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Resource: The Whole People of God
Published
by:
Wood
Lake Books, Inc.
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What kind of resource is it? (a magazine, an idea book, a kit, a Sunday School curriculum resource, etc...)?
The Whole People of God, and its congregational resource for Native American and Non-Anglo-European Congregations comprise a Sunday School curriculum. - What is the main content (subject matter of the
resource?
Based on Lectionary Readings during liturgical seasons, this resource plans Theme Conversations based on separately listed Themes. Examples of those Theme Conversations/Themes coming from Unit 1: The Heart of the Matter (Sept. 3 –Oct. 8) are “WE are God’s beloved/What Comes from the Heart,” We are included in God’s circle/Be Open,” “God knows us by name/Who Do You Say that I am,” “ The many ways of God’s Wisdom/Ways of Wisdom,” “Praying for people around the world/Faith in Action,” and “God loves us in brokenness/Come Unto Me.” Other units are organized around central themes such as “Moving With the Spirit,” “Into the Way of Peace,” “Abundance and Challenge,” “Path of Blessing,” and “On the Wings of the Resurrection.” - What are the central goals or learning
objectives?
Integrating worship and education Encouraging a holistic approach to Scripture Encouraging family interaction Engaging the Senses Encouraging ecumenical relations Making worship truly inclusive Purposes for the various lessons are described as “To learn from what we say and do,” “To consider with Jesus how the Spirit is calling us,” “To ponder what is means to be Christian,” “To wonder about true greatness,” “To affirm the ways we participate in God’s work,” and “To meet God in painful places.” - Who are the intended users/learners/audience?
In what settings would this be a helpful resource?
Whole People of God is written to be used in a white, middle-class congregational setting. By the editors’ own confession, the writing come from such a background, and they had not imagined people of any other culture using it. To their credit, when they heard that Native congregations were adapting the material for their own use, the began an intentional process by which the resource would become more accessible and appropriate for Native American and Non Anglo-European Congregations. An extra supplement was published as a result of these efforts. - What dimensions, or areas of pluralism/diversity
does the resource primarily address?
In its language, illustrations, choice of songs, examples and themes, the Whole People of God tries to give its users a global perspective. It is a sad irony that while the writing team tried to be inclusive and pluralistic, they ignored the Indigenous communities within their own countries. Again, a supplement has been produced to address this shortcoming. - How accurately does the resource portray the
perspectives of different ethnic groups, races, religions, cultures,
lifestyles, etc.? Does it
stereotype different groups?
Oddly enough, the supplement to assist Non-Europeans in adapting Whole People of God contains some stereotypical images of Native Americans. There are black and white photographs of Caucasian ministers next to Native American leaders. The Native American people are in ceremonial dress, including headdress. The black and white nature of the images robs the Indigenous people of their ethnic appearance more than it does the white ministers. There is also an implication that the Anglo-European ministers represent Christianity while the Native Americans are pagan. Above these photographs are illustrations contrasting the stone tablets of the Ten Commandments with the peace pipe. - Do any stories included (real life, fictional,
Bible, historical) have strong ethnic characters?
No response provided. - Are the settings and experiences used as examples
in the resource ones that a variety of people can identify with?
No response provided. - Do illustrations and images have ethnic
characteristics? Are the
illustrations accurate, sensitive and technically well done?
References to ethnic groups, both in the Whole People of God and in the Native American supplement describe individuals of high moral character. - Does the resource admit, allow for, and show
conflicts and problems faced in a diverse world?
One complaint about this resource was that it came too much from an urban worldview. For example, there was a time when it asked learners to refrain from eating beef, a suggestion which completely ignored those rural communities which depend on cattle and beef production for livelihood. Both in the curriculum itself, and in the abundant editorial notes which accompany it, room is given for difference of opinion based on diversity. - Does the resource contain any words, phrases,
clichés, or concepts that are racist?
A conscious, discernable effort was made to avoid racist words, phrases, clichés, and concepts in The Whole People of God. - Is any factual or historical material accurate?
The team effort from which this resource and its supplement were produced has helped to ensure the accuracy of any historical material or other data presented as fact. - Are concepts illustrated with examples from
different cultures and lifestyles?
Concepts are illustrated with examples from different cultures and lifestyles. The Whole People of God makes reference to Martin Luther King, Jr., Desmond Tutu, and Mother Teresa. The supplement contains material discussing Chinese New Year within the context of Ash Wednesday. With the exception of a few illustrations, little reference is made to the experience of people with physical or mental handicaps. - How diverse is the writing team?
The writing team originally consisted of white, middle-class clergy and lay people. Since that time, extensive efforts have been made reach a higher quality of pluralism. - Are the materials conducive to use in a variety
of settings and contexts?
The material would be difficult to use in non-congregational settings. Adaptation is required for use in Non-European congregation. - How do the materials consider a variety of
disabilities?
Although the material does not make much reference to people with disabilities, it strongly encourages the leaders to use all of the senses in learning. This multi-sensory approach may be appreciated by people with impaired hearing or sight. - What do you see as the strengths and weaknesses
of this resource?
The strength of the material is that it tries to be inclusive and the editors openly confess their limitations. The multi-generational approach and the method of bringing education together with inclusive worship are admirable. The Supplement to help Native and Non-Anglo European Congregations adapt the resource for use in their settings is practical in some ways and makes a powerful statement in its very existence. Unfortunately, the material is very difficult to use. It is test-heavy and wordy, with the organization not always being user friendly. It is bulky and more intimidating than attractive. Some stereotyping may be found.
