Contextualization And Localization Quotes

To reach this growing post-Christendom society in the West will obviously take more than what we ordinarily call an evangelistic church; it will take a missional church. This church’s worship is missional in that it makes sense to nonbelievers in that culture, even while it challenges and shapes Christians with the gospel.2 Its people are missional in that they are so outwardly focused, so involved in addressing the needs of the local community, that the church is well-known for its compassion. The members of a missional church also know how to contextualize the gospel, carefully challenging yet also appealing to the baseline cultural narratives of the society around them.3 Finally, because of the attractiveness of its people’s character and lives, a missional church will always have some outsiders who are drawn into its community to incubate and explore the Christian faith in its midst.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Almost everything in China was subject to a negotiation because the Chinese believe all situations are contextual. The price depended on who you were. There was the Chinese friend price (deep guanxi), the Chinese friend-of-friend price (shallow guanxi), the Chinese stranger price (no guanxi), the smart laowai price (he knew what the Chinese price was), and the sucker laowai price (usually 100 to 200 percent higher than the smart laowai price). Taking their cues from the government, which had instituted different prices for Chinese and foreigners at tourist attractions, hotels, and friendship stores, the local merchants felt no unease in gouging a laowai

Comments in the resource file provide contextual information that helps localizers more accurately translate strings.

1. The Culture Shock of Preaching 1 2. Aiming toward Contextual Preaching 31 3. Exegeting the Congregation 56 4. Preaching as Local Theology 91 5. Preaching as Folk Art

In chapter 2 1 propose that one way to bridge this gap is to view preaching as an act of constructing "local theology"-that is, theology crafted for a very particular people in a particular time and place. Like theologies that have emerged from base communities in Latin America, preaching is a highly contextual act, requiring its practitioners to consider context as seriously as they consider biblical text in the interpretive process. Indeed, if we preachers want to reflect in our own proclamation the God who became incarnate for our sakes (meeting us on our turf), to remove from our own preaching any "false stumbling blocks" that might hinder a faithful hearing of the gospel, and to bring the gospel and contemporary life together in ways that capture and transform congregational imaginations, then we necessarily must first attend carefully to the contexts in which we are preaching.

chapter 3 I turn toward the task of congregational exegesis, outlining a very practical method for interpreting congregational subcultures that can be engaged by busy pastors while carrying on the ordinary tasks of ministry. Drawing on the expertise of authors in the fields of congregational studies and cultural anthropology, this chapter identifies seven symbols of congregational life that hold particular promise for revealing cultural and theological identity, and provides interpretive frameworks through which the local pastor can deepen his or her understanding of the congregation's own worldview, values, and ethos. At stake is not only enhanced cultural understanding, but also a deepening awareness of the local theologies that already exist within the life of a congregation (beliefs regarding God, humanity, nature, time, the church, and their interrelationships). Chapter 4 then turns to the question: "So, what difference does all this make for the theology of preaching?" Here we revisit the "text-to-sermon" process (revisioned as a "con/text-to-sermon" process), observing how greater attention to congregational context at each juncture-from the selection of biblical texts for proclamation, to the pastor's initial reading of them, to the methods used for biblical interpretation, to the discernment of fitting themes and strategies for proclamation-can positively contribute toward preaching as local theology. Sermons of local pastors, preached in their own unique congregational contexts, provide real-life examples of contextual theologizing in

Finally, in chapter 5, we turn toward the art of the sermon, exploring ways in which an enhanced emphasis upon contextuality in preaching can also contribute to sermons that are more fitting for local congregations in regard to their language, illustrations, and form. Here preaching is likened to folk art-more particularly to a circular folk dance-in which the preacher stays close to the ground of the hearers, enfleshing the sermon in language, rhythms, and forms that encourage local hearers to want to put on their own dancing shoes and join in the dance of faith.

Lamin Sanneh, a Christian scholar converted from his Islamic roots in the Gambia, West Africa, now teaches at Yale University. His book Translating the Message: the Missionary Impact on Culture offers an answer to the question: Do missionaries destroy indigenous cultures?' In spite of the fact that missionaries might have come with mixed motives and even superiority complexes, they translated the Bible into indigenous languages and adapted and contextualized its message to local cultures. Sanneh observes that by translating the Bible into vernacular languages, Christian missionaries actually helped to preserve cultures and languages. According to Sanneh, rather than serving as a tool for Western cultural domination, the translation efforts of European and North American missionaries provoked: (1) vernacular revitalization: the preservation of specific cultures by preserving their language; (2) religious change: people were attracted to Christianity and a "God who speaks my language" over Islam, which is fundamentally not translatable; and (3) social transformation: the dignity associated with God speaking indigenous languages revitalized societies and laid the foundation for the eventual ousting of colonial powers.2

Whether moral decisions are evaluated by universal standards or by those of local traditions, moral conflicts are always contextual.

Salvation fits into a unified view of the entire world, and yet it is also gritty, localized, and contextual. It is grounded in concrete experiences of the world. It must always look, feel, and taste like something.

Not all of us, mind you. Some folks perceive their contextual status with relative accuracy: they’re better than the rest of us at figuring out how much control they really have over local events, for example. They’re better at assessing their own performance at assigned tasks. Most of us tend to take credit for the good things that happen to us, while blaming something else for the bad. But some folks, faced with the same scenarios, apportion blame and credit without that self-serving bias. We call these people “clinically depressed”. We regard them as a bunch of unmotivated Debbie Downers who always look on the dark side - even though their worldview is empirically more accurate than the self-serving ego-boosts the rest of us experience.