Extent of Orality

• Probably 66-70% of the world population is oral Probably 66-70% of the world population is oral by virtue of low literacy skills.by virtue of low literacy skills.

• A significant percentage of people with good A significant percentage of people with good literacy skills are secondary oral literacy skills are secondary oral communicators.communicators.

• Perhaps 80-85% of the world’s population Perhaps 80-85% of the world’s population functions functions exclusively or largelyexclusively or largely via oral means. via oral means.

Lets Talk About It!Lets Talk About It!

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

Implications for Literate EvangelizersImplications for Literate Evangelizers

• 1.We need to make the word of God 1.We need to make the word of God available to people using appropriate oral available to people using appropriate oral strategies.strategies.

– God’s word is essential for evangelism, God’s word is essential for evangelism, discipleship, and church growth.discipleship, and church growth.

– Evaluate the group’s ability to engage the word of Evaluate the group’s ability to engage the word of God meaningfullyGod meaningfully

– Use levels of orality to choose the right Use levels of orality to choose the right communications approach.communications approach.

Scripture Engagement QuestionsScripture Engagement Questions

• Does Scripture exist in their language? Does Scripture exist in their language? • Is it available in country?Is it available in country?• Can local people get access to it?Can local people get access to it?• Can they afford it?Can they afford it?• Can the people use it with understanding?Can the people use it with understanding?• Is it available in appropriate format and media?Is it available in appropriate format and media?• Do they accept it as authoritative and use it Do they accept it as authoritative and use it

effectively in all aspects of ministry?effectively in all aspects of ministry?

Status of Bible TranslationStatus of Bible Translation

• 6909 living languages6909 living languages

– 459 have a complete Bible459 have a complete Bible

– 1213 have a New Testament1213 have a New Testament

– 836 have at least one book of the Bible836 have at least one book of the Bible

– In sum, 2508 languages have some ScriptureIn sum, 2508 languages have some Scripture

– Sources: Sources: Ethnologue; UBS (12/31/2009)Ethnologue; UBS (12/31/2009)

Status of Bible TranslationStatus of Bible Translation

Over Over 44004400 languages languages do not do not have even have even one bookone book of the Bible! of the Bible!

Post-Literate UnbelieversPost-Literate Unbelievers

• Can follow explanationCan follow explanation

• Resist being told what values are right or best.Resist being told what values are right or best.

• Prefer pure storytelling and pure discussionPrefer pure storytelling and pure discussion

Implications for Literate Evangelizers


2.2. Use the oral communication patterns our Use the oral communication patterns our hosts use.hosts use.– Become a learner.Become a learner.

– Defer use of literate methods.Defer use of literate methods.

– Embrace oral approachesEmbrace oral approaches• StorytellingStorytelling• Proverbs Proverbs • SongsSongs• DramaDrama


3.3. Avoid syncretism by making disciples of Avoid syncretism by making disciples of oral learners using oral means. oral learners using oral means.

– Both evangelism and discipleship content need to Both evangelism and discipleship content need to be worldview-specific. be worldview-specific.

– Use oral methods to ensure good understanding Use oral methods to ensure good understanding of the faithof the faith


4. Equip oral communicators to make disciples.

– Disciple them using approaches that any oral person could do.

– Model only that which all of them could do--orally.


5.5. Increase Effectiveness among Secondary Increase Effectiveness among Secondary Oral Learners. Oral Learners.

– Listen to their own stories.Listen to their own stories.

– Combine testimony with biblical story.Combine testimony with biblical story.

– Tell biblical stories, warts and all.Tell biblical stories, warts and all.

– Be open to genuine, Spirit-led dialogue.Be open to genuine, Spirit-led dialogue.

Lets Talk About It!

Frequently Asked QuestionsFrequently Asked Questions

How did this emphasis on orality How did this emphasis on orality come about?come about?

•What biblical support is there for it?What biblical support is there for it?

Frequently Asked Questions

•What is “worldview” and why do some people in ION talk so much about it?


•When you tell biblical stories, do you embellish them?

•How do you maintain biblical accuracy as How do you maintain biblical accuracy as the story is repeated and transmitted the story is repeated and transmitted orally?orally?


•How do you teach the epistles and other non-narrative parts of the Bible?


•Does this emphasis on orality mean thatDoes this emphasis on orality mean that ION is against literacy training, Bible translation, and theological education?


•What do people mean when they talk about What do people mean when they talk about an “oral Bible”an “oral Bible”?


•Is orality and Bible storying, etc. being Is orality and Bible storying, etc. being taught in any seminaries?taught in any seminaries?

•Is it being used in any churches in the s in the United States?United States?


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


• What implications does all of this have for What implications does all of this have for preaching in established churches?preaching in established churches?

•Are you implying that expository preaching is wrong?


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

And that isjust the beginning!

The rest of the

2010 ION Conferencedevelops these topics more fully.

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

Contact Info:Contact Info:

Grant Lovejoy = [email protected] Lovejoy = [email protected]

Brian Burns = [email protected] Burns = [email protected]

Online ClassesOnline Classes

• B.H. Carroll Theological Institute B.H. Carroll Theological Institute (BHCTI.org)(BHCTI.org)

• Introduction to Orality and Bible StoryingIntroduction to Orality and Bible Storying

– Jan. 10 – March 4, 2011Jan. 10 – March 4, 2011

• Advanced Orality and Bible StoryingAdvanced Orality and Bible Storying

– April 4 – May 27, 2011April 4 – May 27, 2011

orientation to orality grant lovejoy imb richmond, va

Documents

oral pictures

wife fatma

literate creators

fatma listens

low literacy skillsmay

vathe nature

electronic mediatelevision

videos radiomusicmay