Encarnacao Encarnacao AllianceAlliance

Understanding the dynamics Understanding the dynamics of Oral Communication in of Oral Communication in

working among slum working among slum dwellers!dwellers!

Oral Oral CommunicationCommunication

Question? Question?

Is it necessary to become Is it necessary to become literate to become a literate to become a mature Christian?mature Christian?

The Gospel of the The Gospel of the KingdomKingdom

Jesus taught the Jesus taught the most important most important message heard by message heard by manman

One-third of the One-third of the world has world has experienced God’s experienced God’s messagemessage

Another third have Another third have yet to respondyet to respond 0

50

100

AsiaAfricaLatin

2.5 billion2.5 billion OralOral communicatorscommunicators

These are those These are those who have not who have not heard the gospel heard the gospel of the kingdom of of the kingdom of God. Matt 4:23.God. Matt 4:23.

They may be They may be

- non-literate- non-literate

- semi-literate- semi-literate

- of an oral - of an oral cultureculture

A West African A West African Tribal said “When Tribal said “When we hear something, we hear something, we put it in our we put it in our hearts, our hearts hearts, our hearts are our books”.are our books”.

The Miao of China The Miao of China believe they ate believe they ate their books their books resulting in their resulting in their having a good having a good memory memory

The Story of the Miao/Han The Story of the Miao/Han BrothersBrothers

They studied under They studied under the same teacherthe same teacher

Both invented a scriptBoth invented a script They had to cross a They had to cross a

riverriver Big Brother Miao Big Brother Miao

carried Han across carried Han across the riverthe river

In the middle of the In the middle of the river Miao slipped river Miao slipped and accidentally and accidentally swallowed his copy of swallowed his copy of the scriptthe script

Han carried his script Han carried his script in his handin his hand

His script was safeHis script was safe The Han have ever The Han have ever

since written with since written with their hands and seen their hands and seen with their eyeswith their eyes

The Miao have always The Miao have always eaten their words and eaten their words and kept them safe in their kept them safe in their stomach and recorded stomach and recorded in their heartin their heart

This is the pattern of This is the pattern of oral culturesoral cultures

Research into oral Research into oral culturescultures

Learn best by Learn best by exampleexample

Through oral Through oral traditiontradition

Church planters and Church planters and community workers community workers may need to change may need to change their attitude to the their attitude to the question;question;

“ “Is it necessary to Is it necessary to be literate to be a be literate to be a mature Christian?”mature Christian?”

Different Communication Different Communication styles?styles?

There’s a difference between oral and There’s a difference between oral and reading culturesreading cultures

Literates love Literates love analytical teaching analytical teaching and preaching with and preaching with several pointsseveral points

Oral culture leaders Oral culture leaders need to affirm oral need to affirm oral methods of learningmethods of learning

Literates need to Literates need to learn an oral style learn an oral style of teaching for of teaching for greater greater effectivenesseffectiveness

Storytelling is the Storytelling is the common method of common method of doing thisdoing this

Non-Literates to Non-Non-Literates to Non-LiteratesLiterates

Non-literates have a Non-literates have a greater possibility of greater possibility of hearing the gospel if hearing the gospel if the communicator is the communicator is a non-literatea non-literate

““Encarnacao” is Encarnacao” is training trainers training trainers who will train semi-who will train semi-literates to literates to communicate the communicate the gospel of the gospel of the kingdom of Godkingdom of God

Literate Church Literate Church planters have a planters have a great difficulty great difficulty communicating communicating appropriately with appropriately with oral societiesoral societies

They are not They are not adequately aware of adequately aware of the differences in the differences in the oral cultures the oral cultures lifestyle, social and lifestyle, social and power structurespower structures

Event / Time OrientationEvent / Time Orientation Oral cultures are Oral cultures are

usually event usually event oriented. They loveoriented. They love

- storytelling- storytelling

- drama- drama

- music- music

- films, videos, dvds- films, videos, dvds

These activities These activities become events, and become events, and they usually take they usually take time. That’s fine!time. That’s fine!

Participation is Participation is important to oral important to oral culturescultures

They learn more They learn more effectively by effectively by participating and participating and doingdoing

History is stored in History is stored in peoples mindspeoples minds

It must be passed It must be passed down from one down from one generation to anothergeneration to another

Fallacies and Fallacies and assumptions?assumptions?

Literates believe the Literates believe the absolutes that; absolutes that;

- everyone understands- everyone understands

an analytical andan analytical and

expository styleexpository style

- everyone benefits - everyone benefits fromfrom

outlining, dividing, outlining, dividing, andand

summarizing, summarizing, informationinformation

into steps and into steps and principlesprinciples

Oral People respond to Oral People respond to narration or drama by;narration or drama by;

- hearing- hearing

- understanding- understanding

- believing- believing

- internalizing- internalizing

They add to their They add to their knowledge by knowledge by repeating and repeating and participating in what participating in what they have seen and they have seen and heardheard

Truth is caught through Truth is caught through stories!stories!

JESUS used this method with his semi-JESUS used this method with his semi-literate fishermen disciples and illiterate literate fishermen disciples and illiterate followersfollowers

Matt 7 verses 24 – 29. The Matt 7 verses 24 – 29. The parable of the parable of the wisewise and foolish menand foolish men building their houses. building their houses.

TruthTruth – Obeying the teaching/words of – Obeying the teaching/words of Jesus is like building your life on a firm Jesus is like building your life on a firm foundation.foundation.

Matt 13 verses 1- 13. The Matt 13 verses 1- 13. The parable of the parable of the sower.sower.

TruthTruth – Prioritize fruitfulness, sow liberally. – Prioritize fruitfulness, sow liberally.

Five basic learning stylesFive basic learning stylesaccording to levels of according to levels of

literacyliteracy1. Illiterate1. Illiterate Oral Communicator is Oral Communicator is

a non-literatea non-literate

- cannot read or write- cannot read or write

- has never seen a word- has never seen a word

- Words have no - Words have no meaningmeaning

- Words; sounds not - Words; sounds not

objects objects

- Oral communicator- Oral communicator

- Story is dominant - Story is dominant stylestyle

2. Functional 2. Functional IlliterateIlliterate

Oral Communicator is Oral Communicator is

functional non-literatefunctional non-literate

- Left school before - Left school before teensteens

- Simple reading and - Simple reading and

writing writing

- Values not transmitted- Values not transmitted

through literate meansthrough literate means

- Story is dominant style- Story is dominant style

Five Learning styles Five Learning styles continuedcontinued

3. Semi-literate3. Semi-literate Oral/Print Oral/Print

CommunicatorCommunicator

- attended high school- attended high school

- uses marginal skills in - uses marginal skills in

one context – e.g. workone context – e.g. work

- functions in a blurred- functions in a blurred

transition zone transition zone

- Prefers oral to literate- Prefers oral to literate

communicationcommunication

4. Communicator 4. Communicator in print - literatein print - literate

Print communicatorPrint communicator

- used reading and - used reading and writingwriting

after high schoolafter high school

- Can summarize reading- Can summarize reading

- Interprets information- Interprets information

- Learns by concept, - Learns by concept,

precept and principlesprecept and principles

Five Learning styles Five Learning styles continuedcontinued

5. Highly - 5. Highly - literateliterate

Highly literateHighly literate

- Spends much time - Spends much time daily daily

developing and usingdeveloping and using

reading and writing reading and writing skills skills

- Has surrendered oral - Has surrendered oral

communicationcommunication

- Often professional in- Often professional in

liberal arts fieldsliberal arts fields

Telling the Bible StoryTelling the Bible Story The story-teller presents an oral Bible or a The story-teller presents an oral Bible or a

narrative Bible, so they can share orally with narrative Bible, so they can share orally with othersothers

The presentation has three parts;The presentation has three parts; 1. 1. Telling the storyTelling the story presenting new presenting new

informationinformation 2. A 2. A dialoguedialogue where the storyteller asks where the storyteller asks questions to assist the hearers questions to assist the hearers re-call the re-call the

storystory 3. Get the hearers to 3. Get the hearers to dramatize the storydramatize the story and and

act itact it out so as many as possible participateout so as many as possible participate

Choosing the appropriate Choosing the appropriate storystory

Consider where the audience is in their Consider where the audience is in their understanding of the subject?understanding of the subject?

Where does the story fit in the Where does the story fit in the curriculum of stories you want to curriculum of stories you want to introduce to the audience?introduce to the audience?

The story needs to consider the The story needs to consider the audience’s worldviewaudience’s worldview

The story should reflect the gender and The story should reflect the gender and or age of the audienceor age of the audience

The story should consider the The story should consider the spirituality/religion of the audiencespirituality/religion of the audience

The story should teach the relevant truth The story should teach the relevant truth

Learn the structure of Learn the structure of the storythe story

Break the story Break the story down into smaller down into smaller more manageable more manageable partsparts

Aim to assist the Aim to assist the memorization of memorization of the storythe story

The dramatization The dramatization should include an should include an introduction, the introduction, the story, and the story, and the conclusion. conclusion.

Assist Retention

Dramatise

Dissect

Imagine the setting of Imagine the setting of the storythe story

Get the audience to Get the audience to imagine the setting imagine the setting for the story by for the story by describing the describing the place, houses, trees, place, houses, trees, wilderness, time wilderness, time period.period.

Consider what Consider what materials you have materials you have that are readily that are readily available to be used available to be used as props, backdrops as props, backdrops etc. etc.

Imagine the action Imagine the action taking placetaking place

Try to imagine the Try to imagine the scenesscenes

Imagine you are in the Imagine you are in the audience watching the audience watching the drama unfold.drama unfold.

Read the story over a Read the story over a number of times to number of times to capture the setting capture the setting

Reliving the story will Reliving the story will help enliven your help enliven your imaginationimagination

Perhaps it is an office or Perhaps it is an office or maybe a baseball game?maybe a baseball game?

Read the story out aloud Read the story out aloud dramaticallydramatically

Project your voice in such a way Project your voice in such a way that the tone captures the mood that the tone captures the mood of the story. If someone is angry of the story. If someone is angry use an angry tone of voice.use an angry tone of voice.

Give life to the story by the Give life to the story by the dramatic use of voice, tone, body dramatic use of voice, tone, body language and facial expressions.language and facial expressions.

Learn the story by heartLearn the story by heart

Saturating yourself in the story Saturating yourself in the story will make it more real to the will make it more real to the audience. audience.

Try to learn the story off by heart.Try to learn the story off by heart. Make sure you do not alter the Make sure you do not alter the

essential story line.essential story line. Writing the story down may aid Writing the story down may aid

your learning it.your learning it.

Practice telling the storyPractice telling the story

Rehearse the story several times Rehearse the story several times checking the time it takes to tell it checking the time it takes to tell it each time. The time will act as a each time. The time will act as a check that you have remembered the check that you have remembered the same content each time. same content each time.

Practice the story until it comes Practice the story until it comes naturally.naturally.

Practice without interruption.Practice without interruption. Make sure the style of the story fits Make sure the style of the story fits

the context. Speak clearly. the context. Speak clearly.

Plan group participationPlan group participation

Choose someone who is good at Choose someone who is good at organizing things to look after organizing things to look after directing the drama and the directing the drama and the props etc.props etc.

Ask this person to organize the Ask this person to organize the casting of the drama.casting of the drama.

Encourage the group to be Encourage the group to be enthusiastic and eager to enthusiastic and eager to participate.participate.

Consider the roles and Consider the roles and select the right people for select the right people for

each roleeach role Consider the roles in the drama Consider the roles in the drama

beforehand and make a list and give beforehand and make a list and give it to the director.it to the director.

Alongside each role write some notes Alongside each role write some notes on what type of person would be on what type of person would be suitable for the role.suitable for the role.

Delegate the selection of the right Delegate the selection of the right people for the right parts of the story people for the right parts of the story to the director. to the director.

Suggest that the most confident and Suggest that the most confident and able person be given the leading role. able person be given the leading role.

The story telling sessionThe story telling session

Greet the people according to the Greet the people according to the local culture and social practice and local culture and social practice and use their greeting words if at all use their greeting words if at all possible.possible.

Inquire about what has been Inquire about what has been happening in the local community happening in the local community recently. This may influence the recently. This may influence the mood of the audience.mood of the audience.

Recall truths and stories from the Recall truths and stories from the last session.last session.

The opening dialog The opening dialog continuedcontinued

Ask questions and build curiosity Ask questions and build curiosity about today’s story.about today’s story.

Review any bridging stories that Review any bridging stories that will set the stage for today’s will set the stage for today’s story.story.

Consider giving a listening task Consider giving a listening task to the audience where they have to the audience where they have to listen for certain elements or to listen for certain elements or features of the story.features of the story.

Read from the BibleRead from the Bible Pick up the Bible and hold it in your Pick up the Bible and hold it in your

hand in a manner appropriate to the hand in a manner appropriate to the custom of the audience in relation to custom of the audience in relation to a Holy Book.a Holy Book.

Read a small portion of the passage Read a small portion of the passage relating to the story. This will anchor relating to the story. This will anchor the story. Select a portion that the story. Select a portion that reinforces the truth you are wanting reinforces the truth you are wanting to convey through the story.to convey through the story.

Continue to hold the Bible after Continue to hold the Bible after finishing the reading.finishing the reading.

Tell the storyTell the story

If possible try to hold the Bible in your If possible try to hold the Bible in your hand while telling the story.hand while telling the story.

Tell the story as a story and not as what Tell the story as a story and not as what God did or said.God did or said.

Use summary statements to reinforce key Use summary statements to reinforce key points.points.

Tell the story accurately but interestingly Tell the story accurately but interestingly maintaining the Biblical rhythm.maintaining the Biblical rhythm.

At the end – Stop/pause – put the Bible At the end – Stop/pause – put the Bible down. down.

Lead the listeners to Lead the listeners to discover the truths in the discover the truths in the

storystory Let someone retell the story in their own Let someone retell the story in their own

words.words. Ask questions to provoke thought about Ask questions to provoke thought about

the truth of the story.the truth of the story. Test the listeners comprehension of the Test the listeners comprehension of the

story.story. Handle incorrect answers in a culturally Handle incorrect answers in a culturally

sensitive manner.sensitive manner. Defer questions about things you don’t Defer questions about things you don’t

know.know. Don’t get sidetracked on irrelevant points.Don’t get sidetracked on irrelevant points.

Create excitement in the Create excitement in the conclusionconclusion

Create and build interest in the Create and build interest in the conclusion by withholding a key element conclusion by withholding a key element of the truth until the end. This will of the truth until the end. This will activate the imagination.activate the imagination.

Avoid questions during the story about a Avoid questions during the story about a yet to be revealed truth. yet to be revealed truth.

Be sensitive to the appropriate time to Be sensitive to the appropriate time to end the session so it doesn’t become end the session so it doesn’t become boringboring..

Reward the people that show they have Reward the people that show they have remembered the story well with roles in remembered the story well with roles in the dramatic role play of the story.the dramatic role play of the story.

Call for a response to the Call for a response to the central truthcentral truth

Invite the audience to share how Invite the audience to share how the story has impacted them.the story has impacted them.

Enjoy the community life of the Enjoy the community life of the group and get them to decide group and get them to decide what they should do as a group what they should do as a group in response to the story.in response to the story.

Invite the group to dramatize the Invite the group to dramatize the story and emphasize their story and emphasize their response in their dramatization.response in their dramatization.

An illustration of An illustration of storytelling!storytelling!

What’s the What’s the communication communication problem?problem?

The storyteller The storyteller wants to wants to communicate four communicate four truths about the truths about the foundations for a foundations for a good society!good society!

Here’s how we Here’s how we communicate this to communicate this to a non-literate a non-literate audience!audience!

Building a strong Building a strong society!society!

Scripture to introduce Scripture to introduce the storiesthe stories

A scripture verse found in the A scripture verse found in the Old Testament. A Psalm of King Old Testament. A Psalm of King David for his choir director to David for his choir director to teach the choir to sing in teach the choir to sing in Chapter11 verse 3; Chapter11 verse 3;

““If the foundations are destroyedIf the foundations are destroyed

what can the righteous do?”what can the righteous do?”

How to build a strong How to build a strong society!society!

Teach people the dimension of eternityTeach people the dimension of eternity Teach people the need for moralityTeach people the need for morality Teach people to be responsible or Teach people to be responsible or

accountable for their actionsaccountable for their actions Teach the people to be kind and loving Teach the people to be kind and loving

towards each othertowards each other

If these four things are removed, then the If these four things are removed, then the society will fall into anarchy, treachery, society will fall into anarchy, treachery, and immorality.and immorality.

Truth – Eternity is in our Truth – Eternity is in our hearts!hearts!

Teaching the idea of Teaching the idea of eternity in each eternity in each persons heart.persons heart.

Ecclesiastes 3 verse 11Ecclesiastes 3 verse 11 “ “God made everything God made everything

appropriate in its appropriate in its time, He placed time, He placed eternity in their eternity in their hearts, so man will hearts, so man will always be searching to always be searching to know the things God know the things God has done and is doing has done and is doing and will do”.and will do”.

The story to illustrate The story to illustrate the truth is as followsthe truth is as follows

What is at the end of What is at the end of life?life?

At the University of At the University of Ohio in the USA they Ohio in the USA they have a set of stairs have a set of stairs that you can climb but that you can climb but they go to nowhere. they go to nowhere. People climb the stairs People climb the stairs but at the top there is but at the top there is a blank wall. a blank wall.

Life without God and Life without God and eternity is like these eternity is like these stairs. People come to stairs. People come to the end of life and the end of life and there is nothing. What there is nothing. What then is the purpose of then is the purpose of a meaningless life?a meaningless life?

Truth – An absolute moral Truth – An absolute moral code needs to govern code needs to govern

peoples behavior !peoples behavior ! Jesus Christ gave his Jesus Christ gave his

disciples two disciples two commands to govern commands to govern their moral behavior;their moral behavior;

Matthew 22 verses 37 Matthew 22 verses 37 – 39. – 39.

1.1. ““You shall love the You shall love the Lord your God with all Lord your God with all your heart, and with your heart, and with all your soul, and with all your soul, and with all your mind, all your mind,

2.2. and you shall love and you shall love your neighbor as your neighbor as yourself”.yourself”.

The story to illustrate The story to illustrate this truth is;this truth is;

If the buoys are moved the If the buoys are moved the ship will be wrecked ship will be wrecked

because the rocks remain because the rocks remain in the same place.in the same place. The Captain of a ship The Captain of a ship

sailing into a new sailing into a new harbor followed the harbor followed the buoys to enter the buoys to enter the harbor. Sadly some harbor. Sadly some bad people had moved bad people had moved the buoys during the the buoys during the night. The ship struck night. The ship struck the rocks, it sank and the rocks, it sank and three sailors were three sailors were drowned. The Captain drowned. The Captain could not understand could not understand how the ship was how the ship was wrecked when he was wrecked when he was following the marker following the marker buoys. buoys.

The problem of changing The problem of changing morals!morals!

Secular governments change the moral Secular governments change the moral rules of society and people no longer know rules of society and people no longer know how to behave. how to behave.

Peoples lives are wrecked and lost as a Peoples lives are wrecked and lost as a result of politicians meaningless result of politicians meaningless philosophies.philosophies.

Immoral people pressure governments to Immoral people pressure governments to change the moral laws/signposts of a change the moral laws/signposts of a society.society.

The 10 Commandments (Exodus 20) given The 10 Commandments (Exodus 20) given 3,000years ago are still the best moral 3,000years ago are still the best moral code on which to base a strong society.code on which to base a strong society.

Some theologians and scholars change the Some theologians and scholars change the Truths of the Bible to suit their own views.Truths of the Bible to suit their own views.

Truth – People need to be Truth – People need to be responsible for their responsible for their

actionsactions Hebrews 1 verse 2Hebrews 1 verse 2

“ “ The word spoken by The word spoken by angels proved angels proved unchanging, and every unchanging, and every sin and disobedience sin and disobedience received a just received a just punishment”.punishment”.

“ “Sin is deceitful and Sin is deceitful and it hardens our it hardens our hearts”. Hebrews 3 hearts”. Hebrews 3 verse 13. verse 13.

The story to illustrate The story to illustrate this is; this is;

Adam and Eve and the Adam and Eve and the Blame Game!Blame Game!

Tell the story of God asking Adam why he ate the fruit of the tree of the knowledge of good and evil. Adam blames Eve for giving him the apple, and Eve blames the Serpent for enticing her to pick the fruit. See Genesis 3 verses 1 – 24 for the story. Note the consequences of their sin.

Truth – Love and kindness Truth – Love and kindness builds healthy relationships builds healthy relationships

in society.in society. Effective human an Effective human an

community community relationships are relationships are built through built through people who choose people who choose to be kind and love to be kind and love others. others.

Examples are found Examples are found in Acts 2 verses 42 -in Acts 2 verses 42 -47 and Acts 6 47 and Acts 6 verses 1-7. verses 1-7.

The story to illustrate The story to illustrate this truth is;this truth is;

Strong Caring

Communities

Strong Nations

Loving family relationships

Tell the story of the Tell the story of the good Samaritan in Luke good Samaritan in Luke 10 verses 30-37.10 verses 30-37.

Emphasize how the Emphasize how the good Samaritan made good Samaritan made good friends with the good friends with the man who was robbed, man who was robbed, and the inn keeper thru’ and the inn keeper thru’ his love, compassion his love, compassion and generosity.and generosity.

The Good Samaritan The Good Samaritan was the real brother of was the real brother of the man who was the man who was robbed.robbed.

Then tell the modern Then tell the modern version of this story on version of this story on the next page …..the next page …..

The people of Aceh The people of Aceh experienced a great experienced a great disaster from a tsunamidisaster from a tsunami

They lay dying in disease They lay dying in disease infested swamps created by infested swamps created by the tsunami without the tsunami without drinking waterdrinking water

Their own countrymen did Their own countrymen did not help themnot help them

Their Muslim clerics did Their Muslim clerics did not help themnot help them

The American sailors who The American sailors who they despised came by in they despised came by in their ships and sent in their their ships and sent in their helicopters. They helped helicopters. They helped them with food, medical them with food, medical supplies and shelter.supplies and shelter.

Who were the brothers of Who were the brothers of the people of Aceh?the people of Aceh?

Truth – God loves all people Truth – God loves all people regardless of their race or regardless of their race or religion. Right religion. Right relationships with people of relationships with people of other races builds a healthy other races builds a healthy society.society.

Dramatize the four Dramatize the four stories!stories!

Get the grass roots Get the grass roots trainees to dramatize trainees to dramatize the stories illustrating the stories illustrating the four truthsthe four truths

Read Psalm 11 verse 3 Read Psalm 11 verse 3 before each dramabefore each drama

Repeat the relevant Repeat the relevant truth before each truth before each dramadrama

Get the singers or Get the singers or musicians in the group musicians in the group to make a song out of to make a song out of Psalm 11 verse 3. Have Psalm 11 verse 3. Have everyone learn the everyone learn the song song

and sing it together. and sing it together.

Responding to the Responding to the central truth?central truth?

Get all the grass Get all the grass roots trainees to roots trainees to prepare an individual prepare an individual oral response to the oral response to the central truth of the central truth of the stories they have stories they have dramatized. They can dramatized. They can use others to help use others to help them with their them with their response if they want response if they want too. Collectivist too. Collectivist cultures often want to cultures often want to respond in groups.respond in groups.

Evaluation and Evaluation and EncouragementEncouragement

Evaluate each persons Evaluate each persons response. Praise the response. Praise the good responses.good responses.

Correct in a subtle Correct in a subtle way appropriate to way appropriate to the culture, those who the culture, those who have missed the mark have missed the mark in their response. in their response.

After all the After all the presentations presentations acknowledge the best acknowledge the best presentation and use presentation and use it to reinforce the it to reinforce the central truth.central truth.

Acknowledgements;Acknowledgements;The producer of this presentation is deeply The producer of this presentation is deeply

indebted to the following persons, indebted to the following persons, organisations and their publishers:organisations and their publishers:

Lonna Dickerson. The Silent Disability. Literacy Lonna Dickerson. The Silent Disability. Literacy Ministries International. USA.Ministries International. USA.

Edgar J Elliston. Evangelical Missions Society. Edgar J Elliston. Evangelical Missions Society. Wm Carey Library. USA.Wm Carey Library. USA.

Paulo Freire. Between Jesus and Paul. Unknown. Paulo Freire. Between Jesus and Paul. Unknown. BrazilBrazil

Viv Grigg. Companion to the Poor. MARC. USA.Viv Grigg. Companion to the Poor. MARC. USA.Viv Grigg. Cry of the Urban Poor. MARC. USA.Viv Grigg. Cry of the Urban Poor. MARC. USA.Sherwood Lingenfelter. University and Church. Sherwood Lingenfelter. University and Church.

EMS. Wm Carey Library. USA. EMS. Wm Carey Library. USA. People Teams Organisation. USA.People Teams Organisation. USA.Robert F Rice. Literacy Ministries International. Robert F Rice. Literacy Ministries International.

Personal letter. USA. Personal letter. USA. Tom A Steffen. Reconnecting God’s Story to Tom A Steffen. Reconnecting God’s Story to

Ministry. Centre for Organizational and Ministry. Centre for Organizational and Ministry Development. USA.Ministry Development. USA.