Students learn to research a people group’s religious worldview and help provide the most appropriate materials and activities that enhance the community’s engagement with Scripture. They work with local authors, artists, teachers or media specialists to create print materials, performances and recordings tailored for specific audiences. They encourage communities to engage with Scripture and apply it to their lives through study, story, song, conversation and celebration. They partner with leaders to strengthen community engagement with Scripture at more times and in more ways.
This course introduces students to basic elements of Islamic societies in their diverse expressions, including origins, historical developments, beliefs, practices, worldviews, and cultural and religious patterns. Particular emphasis is given to understanding common barriers to communication and approaches for bridging worldview, cultural, and religious differences for purposes of transformation.
This course explores the origins and characteristics of monotheism including ways that religious cultures with no prior history of this concept have adopted it. The course considers “Abrahamic” and “non-Abrahamic” forms of monotheism within cultural life, individual identity and cross-cultural encounter.
By the end of Field Methods and Linguistic Analysis, students will be able to elicit, record, and transcribe linguistic data by working with a speaker of a non-western language; use external sources plus the elicited data to formulate explanatory hypotheses; test those hypotheses against available data and refine them.
This course explores translation studies at the intersection of applied linguistics and theology. Theology is the exposition of scriptural discourses on divine/human relations. An essential aspect of the course will be the investigation of a major theological topic that translators must grapple with. This course will provide resources for students to develop methods for assessing and improving biblical translation at theological levels.
Students will learn factors relevant to cross-cultural communication. They will be able to identify concepts from intercultural communication that can facilitate or impede communication in a cross-cultural context.
Virtually all communities have artistic resources that could be drawn on in new ways that would result in a better future. This seminar is designed to train arts advocates: people who can help a community recognize, value, and plan to use their own arts to meet needs and goals. The training team will use participatory methods with attendees. This will include group discussions, accomplishing actual research and co-creation activities, individual reflection, and application to contexts they know.
After engaging in this seminar, participants will be able to
Guide a community through an overview of all seven steps of the Create Local Arts Together (CLAT) process
Consult with members of a community as the community plans to draw on their artistic resources in working toward a better future
Contribute to a community’s plans as appropriate, especially if their relationship with the community is ongoing
Schedule * Arrive on campus by Sunday (June 7) by mid-afternoon – the course starts with welcome dinner at 6PM followed by an evening session
* The course ends Friday June 12 at 5 PM and departures can be that evening or the next day.
The training content of ABF 2012 flows from Brian Schrag’s Creating Local Arts Together: A Manual to Help Communities Reach their Kingdom Goals (William Carey Library, 2013). This Manual is a companion text to a larger volume, Worship and Mission for the Global Church: an Ethnodoxology Handbook. The Handbook contains foundational articles, global stories, practical tools, a condensed (50-page) version of the Manual, and a DVD with videos, extra articles and other media. Although Creating Local Arts Together is the primary text for ABF, both these volumes and the DVD are highly recommended for participants. For more details, see www.ethnodoxologyhandbook.com.
If you don’t need credit for this course, you are welcome to take it as a workshop through our partnership with the International Council of Ethnodoxologists (ICE). See www.artsforabetterfuture.org for details on the workshop option.
This issue of GIALens celebrates the 75th anniversary of Eduard Alekseyev’s birth and highlights his contribution to ethnomusicology scholarship in general, and his scholarly work connected to the Sakha epic music and story-telling tradition of olonkho in particular. The articles featured in this issue have been written by just a few of his many friends and colleagues, but all of them are connected in some way to his collection of field recordings which are housed in the Archive of World Music at Harvard’s Loeb Music Library.