Archives For August 2011

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Right click here to download the interview.

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In the first installment of the 1Marks interview series, I spoke with Dr. Robert Bell about Old Testament stuff. In the second, I spoke with one of my pastors, Dr. Robert Vincent, about church and personal evangelism.

Today we’ve reached the third installment. The topic is preaching, and the interviewee is Kerry McGonigal, an elder at my church and a friend who has taught homiletics at BJU since 2003. (Right click here to download the file.) Kerry is a great communicator, even though in this recorded interview you can’t see his fingers. He’s got energy, he’s got a vision for what preaching can and should do in the lives of God’s people, and he’s formed wise strategies for teaching preaching to others. He also preached what was at the time the best chapel sermon I’d ever heard at Bob Jones (since then he has been superseded but now holds second place).

I’m very excited about his ministry teaching preaching, because I have seen in my own life the power that a faithful and careful ministry of the Word has.

Kerry and I mention a number of books in this interview, and we agree with every single word written in these books and every single thing that any of their authors have ever done or said. (Okay, maybe not quite.) Click the book to buy it at my favorite online bookstores:

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This story comes in two acts.

ACT ONE: Last week I went on a professional development trip to Grand Rapids, Michigan. Because I love my iMac so, I carefully shut it down and even unplugged it before I left.

I returned a week later in a flurry of activity. I had run back and forth four times between two concourses at the Atlanta airport trying to get on an earlier flight so I could pick up my wife and baby when they arrived in Greenville instead of arriving at the same time (I had forgotten to drive the car with the car seat in it…). After several polite “nos” from the gate attendant in Atlanta, at the last moment someone at the Delta service desk gave me permission to get on the earlier flight. I raced over to Concourse D just in time. I was the last person on a completely full plane. They gave me seat 23D, and the guy in that seat got to go to first class. Go figure.

But coming down the gangway into the plane I realized, “Oh no! My keys are in my suitcase because there is a knife on the key ring and I couldn’t get through security with it!” That suitcase was certainly not on the same plane I was; it would come on the later flight. But there was nothing I could do. I got on the early flight.

Then I realized that about two years ago I put—or I thought I put—one of those magnetic key holders underneath my car. Maybe it would still be there!

I landed at GSP and raced out to the lot where my car was parked. I lay on the ground, reached up, grabbed the key holder, and shook it. Jingle, jingle! Yes! I uttered a prayer of thanks to God!

But then the key wouldn’t open the door. Or the passenger door. It did, however, open the hatch. I crawled in, unlocked the doors, grabbed my stuff, and took off for home.

ACT TWO: I took a shower, then went out to my office. I plugged in and turned on my iMac. I watched the familiar gray screen and the Apple logo come up. I went inside to grab some Nutella for a snack.

I came back out a minute later, and the computer was off. Oh no… My mind raced: will I have to get a new computer? Should I get a Mac Mini? How can I sell an iMac that doesn’t work? What do I do with my design files?

Another try, and I watched the start-up sequence all the way this time. The computer came on just fine, and I even saw my desktop, but then it immediately went into the shutdown sequence.

Several more tries. Reset the P-RAM. Still couldn’t get it to work.

I used my iPod Touch to search for answers. One site suggested accessing Mac OS X Lion’s recovery utility on a special read-only partition. Looked promising, but I had to go pick up my family at the airport.

Somewhere that evening it hit me what was likely happening: Mac OS X Lion has this new feature which restores whatever apps you had open the last time you shut down. It just so happens that I shut down the computer with a shut-down app from Dockables. The app’s sole purpose and function is to shut down the computer.

But when Lion came back up, it started that app—and shut down my computer immediately. I tried force quitting open applications, but I was never fast enough. The app is so simple that it takes no time at all to load.

The next morning I used Terminal in the recovery partition to tunnel into the Shutdown app and delete some of its entrails so it couldn’t function.

Success. And the funniest computer problem I’ve ever experienced.

Several years ago our outreach pastor asked me to write some music for words by our church’s resident lyricist, Eileen Berry. The purpose was to have a “theme song” for our church’s Bible clubs. Because I worked at the weekly teen club, it also landed in the rotation there. Since then it’s been sung many times at outreaches in the community.

I’m not by any means a trained composer, but we needed something a little less formal than what our highly trained composers at the church usually provided. Feel free to use it yourself.


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The most valuable commentary set on the planet (by some estimates) is again available at the cheapest price Logos has ever given for it, $1,000.

Poor English has been dying since at least the 17th century.

Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching
Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching by Judith E. Lingenfelter

My rating: 4 of 5 stars

Summary: As a Western teacher teaching non-Western people, you need to become a 150% person: you’ll never make it to 200%, but at least you can make an effort to understand and work within another culture’s very subtle customs.

Quick review: Very worthwhile. The author (Judith wrote most of the book) has a keen eye for stories and real insight in revealing their lessons. Here’s a sample:

Yet I was not always successful in this endeavor; sometimes I relied on old alternatives rather than continuing to learn from the context. An example of my failure on Yap to decipher the hidden curriculum occurred when teaching the color wheel during a Head Start class. The first day I confidently held it up and had the students repeat the colors in English after me. They did fine until they came to the colors blue and green. I patiently went over these colors again and again until they could repeat verbatim what I had said. Only ten years later in graduate school, when reading about differences in cultural perceptions of color, did I realize what I had done. In my frustration, I had failed to ask why my young students knew all the colors except blue and green. I now understand that on this tiny island surrounded by the Pacific Ocean, they use many words to capture the distinctions of blue and green necessary to function effectively in their environment. I had solved the color wheel ambiguity by forcing a level-1 solution on a level-2 problem. To be an effective cross-cultural teacher, one must learn the other-culture perspective and derive from it new alternatives for the challenges faced in a classroom. Relying on past experience will often lead to misunderstanding and failure. Only by understanding the other-culture context can we identify appropriate alternatives for teaching that will have maximum effectiveness for student learning.

Here is Judith Lingenfelter’s own summary of the book:

The basic argument in this book is that our culture serves us well when it is the only culture in focus. In fact, it is a palace when there are no other contesting voices around us, when we can live fairly comfortable, ordered lives in the context of our own cultural system. However, when we are pushed into relationships that are outside the boundaries of our culture, that culture becomes a prison to us. We are blind to other ways of seeing and doing things, and we assume that our way is the only way that is appropriate. We become frustrated and angry with those who insist on breaking our rules, and we attempt to enforce our rules on them.




View all my reviews

Some Bibles International consultants have used an interview format to help teach certain skills to native translators.

One team of national believers prepares a set of interview questions for a particular Bible character and another prepares to be interviewed as that Bible character.

Only one representative of each group gets up in front of the whole assembly.

But when they did this in the African country of Chad, everybody in the audience started shouting out the answers to the questions.

The consultant said, “Wait, it’s Noah who’s being interviewed!”

The people replied, “Oh, yes, but we’re Noah’s sons and he’s getting old and forgetful!”

Dogba Story

August 25, 2011 — Leave a comment

One of the translation consultants at Bibles International just related a funny story. One African tribal group, the Dogba, had the grandest time hearing the American consultant mispronounce their language. They would give her Dogba words, ask her to repeat them, then laugh uproariously. No outsider had ever tried to speak their language.

Thankfully, Christ’s representatives were the first.

Check out the new website I made for Dr. Ken Casillas and the friendly folks at Cleveland Park Bible Church.

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And watch the video I created with the help of a Nikon D3100, a Zoom H2, Adobe LightRoom, and Final Cut Pro X:

I’m at Bibles International for a week to hear Glenn Kerr talk about Hebrew discourse analysis and Bill Smallman talk about cross-cultural communication.

I’m reading a very interesting book on the latter topic, Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching, by Christian educators Judy and Sherwood Lingenfelter.

The book is full of stories about cultural clashes—especially between Western teachers and non-Western students—and subsequent wise reflection on the reasons for them.

It seems to me that stories are almost the only way to learn this material, no matter what your cultural background is. It’s utterly amazing that by age 5 children enter school already deeply acculturated, even in very subtle matters like what kinds of questions are appropriate, inappropriate, or even worth asking.

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