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Hope in a Wor ld o f Hurt |

A Wo m e n o f V i s i o n S t u d y

t h e h e a r t o f t h e m a t t e r

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in a world of


ac k n ow l e d g e m e n t s

World Vision Resources produced this educational resource in partnership with Women of Vision. Copyright © 2009 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, [email protected]. All rights reserved. Editorial Director: Milana McLeadEditor-in-Chief: Jane Sutton-RednerProject Editor: Laurie Delgatto Author: Beth Dotson BrownContributing Authors: Laurie Delgatto, Reneé Stearns, Cynthia BreilhProject Consultants: Judy Bergman, Cynthia Breilh, Marilee Pierce Dunker, Karen Marion, Reneé StearnsDesign: Journey Group, Inc.Sales and Distribution Manager: Jojo Palmer

Printed in the United States of America

ISBN 978-09819235-2-9

The Scripture in this resource is from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright ©1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan. All rights reserved.

The quotes in lesson 2, page 8, and lesson 2, page 5, are from Bryant Myers, as found in Walking with the Poor (Maryknoll, NY: Orbis Books 1999), pages 13, 51, and 81-82. Copyright © 1999 World Vision International. All rights reserved.

The quote found in lesson 3, page 8, is from Mother Teresa in No Greater Love (Novato, CA: New World Library 2002), page 46. Copyright © 2002 New World Library. All rights reserved.

The quotes found in lesson 4, pages 2 and 7, are from A Citizen’s Guide to Advocacy (Federal Way: WA, World Vision, Inc. 2008), pages 6 and 9. Copyright © 2008 World Vision, Inc.

Instruction on advocacy in lesson 4 is drawn from ”Stewarding Our Influence for Justice: Fulfilling Our Biblical Mandate to Speak for the Voiceless,” January 2009, by Tim Dearborn, director of Christian commitments for World Vision International.

The litany prayer found in lesson 4, page 9, was used on Sept. 25, 2008, at an Interfaith Service of Recommitment and Witness to the Achievement of the Millennium Development Goals, at the Cathedral Church of Saint John the Divine in New York City, by the Ecumenical Women of the United Nations. All rights reserved. Used with permission.

During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources.

cover photo by andrew goodwin/world vision 2009


s e r i e s ov e rv i e w

The Heart of the Matter is a biblically based, interactive study series that focuses on three areas: how Christians are called to respond to the needs of the poor (Hope in a World of Hurt); the root causes of poverty and how transformational develop-ment brings hope and lasting change to communities and individuals (Communities Transformed with Change that Lasts); and the ways in which extreme poverty and injustice uniquely impact the lives of women and children (Touching the Lives of Women in Poverty).

The study offers opportunities to:» explore Scripture. » personally reflect, share, and pray about injustices in the world.» develop a greater understanding about poverty and oppression.» participate in interactive learning experiences. » learn about the transformational work of World Vision.

The combination of video, printed material, discussion and reflection questions, simulations, quizzes, and other learning activities contribute to a multifaceted, creative learning experience that is easy to lead and engaging for all participants.

st u dy ov e rv i e w

Hope in a World of Hurt includes four lessons:

1. called to imitate christ Jesus demonstrated His heart for the poor through His life, His words, and His deeds. He fed the hungry, healed the sick, and honored the small gifts of the poor more than those of the rich. Jesus showed us how to love.

2. the curtain that veils Poverty We must seek to see those who are poor through the eyes of God—as precious women, children, and men whose very hairs are numbered, just like ours.

3. the multiple causes of Poverty Jesus sought to understand the circumstances of all those He came across, inclu-ding and especially the most vulnerable. With Jesus as our model, we too must seek to understand the circumstances that create and perpetuate poverty and oppression in the world and discern our call to serve “the least of these.”

4. giving voice to the voiceless Scripture calls all followers of Jesus to imitate Him in word and deed. Sometimes that means doing more than feeding the hungry and clothing the naked. It calls on us to give voice to the voiceless and speak out for those who have not yet had an opportu-nity to develop their own voice or make themselves heard among decision-makers.


u s i n g t h i s st u dy

this study is ideal for a group setting, although individuals can easily adapt it for their use. Each lesson is designed for a 60 to 90 minute timeframe. Some lessons might take a bit longer, so choose the sections and activities that work best for you or your group.

l e a d i n g g r o u P l e s s o n s

if you are leading a group, please review the Leader Notes that accompany each lesson. Leader Notes, handouts, and other resources are available at www.womenofvision.org/heart. These notes will help you facilitate a smooth-flowing exchange among group members to build community, deepen faith, and increase knowledge.

Read each lesson before you facilitate it; then use it creatively to meet the needs of your group members. Knowing your audience will help you determine which strategies will work best. Some activities require preparation. Expect to spend 20 to 30 minutes preparing for each lesson—praying, reading, working through transitions, and contextualizing material. Also review the list of required materials, which often include downloadable resources from the Web site noted above.

i n d i v i d ua l st u dy

if you prefer to work through this study on your own, you can do so with some minor adaptations. In addition to the lessons here, the Web site noted above provides resources and a discussion board where you can build community with others who are also participating individually.

handouts, videos, and additional resources

each lesson includes a list of required supplies and materials. All handouts, videos, and resources needed for each session can be downloaded from www.womenofvision.org/heart.

Hope in a Wor ld o f Hurt : Lesson One | Page 1

ov e rv i e wJesus demonstrated His heart for the poor through His life, His words and His deeds. He fed the hungry, healed the sick, and honored the small gifts of the poor more than those of the rich. Jesus showed us how to love.

k e y s c r i P t u r eJohn 13:34

e s s e n t i a l Q u e st i o nWho are our neighbors, and how do we love them?

l e s s o n g oa l s» Develop a greater understanding of God’s heart for those who are poor.» Reflect on God’s personal call to each of us and our response.

m at e r i a l s Pen, Bible, computer with Internet access, candle (optional).

o n l i n e r e s o u r c e s from www.womenofvision.org/heart» “God’s Heart for the Poor Gallery Walk” handout» “Precious In His Sight” video» “Prayer at 14,000 Feet in the Andes” handout» “A Response to Homelessness” handout» “Five Days of Hunger” video» “History of World Vision” handout» “History of Women of Vision” handout

ag e n da» Introductions and opening prayer» View “Precious in His Sight” video (9 minutes)» Reflect on Scripture» Consider the situation in our world today

Lesson one

called to imitate Jesus

» Choose a personal response» Close in prayer » Review homework and further

study suggestions

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i n t r o d u c t i o n a n d o P e n i n g P r ay e r

1. take some time to consider the following questions. Then share your responses with the group or journal about them in the space below:

» What one issue do you hope to have resolved as a result of this study?

» Have you had an awareness-raising experience with local or global poverty? If so, describe it.

2. offer a prayer. Pray for guidance while exploring God’s call to serve those in need. Spend a few minutes in silent meditation, concentrating on opening your heart and mind to where this study might lead you.

v i d e o

1. view the video “Precious in his sight.” It provides a brief overview of the plight of the world’s children living in poverty, raises some of the key issues, and explores current efforts to bring hope and sustainable change aimed at the root causes of poverty.

2. share or journal about your impressions, thoughts, and feelings.

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Which of these responses best describes your reaction, and why?[ ] I want to know more right away.

[ ] I feel too helpless to care for those in poverty.

[ ] I want to get on a plane to begin helping now.

[ ] I don’t understand the needs.

[ ] Other: (explain)

s c r i P t u r e r e f l e c t i o n

1. read John 13:34. The Gospel of John gives us a direct command that seems simple. What could be easier and more fulfilling than loving someone? The first time a parent or a proud aunt opens her arms to a newborn baby, her heart can feel like it’s going to burst with love. This feeling repeats throughout life, at birthdays, graduations, weddings, and in the daily smiles and hugs shared among friends and family.

But when we are asked to widen the circle of our loving relationships to strangers in our communities and people we’ve never met, it can become more of a challenge. This causes us to ask questions:

» Who is my neighbor?

» What does loving them look like?

» How do I respond?

If we are to be disciples of Jesus, we

must love one another as God loved us. Not only love, but love as

Jesus loves us.

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Consider the questions in light of these examples:» Someone in the Middle East is suffering from war-induced hunger. » A homeless person asks for money. » A young boy in Tanzania is denied the opportunity to attend school because he

cannot afford the mandatory uniform or school supplies.» Many women in developing countries walk miles each day to bring even dirty

water to their families.» Two million children a year are forced into labor or prostitution to earn

income.» Two thousand children die each day from malaria, which has been eradicated

in North America and Europe.» Women and children fleeing domestic violence and living in shelters or on the

street may not have health care.

The command Jesus gave His apostles makes it clear to each of us. If we are to be disciples of Jesus, we must love one another as God loved us. Not only love, but love as Jesus loves us. That’s quite a challenge coming from someone who sacrificed His very life!

Share or journal your responses to the three questions above.

2. read luke 4:18, then share or journal your response to the following question:

a. What leaves a deep impression on you about Jesus’ life and ministry on earth?

Loving as Jesus loves is a daunting task

when we look at the state of the world

today. But daunting does not mean

impossible. Scripture provides us with

countless examples of how to love our

neighbor.

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b. We can compare how Jesus began his public ministry to today’s politicians and company chiefs. For example:

» When a politician announces his or her candidacy, the announcement typically includes a platform—the things the politician plans to do.

» When a company names a new CEO, he or she calls the employees together to share the company’s new agenda and direction.

» When a church gets a new pastor, the first sermon is well-attended because everyone wants to find out what’s foremost on the new pastor’s heart.

It was the same with Jesus’ inaugural sermon. He set out his platform, laid out a new direction, and demonstrated what was on His heart. He set forward His concern for the poor and called on the people to join Him in His work of loving.

Loving as Jesus loves is a daunting task when we look at the state of the world today. But daunting does not mean impossible. Scripture provides us with countless examples of how to love our neighbor.

3. read luke 10:30–37, then share or journal your response to the following questions:

» Which person in this story do you most identify with? Why?

» When have you either passed by or stopped for a stranger who needed help? How did that make you feel?

» Why do you think so many in our society choose to not get involved?

» Who is most commonly shunned in our society?

» What is the message of this parable to us?

Optional questions for further reflection or discussion:» Whom does the priest in this parable represent?

» Whom does the Levite in this parable represent?

» What is the significance that it was a Samaritan who had compassion and showed mercy to the beaten man?

News of the world can lead us down a dark path of fear. But as children of a loving

God, we know there’s an alternative that

offers light and hope.

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c o n s i d e r o u r wo r l d t o day

1. most of us don’t have to look far to see people in need—they live on our block, attend our church, or check out in front of us at the grocery store. Yet, when confronted with someone who needs assistance, we are often either uncertain how to help or hesitant to get involved. In some cases, it is easier to tell ourselves that it isn’t our business.

Share or journal about a time you have experienced discomfort or uncertainty when confronted by need.

2. consider the following:Sometimes we encounter the problems of the world not through individual contact, but through the media. These 2009 headlines are from The New York Times:

“Rebels Kill at Least 620 in Congo, Groups Say”“Kidnappings in Mexico Send Shivers Across Border”“Suicide Attack Kills 24 at Iraqi Tribal Gathering”“Unemployment Soars to Highest Level in 16 Years”“Afghan Girls, Scarred by Acid, Defy Terror, Embracing School”

Then there are statistics:» More than one-third of the world’s population lives on less than two dollars a

day, and nearly one-sixth live on less than one dollar per day. Source: World Bank World Development Report, 2008

» Some 854 million people worldwide, or one out of seven, lack enough to eat; 820 million of them are in developing countries.

Source: FAO State of Food Insecurity in the World, 2006

» According to UNICEF, about 26,000 children under the age of 5 (21 each minute) die every day, mainly from preventable causes.

Source: uNICeF

Women are among those in greatest need, particularly in developing countries where traditions perpetuate discrimination. When women toil in burdensome conditions, children also feel the weight of the hardship.

News of the world can lead us down a dark path of fear. But as children of a loving God, we know there’s an alternative that offers light and hope.

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3. read the handout “Prayer at 14,000 feet in the andes” oryour group leader will guide you through a “gallery viewing.” Spend a few moments viewing each image and reflecting on the Scripture passages about God’s heart for the poor. What words or phrases stand out; what images come to mind? Share or journal about your impressions.

c h o o s e a P e r s o n a l r e s P o n s e

share or journal about the following questions:» What is your reaction to the poverty facts presented earlier?

» What are some alternative responses or actions to apathy or paralysis?

» How might coming alongside those in poverty also be transformational for the less-poor?

» What tugs at your heart? What issues do you feel passionate about?

» What does it mean that you might be the answer to someone’s prayer?

» What might God be calling you to do?

c l o s i n g P r ay e r

read matthew 5:14–16 and matthew 25:34-40. Light a candle (optional) and spend a few moments in prayer. Pray for people around the world who are crying out to God about the needs in their families and communities. As followers of Christ, we are called to be light and hope for the world.

h o m e wo r k fo r n e x t s e s s i o n

All resources are available at www.womenofvision.org/heart.

1. read and study the next week’s lesson.

2. read homework (online or as handouts): “A Response to Homelessness,”

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“The History of World Vision,” and “History of Women of Vision.”

3. view video online: “Five Days of Hunger” (12 minutes)

4. reflect and journal for the next lesson: How would you feed your family if all you have is $2 per day? Try it, just for one day. What foods could you buy? How many meals would you eat? Alternatively, take some time to brainstorm a possible plan to live on $2 day for five days.

Jot down some ideas here:

In Jesus’ time, everyone was poor except a very few rich people. Today, 2 billion of the world’s 6 billion people are extremely poor, meaning they live on less than $2 a day—not what two U.S. dollars would buy in their countries, but the equi-valent of what $2 would buy in the U.S. This would be like living for a year on a combined income of $730 from private sources (what you and your family can earn) and public sources (taxpayer benefits).

Relative poverty (North American or European poverty) exists when some people in a community, region, or nation have incomes that are vastly unequal. The social fabric of any community can be severely stressed by such extreme differences in wealth when some live in squalor and others collect luxury goods.

reflection QuestionHow would you feed your family if all you have is $2 per day? Try it, just for one day. Alternatively, take some time to brainstorm a possible plan to live on $2 day for five days.


fo r f u rt h e r st u dy

Read under the Overpass: A Journey of Faith on the Streets of America by Mike Yankoski.

a d d i t i o n a l s c r i P t u r e s fo rP e r s o n a l st u dy

» Leviticus 23:22» Deuteronomy 24:14-15» Job 5:15-16» Psalm 14:6» Psalm 35:10» Psalm 140:12» Isaiah 41:17» Isaiah 58:6-9» Isaiah 61:1-3» James 1:27

lectio divina or “divine reading”Using the Scriptures above, try this traditional contemplative practice to listen deeply to what God has to say—to “hear with the ear of our hearts.”

1. Read one Scripture each day. Read aloud if you can.

2. After the first reading, sit in silence for a few moments.

3. Slowly read the same passage a second time. Listen for a word or phrase that touches your heart. Reflect on the word or phrase during the silence that follows.

4. Read the passage a third time. Where do you see or hear Christ in the text? Is there an image that comes to your mind?

5. Read a fourth and final time. What is Christ calling you to do or be, today or this week, through this text?

+

Hope in a Wor ld o f Hurt : Lesson One Handout | Page 1

a few years ago, my wife and I traveled to Peru. We were there with a film crew, trying to capture some before-and-after stories that would appear on one of our World Vision TV specials. We wanted to show our viewers the difference in the lives of the poor after World Vision had worked in their communities for several years, proving to them that we can have a transforming effect in people’s lives and literally restore hope to their part of the world.

On one particular day, we were traveling high up in the Andes Mountains to film one of the “before” stories. It was there that God taught me something about the people behind the statistics—because it was there that I met a woman I will never forget. Her name was Octaviana. These are the field notes I wrote as I returned home a few days later:

Today our travel took us two hours from Cusco, high up in the Andes to a mountain community called Callqui Central. Our vehicle left the main road and began the arduous ascent up a winding and treacherous dirt road to an elevation of 14,000 feet–-almost the equivalent of Mt. Rainier’s summit near where I live in Washington State. On this gloriously clear and sunny day, the views of the surrounding peaks and valleys were spectacular. This was literally a natural paradise . . . Shangri-

La in this mountain range, second only to the Himalayas in their grandeur. Adding to this natural beauty were the occasional adobe brick houses with sheep, llamas, and alpacas grazing on the slopes . . . and the remarkable people-—native Peruvian Indians adorned in festive colors with brightly woven shawls and skirts with their distinctively colorful hats. Children waved eagerly at the rare sight of a vehicle passing through. Most women carried infants slung over their backs.

In the United States, this would be priceless land, dotted with

Lesson One Handout

Pr ayer at 14,000 feet in the andesBy Richard Stearns

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resort hotels, ski lodges, and condominiums. But here the natural majesty was a deceptive veil hiding the suffering and poverty of these beautiful people.

We stopped in front of a small adobe structure and were greeted by a remarkable woman, Octaviana, and her three children–-—Rosamaria (9), Justo (6), and Francisco (4). This was an exciting day for them because of our visit.

We entered this small, one-room structure with walls and floor of dirt. We sat and let Octaviana tell us her story. She was widowed just nine months earlier. Her husband succumbed to respiratory problems and suspected tuberculosis, leaving Octaviana and the children alone to fend for themselves in this harsh mountain environment. She wept in despair as she described the loss of the man that was her provider, her husband, her children’s father, and her friend. She spoke of her loneliness and her fear, with no one but her and the children to carry on the strenuous work of raising sheep, growing crops, and the daily struggle just to survive.

In this “paradise” we had found pain and suffering. No heat, no lights, contaminated water, and little food. The entire family was sick with parasites and respiratory disease. The children had to stop attending school to help with the heavy workload, and on top of it all, Octaviana was struggling to pay a $300 debt her husband had incurred buying his livestock. Worst of all, her only source of income, her small flock of sheep, were dying of some disease. She could no longer sell them at the market; she could only bury them.

Octaviana’s story, sadly, was not unique. Each of the families in this region had their own tale of sadness, sickness, and death. These magically beautiful people in this breathtaking setting suffered deeply and anonymously. How rarely do we pause to remember the poor, to consider their suffering? Some, like Octaviana, are 8,000 miles away and even more remote from us culturally. Some are just a few miles away, yet their pain is real whether we know of it or not. They suffer alone, with no one to hear their cry.

Lesson One Handout continued


I asked her what she prayed for, because I could tell she was a woman of deep faith. She said that she prayed to God that He would not forget her and her three children on that remote mountain–-that He would help her carry this burden and that He would send help. And as I held her hand and prayed for her, God revealed to me a profound truth–-that I was the answer to Octaviana’s prayer. Eight thousand miles from my home in Seattle, 14,000 feet up in the Andes Mountains, she had cried out to God for help, and He had sent me. God had sent me to help her, He had sent me to comfort her in her suffering, and He had sent me to be Christ’s love to her. She had prayed and I was God’s answer, I would be God’s miracle in her life. And then the even bigger truth washed over me. I could see that all across the world people were crying out in desperation to God for help, for comfort; widows, orphans, the sick, the disabled, the poor and the exploited. These millions of prayers were being lifted up to God, and we, each of us who claim to be His followers, were to be His answer. We were the ones who would bring the “good news” of Christ to the poor, the sick, and the downtrodden. God had not turned His back on the poor in their suffering. God had sent us. This was the good news of the gospel–-good news indeed for the poor. I will return to my comfortable home in a few days. I’ll tuck my children into their comfortable beds and read them a story. The familiar routines of my life will resume again. But tonight, Octaviana is still on that mountain in her run-down adobe house. She will sleep on the hard floor with her three children coughing and shivering through the night–-hungry and afraid, and she will pray again to her God. I promised her that I would not forget her. I promised her that I would help. I promised her that I would be the answer to her prayers. May God help me to keep those promises.

I promised her that I

would not forget her.

I promised her that I

would help.



PostscriptAfter my visit, World Vision did come alongside Octaviana and her children, bringing clean water and latrines to her and her community, helping her with food and nutrition through improved gardening, and training her in basic health and sanitation. But with the poor, not all stories have happy endings. Several years after my visit, it was discovered that Octaviana had advanced breast cancer. Virginia, one of World Vision’s caregivers, walked with her through her illness, taking her to the health center in Quiquijana and then to the main hospital in Cuzco, looking for a relief treatment, since she was in a great deal of pain. World Vision made arrangements for a surgery that allowed her to live for another year. Meanwhile, Virginia visited her constantly and made contact with the local church for additional spiritual support. When Octaviana died, World Vision paid for all of her funeral expenses. After her death, Virginia looked for a safe place for her three children.

In addition to the children I wrote of in my field notes, Octaviana also had older children, who had grown up and left the community. Her oldest son, Florencio, who had a family of his own, agreed to take in the three young children. World Vision then committed to help Florencio support his expanded family. He came to participate in World Vision agriculture and livestock programs. He was given guinea pigs for breeding—a food source in Peru—and also received technical assistance to run his farm plot and raise his animals. World Vision also provided medicines and extra food for the family for the first few years, and the children received school supplies for the duration. Today, Justo and Francisco still live with Florencio in his community.

Octaviana, a courageous woman whom I met only briefly, enriched my life and taught me much about faith, perseverance, and prayer. She had no title, rank, or formal education, and she lived thousands of miles from me both geographically and culturally. But she blessed me deeply through the few hours we spent together. Jesus said that when we feed the hungry, visit the sick, and clothe the naked, we are doing the same for Him. The day I met Octaviana, I saw Jesus in her eyes. I’m certain I did.

Excerpted from A Hole in The Gospel (Nashville, TN: Thomas Nelson 2009), pages 164-168. Copyright © 2009 World Vision, Inc. Used by permission of Thomas Nelson. All rights reserved.



melody ip, a world vision employee who works in Seattle, shared one of her concerns: How should I react when I see a homeless person? The person’s situation is usually obvious; perhaps he’s wearing torn, dirty clothing; his beard is overgrown; and he smells bad. Do you walk by but avoid contact? Give him money? Buy him food?

In searching for answers, Melody discovered that the state of Washington ranks in the top 10 U.S. states for high homeless populations. It’s easy to assume the homeless are addicted to drugs or alcohol, but other primary reasons for homelessness include poverty and lack of affordable housing, chronic health problems or mental illness, and divorce or domestic violence. Economic downturns in society also can cause responsible workers to lose their jobs, rendering them unable to pay the rent. They might end up on the street, struggling to feed their children. These traumas can leave a person devastated and with few options.

Melody’s research suggested we should be ready, willing, and flexible when encoun-tering homeless people. Sources she consulted recommend not giving money, but offering to buy them food or take them to lunch if they’re hungry. It’s also possible to hand out water bottles, energy bars, or other packaged foods.

Carol Osher, a volunteer coordinator for Seattle’s Union Gospel Mission, suggests avoiding hard foods because homeless people often aren’t able to take care of their teeth. She also recommends giving out white cotton socks because, next to teeth, feet are the first to go. A caring way to help the homeless is to buy socks and fill them with practical items like a toothbrush and toothpaste, soap, bottled water, deodorant, crackers, a gift certificate to a local restaurant, and a Scripture verse of blessing.In addition, shelters and homeless organizations need volunteers for everything from teaching to stuffing envelopes.

Even the simplest act can have the most profound affect. Osher says homeless people need others to recognize that they are human beings, not just objects that can be passed by with no human contact. We can make a profound difference in the life of someone who feels invisible simply by looking them in the eye, smiling, and saying hello. If you feel it’s safe and appropriate, you might even stop for a few minutes to ask how the person is doing. Allow yourself to be used as an instrument of God’s love. A single act of kindness can change a life.

Copyright © 2009 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, 253-815-3320, [email protected]. All rights reserved.

Lesson One Handout

a resPonse to homelessness

Allow yourself to be used as an

instrument of God’s love.

A single act of kindness can

change a life.

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world vision is a christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice.

the 1950s Dr. Bob Pierce began World Vision to help children orphaned in the Korean War. To provide long-term, ongoing care for children in crisis, World Vision developed its first child sponsorship program in Korea in 1953. As children began to flourish through sponsorship in Korea, the program expanded into other Asian countries and eventually into Latin America, Africa, Eastern Europe, and the Middle East.

Today, monthly contributions from child sponsors enable World Vision to help children and their communities access to things like clean water, nutritious food, education, health care, and economic opportunities.

1960sWorld Vision began its global relief efforts in the 1960s, delivering food, clothing, and medical supplies to people suffering after disasters. World Vision began soliciting clothing and other surplus products from corporations to help meet the immediate needs of children and families in emergency situations. These gift-in-kind donations now account for roughly 30 percent of World Vision’s income.

1970sDonations continued to increase, and World Vision was able to reach thousands more children. At this time, World Vision recognized the growing need to work with entire communities to help children and families break free from poverty. Staff began incorporating vocational and agricultural training for families into sponsorship efforts, and parents learned to farm and started earning money through small enterprises.

These efforts to effect sustainable change evolved into World Vision’s current community development work. Long-term development has proven central to bringing lasting hope. After meeting immediate survival needs, World Vision works with communities to help them find lasting solutions and move toward self-reliance.

1980sA major benchmark of World Vision’s growth occurred in the mid-1980s, when famine struck Ethiopia. The media coverage created unprecedented awareness of

Lesson One Handout

history of world vision

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human need, and people throughout the world responded to the relief efforts. From 1981 to 1985 World Vision provided annually $64 million worth of food, medical assistance, and other emergency aid, saving tens of thousands of lives.

Once the immediate crisis subsided, World Vision began long-term efforts to help Ethiopians rebuild their lives. Today, some regions that were once parched and full of death thrive with nutritious crops, fresh water, and hope for the future.

Also in the 1980s, World Vision began drilling wells in communities, causing infant mortality rates to drop. World Vision often uses clean water as an entry point into communities, following with other activities that create change. Once the pump is installed, World Vision trains community volunteers to become health promoters, who, in turn, teach their neighbors how to use fresh water for better health. World Vision offers classes to villagers in health care, gardening, irrigation, and income generation. Villages evolve from poverty-stricken, illness-plagued communities to thriving, self-supporting, healthy ones.

1990sIn 1990, World Vision began addressing the urgent needs of children in Uganda who had been orphaned by AIDS. Recognizing the magnitude of the AIDS pandemic and its serious impact on decades of development efforts, World Vision began expanding its AIDS programming into other hard-hit African countries.

In Romania, World Vision worked with the long-neglected orphan population and provided training to health-care workers. In Somalia, World Vision joined United Nations peacekeepers to help millions affected by the civil war. World Vision launched the 30 Hour Famine in the U.S. early in the decade to help young people experience the effects of hunger firsthand and raise funds to make a difference for hungry children around the world. In the U.S. alone, 485,000 youth now raise more than $11 million every year through the Famine.

World Vision also began actively promoting justice for children and the poor, calling for an international ban on land mines, an end to child exploitation, and equal opportunities for female children.

2000 and beyondIn the year 2000, World Vision launched the Hope Initiative to call Americans to


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respond to what had become the greatest humanitarian crisis of our time: HIV and AIDS. By 2006, nearly 399,000 orphans and vulnerable children were sponsored in AIDS-affected communities. World Vision is helping turn the tide against AIDS worldwide by caring for orphans and vulnerable children, preventing the spread of HIV with education based on biblical principles, and advocating for effective programs that transform communities and save lives.

Following the September 11 terrorist attacks, World Vision assisted New Yorkers who were not covered by other aid programs. World Vision also established emergency food programs for more than 1 million people in Afghanistan.

In 2002, World Vision, along with other non-governmental organizations, received one of the largest emergency relief grants in history to provide food and related assistance to tens of millions of Africans affected by the decade’s worst famine in Southern Africa.

World Vision has continued to advocate justice by helping to stop the flow of conflict diamonds fueling civil wars in Africa; deterring sex tourists who prey on innocent children abroad; and calling for an end to the use of child soldiers in northern Uganda. When massive tsunamis devastated South Asia in December 2004, World Vision’s 3,700 local staff began responding immediately with life-saving aid. Generous donor gifts are enabling World Vision to help families rebuild their lives with new homes, schools, clean water, health care, and economic opportunities.

Copyright © 2009 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, 253-815-3320, [email protected]. All rights reserved.a

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women of vision is a volunteer ministry of World Vision that unites Christian women called to invest their time, intellect, compassion, creativity, and finances so that impoverished women and children might find hope and experience a tangible expression of God’s love. We are women of diverse ages, backgrounds, and circumstances—united in Christ to serve and walk alongside those in need so that, together, we can experience life in all its fullness. Recognizing the enormous needs in our world, we seek to educate and motivate women in our communities to become women of action in helping create a brighter and healthier future for suffering women and children. Women of Vision challenges women throughout the U.S. to help change these statistics by providing help and hope to women and children in our communities and throughout the world.

Contact us: Women of Vision World Vision P.O. Box 9716 Federal Way, WA 98063-9716 toll free: 1.877.WOV.4WOV (1.877.968.4968) [email protected]


history of women of vision

Lesson One Handout

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Hope in a Wor ld o f Hurt : Lesson Two | Page 1

Lesson two

the curtain that veils Povertyov e rv i e wWe must seek to see those who are poor through the eyes of God—as precious women, men, and children whose very hairs are numbered, just like ours. These are people with names, dreams, and families who love them.

k e y s c r i P t u r eGenesis 1:27

e s s e n t i a l Q u e st i o nHow do our personal experiences influence our interpretation of the world—specifically, our perceptions of those living in poverty?

l e s s o n g oa l s» Develop a greater understanding of how we view those living in poverty.» Consider the assumptions with which we view other people and identify some of

our own biases.» Reflect on our relationship with those who are poor in our world.

m at e r i a l s Pen, Bible, candle (optional)

o n l i n e r e s o u r c e s from www.womenofvision.org/heart» ”Seven Steps to Poverty” handout» ”A Framework for Understanding Poverty” handout

ag e n da» Welcome, opening prayer» Explore stories about the kinds of poverty participants have encountered» Reflect on Scripture» Consider how those living in poverty see themselves» Choose a personal response» Close in prayer» Review homework and further study suggestions

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1. consider the following questions. Then share your responses with the group or journal about them.

» When and where have you encountered someone whom you consider to be poor? Describe your interaction.

» How would you feed your family on a severely limited income? For your homework assignment, you planned how you would feed your family on $2 per day. In groups of three or four, share your plan and what kind of skills, resources, and talent you would need to keep your family alive in those circumstances. (If you are working through the lesson on your own, you can post comments on the Bulletin Board at www.womenofvision.wordpress.com.)

2. offer a prayer. Pray for open eyes and an open heart to see others as Jesus sees them. Spend a few minutes in silent meditation, concentrating on how this lesson might change your perceptions and responses toward those who live in poverty.

e x P l o r e st o r i e s 1. read the following story:

Like many other young women, Della is spending this spring planning her June wedding. After years of struggling through wrong relationships, she has finally met the man of her dreams, the man who has promised to care for Della and her children as her faithful husband.

They’re planning a small wedding—a few family and friends who will gather at the home of Della’s parents. Their preacher will perform the outdoor ceremony under shade trees with green mountains as a backdrop. Della’s aunt will make the cake, and other family members will prepare a light lunch for the guests. A neighbor will provide music to add to the celebration.

With the plans going so smoothly, Della begins to search for her wedding dress. She wants to be a traditional bride with a floor-length white gown and veil. She searches area second-hand stores and locates a white dress. The short-sleeved beauty fits Della and matches the season. The day is nearing, and Della is almost ready. The one thing she lacks is a veil.

(continued next page)

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When her sister is able to borrow a car, the two women drive to a shopping mall an hour from their home. Della rarely leaves her small community, and going to an un-familiar place makes her nervous. With her sister by her side, she walks into the mall and keeps her eyes on the floor. She knows she doesn’t look quite like everyone else. She’s overweight, doesn’t wear makeup, and never has time to think about her hair. She’s happy to escape the eyes of people in the mall when she walks into the store that she heard sells veils.

It’s a small store with an attractive floor display of furniture and silk-flower arrangements. As she walks deeper into the store, Della sees the furniture displays replaced by tall shelves of household décor. Then they arrive at the wedding aisle where napkins, flowers, ribbons, and other wedding accessories fill the shelves.

As Della reaches for a veil to try it on, a sales clerk materializes. She stretches around Della and, without a word, moves the veil to a high shelf that Della cannot touch. Della’s eyes return to the floor, and she and her sister hurry out of the store and the mall to return home.

2. share your reactions to the following questions after hearing this true story:

» Why do you think the sales clerk reacted as she did?

» Why do you think Della and her sister didn’t ask the sales clerk to get the veil for them?

3. consider these questions for further reflection or discussion:» Where do you think Della lives?

» Why do you think Della kept her eyes on the floor?

» What assumptions did the sales clerk make about Della?

» What assumptions did Della make about herself?

Note: The story above is a true story of a young bride’s experience in Appalachian Kentucky.

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4. consider the following:Because of where we were born, who raised us, our genetic traits, our life experien-ces, our culture, our education, and myriad other influences, we each see the world in a way that no other human being precisely replicates. Because of this, each of us brings distinctive gifts to the world. We also bring our particular biases, or lenses, through which we view people and situations. Sometimes our assumptions reveal that we see those in poverty as inferior or objects that need our help—as people who do not understand their own conditions as well as we do.

5. list some of the assumptions our society makes about poverty or the poor:

6. consider the following questions about your own life:» Has anyone ever assumed something about you that you felt wasn’t true? How

did that make you feel?

» When have you assumed something about someone else that you discovered was false?

» Share your thoughts about the questions above or journal your responses below.


1. read genesis 1:27 and Psalm 139.

a. Make a list of characteristics or traits that reflect God’s image.

Each of us brings distinctive gifts to the world. We also bring our particular biases.

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b. Share or journal your response to the following questions:» Which aspects of God’s image are reflected in those who are not poor?

» Which ones are reflected in those who are poor?

» Are there aspects of God’s image that are better reflected in the poor and that can encourage and inspire those who are not poor?

c. Consider the following:When we see those in poverty as God sees them, we will glimpse His image in their faces. Mother Teresa once referred to the poor as “Christ in His most distressing disguise.”

A grandmother in Appalachia who was speaking with a reporter took exception to the term poor because she felt she wasn’t any poorer than the next person. She might have little money, live in a house that needed repairs, and not have as much educa-tion as the next person, but she also has a rich relationship with God and with her family. “What right does anyone have to call me poor?” she asked.

In our society, we generally refer to people who lack in materials goods, income, and education as poor. As we move forward in our quest to better understand the causes of poverty and what a community of poverty is, let’s try to see our brothers and sis-ters through the eyes of God, as precious women, men, and children whose very hairs are numbered, just like ours. These are people with names, dreams, and families who love them. How we regard the “least of these” is an indication of how we regard Christ.

2. read luke 12:7 and matthew 25:34-40. discuss or journal about what Jesus says regarding the value of the “least of these.”

Mother Teresa once referred to the poor as

“Christ in His most distressing disguise.”

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c o n s i d e r o u r wo r l d t o day

1. read the following:The San people are descendants of those who lived in what is now South Africa and Botswana. They are the original human inhabitants of sub-Saharan Africa.

The San were hunter-gatherers, and some of them still survive in small numbers in the Kalahari Desert. They are small in stature, their skin is brown, and they use unique “click” languages.

In response to hearing the gospel story, a San woman sitting around a campfire in the Kalahari Desert said she felt it is possible that God would let His Son die for a white man, and maybe for a black man, but she could never believe God would allow His Son to die for a San woman. In her marred image, she saw herself as having no value and had no idea why she had been created. She was twisted by the “poverty of being.” This state of mind and heart can become permanent.

Share or journal your response to the following questions. » What might have influenced this woman to see herself this way?

» What do you think is needed to help someone recover from this kind of poverty?

2. read and role-play:Consider the situation of people throughout rural India. Life in India is heavily influenced by a caste system. In this system, ruling groups believe they have earned their position through previous faithful lives. Those who are poor, however, are believed to have inherited more difficult living conditions because of sin and unfaithfulness in their previous lives. Therefore, lessening their poverty would negate the consequences of sin.

This leaves some without access to clean water because people from a higher caste do not want to share their water source. The high-caste people might not believe that people who are paying for past sins deserve access to water. Higher-caste people might also fear that the lower caste will contaminate their water if they use it. So even when the only water source is in a neighboring village, belonging to those from a higher caste, it is off-limits to the lower caste.

There are also times when it’s beneficial to those in power for someone to remain poor. For example, if a money lender in India gets his wealth from lending to the

The San woman could never believe God

would allow His Son to die for a San woman. In her marred image,

she saw herself as having no value and had no idea why she

had been created.

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poor at exorbitant interest rates, then the money lender’s wealth relies on people continuing to live in poverty.

Below you will find descriptions of some of the roles found in the caste system in india. Take some time to read about each role and think about life from each person’s perspective. If you are gathering with a group, consider role-playing—assigning each role to a group member and inviting them share the perspective of the person portrayed in the description. If you are doing this study on your own, choose one or two roles and journal what it might be like to be in this role.

thobias is the local Brahmin leader. He feels that as a member of the highest caste, he has paid for previous wrongs and now deserves to live the good life. His home is near the border between his village and the next village where a group of “Untouchables,” the lowest caste in India, lives. Thobias has a well in front of his house that several Brahmin families use. He is steadfast in refusing the Untouchables to use the well, fearing they will contaminate it.

lu is the local money lender. She lives in a nice house and has what she needs to care for her family. Her business is on the village border where the Untouchables can access it without walking through the village. She charges an extremely high interest rate on all of her loans, which makes her business profitable. After initially agreeing with Thobias about the well, Lu tries to change his mind. She suggests he charges a fee for others to use the well, and she offers to handle the transactions. She fears that if they don’t allow it, a Western aid worker will help the Untouchables dig their own well and maybe even irrigate their fields—then their lives might improve, and they wouldn’t need her services.

nirmala is a widowed mother of four and an untouchable. She leaves her 7-year-old in charge of the other children as she makes the daily 90-minute walk to retrieve water for her family from a polluted pond. The water she brings home has made her 6-month-old very sick, and now Nirmala is also ill. Nirmala doesn’t believe she can sustain her daily treks, and she thinks this is a sign that she and her children are destined to die.

amita is nirmala’s sister who has moved away from the village and returned to visit. Amita has been to university and lives far away in Delhi. She and her husband both have jobs with a human rights organization. Amita insists that Nirmala approach the Brahmins to use their well.

He feels that as a member of the highest caste, he has paid for previous wrongs and

now deserves to live the good life.

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Share or journal your responses to the follow questions:

» What is Nirmala’s problem?

» What seems to be the cause, or causes, of Nirmala’s problem?

» How might a situation like this play out in our own society, even without the limitations of caste?

3. read the following: “The poor are poor largely because they live in networks of relationships that do not work for their well-being. Their relationships with others are often oppressive and disempowering as a result of the non-poor playing god in the lives of the poor. Their relationship within themselves is diminished and debilitated as a result of the grind of poverty and the feeling of permanent powerlessness. Their relationship with those they call ‘other’ is experienced as exclusion. Their relationship with their environment is increasingly less productive because poverty leaves no room for caring for the environment. Their relationship with the God who created them and sustains their life is distorted by an inadequate knowledge of who God is and what God wishes for all humankind. Poverty is the whole family of our relationships that are not all they can be.” —Bryant L. Myers, Walking with the Poor, page 13.


share or journal your response to the following questions:» How has this study changed your thinking about poverty and those living in

poverty?

» What might you feel called to do differently as a result?

“The poor are poor largely because they

live in networks of relationships that do

not work for their well-being.”

—Bryant Myers

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c l o s i n g P r ay e r

light a candle (optional) and spend a few moments in prayer. Pray for communities around the world to be able to address the needs of all their members. Identify people or groups in your own community for whom you would like to pray.


all resources are available at www.womenofvision.org/heart. 1. read and study next week’s lesson.

2. read the handouts “Seven Steps to Poverty” by Richard Stearns, “A Framework for Understanding Poverty” by Ruby K. Payne, PhD. , and “Hidden Rules Among Classes.” Payne examines what she learned as an educator about children and families who arrive at schools with a very different set of behaviors and desires than most teachers hold. Study her chart about “Hidden Rules Among Classes” to consider how differently people in different economic classes view things like money, food, and education.

3. search the internet or print publications to find several images of poverty as well as statistics. Bring them with you to the next study session. There are several good Web sources, including www.worldvision.org and www.unicef.org.


» Consider relationships with the materially poor in your life. Journal about how those relationships have enriched your life.

» Consider the biblical narrative of Creation-Fall-Redemption and write your thoughts about the causes and solutions to poverty.

a d d i t i o n a l s c r i P t u r e s fo rP e r s o n a l st u dy

» Genesis 1:26-27» Genesis 9:6» Mathew 8:23-26 » Mark 13:38-40 » Luke 5:12-13 » Luke 5:27-32 » John 6:2-12» 2 Corinthians 3:18» Romans 8:29

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lectio divina or “divine reading”Using the Scriptures on the previous page, try this traditional contemplative practice to listen deeply to what God has to say—to “hear with the ear of our hearts.”






“Poverty is the whole family of our

relationships that are not all they can be.”

—Bryant Myers

Hope in a Wor ld o f Hurt : Lesson Two Homework | Page 1

For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me...

—Matthew 25:35-36

one of the most difficult things to communicate is what it feels like to be poor in the developing world. How can Americans really understand global poverty without actually traveling to see it? Let me try to help you by taking you on a brief, imaginary journey. I will transport you mentally and emotionally simply by taking seven things away from you, one at a time. Ready?

First, I will take away your clothes. Don’t panic, I won’t take them all. You can keep the clothes on your back. Can you imagine wearing the same clothes every single day? You can wash them each night, but you still feel embarrassed. Your children feel the brunt of this humiliation at school.

The rest of your life is still intact, and things are not all that bad. But next I must take away electricity. Now you come home to a dark house each night. None of your appli-ances work: no refrigerator, telephone, dishwasher, television, computer, or stereo. Your showers are cold, and now you have to wash your clothes by hand. Your quality

of life has dropped precipitously—“inconvenient” is an understatement. But you shouldn’t feel too bad; you are still better off than most of the world.

Takeaway No. 3 is really tough: clean water. None of your faucets, toilets, or showers work, and the only water source is a stagnant waterhole about a mile away. It takes hours each day to fetch the water your family needs, and because it is teeming with bacteria, you and your children are constantly sick. Forget washing your clothes or even trying to stay clean. Despair and desperation start to set in as you see your children suffering.

I’m afraid I have to take away even more: your home. Now you must live in a 20-by-20-foot mud hut with a dirt floor and very little furniture. Your

Lesson Two Homework

seven stePs to PovertyBy Richard Stearns

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whole family must sleep in one room on the floor. When it rains, the roof leaks and the floor turns muddy. How much more can you take?

Takeaway No. 5 is devastating: food. Your children have long ago lost their smiles; now they are hungry with a gnawing pain that won’t go away. You find a little food by picking through your neighbors’ garbage. It’s amazing what people throw away. Already sick from exposure to the elements and from drinking dirty water, your children’s bodies become severely malnourished and cannot fight off diseases. Your 4-year-old girl seems to be slipping away.

Getting her to the doctor is urgent but, tragically, my No. 6 takeaway is health care. To your horror and disbelief, your daughter dies before your very eyes—of diarrhea! You are trapped in a nightmare. How can this be happening? Why has no one stepped in to help? Unbelievably, everyone around you is living as they always did, but no one seems to care or even notice your suffering.

What else could I possibly take away? No. 7 is hope. Without these basic necessities of life, you and your children have no hope for the future.

Poverty, for most of us, is distant and remote. But this is the pain that billions on our earth endure each day. Please pray for them and know that World Vision, driven by faith, is urgently coming to their rescue, thanks to people just like you—who do care.

—Rich Stearns has been president of World Vision u.S. since 1998.


(Originally published in the Autumn 2003 edition of World Vision magazine.)

Lesson Two Homework, continued

unbelievably, everyone around you is living as they always did, but no one seems to care or even notice your suffering.


Lesson Two Homework

a framework for understanding Poverty

ask any public school teacher if all students show up ready to learn. You’ll likely hear the same answer no matter whom you ask—no. Johnny comes in bright-eyed, homework in hand, eager to learn. Jenny falls asleep, loses her assignments, and fights with her classmates.

As an educator, Ruby Payne encountered these sorts of contrasts. She set out to explore the impact of economic class differences on student discipline problems and achievement. Through that process, she learned an immense amount about the workings of the class system in the United States and how it influences our interactions. The result is her book, A Framework for understanding Poverty.

Payne put together quizzes to help people understand what is required to survive poverty. Take a few minutes to complete the quiz below.

could you survive in Poverty? Put a check by each item you know how to do:

___ 1. I know which churches and sections of town have the best rummage sales.

___ 2. I know which rummage sales have “bag sales” and when.

___ 3. I know which grocery stores’ garbage bins can be accessed for thrown-away food.

___ 4. I know how to get someone out of jail.

___ 5. I know how to physically fight and defend myself.

___ 6. I know how to get a gun, even if I have a police record.

___ 7. I know how to keep my clothes from being stolen at the Laundromat.

___ 8. I know what problems to look for in a used car.

___ 9. I know how to live without a checking account.

___ 10. I know how to live without electricity and a phone.

___ 11. I know how to use a knife as scissors.

___ 12. I can entertain a group of friends with my personality and my stories.

___ 13. I know what to do when I don’t have money to pay the bills.


___ 14. I know how to move to a new residence in half a day.

___ 15. I know how to get and use food stamps or an electronic card for benefits.

___ 16. I know where the free medical clinics are.

___ 17. I am very good at trading and bartering.

___ 18. I can get by without a car.

Reflect on the following questions:» Were you aware of any of these so-called “hidden rules” of class?

» What hidden rules might you and your friends follow?

Read through the following chart (next page) and reflect on these questions:» Where do you feel you comfortably fit?

» What rules surprised you?

Lesson Two Homework


h i d d e n r u l e s a m o n g c l a s s e s

Lesson Two Homework

Possessions

money

Personality

social emPhasis

food

clothing

time

education

destiny

language

family structure

world view

love

driving forces

humor

Poverty

People

To be used, spent

Is for entertainment. Sense of humor is highly valued

Social inclusion of people he/she likes.

Key question: Did you have enough? Quantity important

Clothing valued for individual style and expression of personality.

Present most important. Decisions made for moment based on feelings or survival.

Valued and revered as abstract but not as reality.

Believes in fate. Cannot do much to mitigate chance.

Casual register. Language is about survival.

Tends to be matriarchal.

Sees world in terms of local setting.

Love and acceptance conditional, based upon whether individual is liked.

Survival, relationships, entertainment.

About people and sex

middle class

Things

To be managed

Is for acquisition and stability. Achievement is highly valued.

Emphasis is on self-governance and self-sufficiency.

Key question: Did you like it? Quality important.

Clothing valued for it's quality and acceptance into norm of middle class. Label important.

Future most important. Decisions made against future ramifications.

Crucial for climbing success ladder and making money.

Believes in choice. Can change future with good choices now.

Formal register. Language is about negotiation.

Tends to be patriarchal

Sees world in terms of national setting.

Love and acceptance conditional and based largely upon achievement.

Work, achievement.

About situations.

wealth

One-of-a-kind objects, legacies, pedigrees.

To be conserved, invested.

Is for connections. Financial, political, social connections are highly valued.

Emphasis is on social exclusion.

Key Question: Was it presented well? Presentation important.

Clothing valued for it's artistic sense and expression. Designer important.

Traditions and history most important. Decisions made partially on a basis of tradition and decorum.

Necessary tradition for making and maintaining connections.

Noblesse oblige (with wealth and prestige come responsibilities).

Formal register. Language is about networking.

Depends on who has money.

Sees world in terms international view.

Love and acceptance conditional and related to social standing and connections.

Financial, political, social connections.

About social faux pas.


Hope in a Wor ld o f Hurt : Lesson Three | Page 1

Lesson three

the multiPle causes of Poverty

ov e rv i e wJesus sought to understand the circumstances of all those he came across, including and especially the most vulnerable. With Jesus as our model, we, too, must seek to understand the circumstances that create and perpetuate poverty and oppression throughout the world and discern our call to serve “the least of these.”

k e y s c r i P t u r e John 10:10

e s s e n t i a l Q u e st i o nWhat causes poverty? How are we called to be part of the solution?

l e s s o n g oa l s» Reflect on what poverty looks like and some of the underlying causes.» Further understand commonalities between those who are poor and those who are

not poor.» Consider a Christian understanding of poverty.

m at e r i a l sPen, Bible

ag e n da» Welcome and opening prayer» Consider cause and effect» Reflect on Scripture» Consider your own viewpoint» Choose a personal response» Close in prayer» Review homework and further study suggestions

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1. share or journal about the images and statistics you gathered from last week’s homework assignment. Then take some time to consider the following questions:

» What do these images have in common?

» What do the images and statistics say about poverty?

» What has impressed you most?

2. offer a prayer. Pray for the situations represented in these images. Spend a few minutes in silent meditation, concentrating on opening your heart and mind to where this lesson might lead you.

c au s e a n d e f f e c t 1. many of us have assumptions about poverty. What are yours? Brainstorm ideas about the causes of poverty.

2. consider the following:Most of us are raised and educated to believe in a cause-and-effect relationship—if we can identify the cause of a problem, we can propose a useful response. Therefore, we believe that if we identify the cause of poverty, we will be able to diminish it.

Most of us are raised and educated to believe

in a cause-and-effect relationship—

if we can identify the cause of a problem, we can propose a useful response.

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In his book Walking with the Poor, Bryant L. Myers identifies the following as common assumptions about poverty’s causes and the response each provokes:

* This is particularly true for women, who are often treated as inferior to men.

Although these categories can be useful, we must also be aware that problems rarely stem from a single cause. Poverty isn’t that simple. It is a complicated problem that requires consideration of its multiple causes and consequences. Effective approaches to alleviating poverty address all of this, not just one small part of it.

If the only thing those living in poverty lacked were resources like clean water or food, we could simply give them what they need. This, however, can set up the dangerous result in which people passively receive goods without addressing the multiple causes of the problem.

Poverty is more than a lack of resources. Bryant Myers examines various definitions of poverty, grouping the causes in four areas:

» Physical causes (example: lack of adequate housing)» social causes (example: girls are not allowed to attend school)» mental causes (example: abilities diminished by poor nutrition)» spiritual causes (example: broken relationships)

Successful intervention with those living in poverty must address all of the causes that play a role in a particular situation. That means the intervention must include teaching skills that create lasting desire for change and hope among those who are struggling—rather than simply providing material goods that will soon be used up or worn out.

3. consider each of the four causes of poverty. List at least one more example of each type of cause.

Physical

Social

Mental

Spiritual

causeSinSinned against (wronged)Lack of knowledge/skillsLack of thingsFlawed culturePoor social systems or governments*

ProPosed resPonseChristian witnessSocial action/need for justiceEducation/trainingRelief/social welfareChange culture to be like oursChange the system

Successful intervention with

those living in poverty must address all of

the causes that play a role in a

particular situation.

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4. share or journal your response to the following question:» What do you have in common with those who are poor?

5. each person has five basic resources in varying amounts. These resources are: time, energy, material goods, skills, and desire. Complete the chart as these resources might relate to you individually. Resources of people living in poverty as compared to my life:

i have: more less

time

energy

material goods

skills

desire

6. read and think about the following:Most of us have more material goods, skills, education, and time because of conveniences (running water, appliances, etc.) than those who are poor. On the surface, it might seem that those who live in poverty have less and because of their circumstances, they lack hope for a better future. But those who have worked with the poor find something else to be true.

One visitor to an emergency clinic in Niger met a 17-year-old mother with a de-hydrated, 1-year-old son. Feeding tubes were taped to his nose, and a nurse tried desperately to find a vein to insert an IV. The child was critically ill. Yet, his mother’s heart overflowed with expectations for her child’s future. She wanted her son to go to school, to learn about the world, to speak other languages. She had hope that his life would be better than hers.

The child was critically ill. Yet,

his mother’s heart overflowed with

expectations for her child’s future.

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1. read John 10:10. then consider the following:The Hebrew word shalom is often translated to mean “peace.” For many individuals, the word peace connotes lack of war. But the true intention of the word in its full meaning also includes the idea of completeness and welfare for each individual person.

Scripture illustrates the idea of shalom in this verse from John. Consider what Bryant Myers writes about this concept in Walking with the Poor:

“Life in its fullness is the purpose; this is what we are for and what Christ has come to make possible. To live fully in the present in relationships that are just, harmonious, and enjoyable, that allows everyone to contribute. And to live fully for all time. A life of joy in being that goes beyond having.”

This concept of shalom has a strong role in how Christians understand and appro-ach poverty. If we choose to fully embrace this idea, it means recognizing the marred identity of the poor as well as our own marred identity. It means meeting the poor with a heart to create a relationship of mutual understanding and respect. It means recognizing the multiple facets of “having life to the full.”

Yet most of us unwittingly interact with those we consider poor, much as did the thief referred to in the Scripture. When we see the poor as helpless, we give ourselves permission to play God in their lives. When we see them as nameless, we treat them as objects of compassion rather than brothers and sisters. When we see poverty as a thing, we feel we can do what we believe is best for them.

Adopting these viewpoints encourages us to speak for the poor rather than empowering them to address their poverty themselves. It also robs us of our ability to see them as our equals, all children of God.

2. share or journal your response to the following questions:» What do you think someone needs to live life to its full?

» What does this idea of shalom call you to do?

» In what ways does our relationship with those in need become mutually transforming?

» How does this idea of shalom influence the way you will approach someone dealing with poverty?

“Life in its fullness is the purpose; this is what we are for and

what Christ has come to make possible.”—Bryant Myers

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3. in the Bible, there are more than 2,000 passages that reveal God’s sorrow over poverty and injustice, and His command to believers to act to eradicate them. Christian leader and commentator Tony Campolo says, “Here’s proof that faith without commitment to justice for the poor is a sham, because it ignores the most explicit of all the social concerns of Scripture.” Take some time to read and reflect on the following Bible verses:

» Deuteronomy 15:7-8» Isaiah 6:8» Job 29:11-16» Psalm 70:5» Matthew 5:16» James 1:27

4. share your reactions to the verses above. What kind of priority does God place on helping those in need?

c o n s i d e r yo u r ow n v i e w P o i n t

1. group activity: (activity for individuals is on next page) Your group leader will lead you in an interactive exercise. Afterword, share your responses to the following questions:

» Which station most surprised you?

» What was a solution to a problem that occurred to you at one station?

» How did being in the company of the other person make you feel?

» Did this reveal any of your biases? If so, which ones?

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individual activity: » Fill two buckets with water. (You can use pitchers or gallon-size bottles as an

alternative.)Walk around the house a few times carrying both buckets. If you feel daring, try carrying one of the buckets on your head. Then reflect on the following questions:

•Howmanybucketsofwaterdoyouthinkyouwouldneedforyourdailytasks?

•Howmuchmoredifficultwoulditbeforyouifnorunningwaterwasavailable in your home?

•Howwouldthischangeyourdailyroutine?

» Place a handful of rice (uncooked is fine) on a plate. Then make a list of all of the foods you ate for dinner last evening. Place that list beside the plate of rice. Think about the difference between what you ate (your list) and what many of the poor have to eat (a handful of rice), then reflect on the following questions:

•Howdoesitmakeyoufeeltohavethismuchtoeatwhileothersdonot?

•Whatmightitbeliketoonlyhaveahandfulofriceforameal?

•Howwouldthischangeyourdailyroutine?

» Make a list of government or influential people in your community, state, and country. Now consider the following questions:

•Howwouldyoumakeyourvoiceheardinthisgroupofpeople?

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What might it be like to only have a

handful of rice for a meal?


•Whatresourcesmightyouhavetodrawfromthatwouldincreaseyourchance of succeeding?

» Locate an item in your home that weighs about 2 or 3 pounds. Also locate an item that weighs a little over 7 pounds. Compare the difference by holding both items. Did you know an underweight infant born in the developing world averages 2 to 3 pounds at birth, while a child born in the United States averages 7 pounds, 5 ounces? Consider this question:

•Whatdoyouthinkeachchild’sprospectofahealthyfuturemightbe?

This exercise would be worthwhile to do as a family, with your children.

2. reflect on the activity. As we consider who the poor are, we also need to know more about how we see ourselves, as well as how others see us. Thus far in this study, we have considered the different lenses through which we view and experience the world. Now let’s take some time to further explore our identity as Americans by spending a few minutes answering the following questions.

» What advantages do you have over someone who cannot read, must walk everywhere they go, and lacks access to clean water?

» Do you believe that those in well-developed countries have something to teach people in less-developed countries? If so, what might that be?

» Do you believe people in less-developed countries have something to teach those from well-developed countries? If so, what might that be?

» We call this kind of learning relationship “mutual transformation.” Do you think it applies in our own communities and churches? How might this approach help build relationships with those from different backgrounds, cultures, and economic circumstances? What might this look like in our own communities?

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Did you know that an underweight infant

born in the developing world averages

2 to 3 pounds at birth, while a child born in the U.S. averages 7 pounds, 5 ounces?


Answers to these questions reflect some of our biases as people from a well-developed country. These biases often dictate the relationships we form and on what we base them.


God is calling us all to simply respond to the needs of the poor as we feel led. When we do, amazing things can happen. In No Greater Love, Mother Teresa tells a wonder ful story that beautifully illustrates this point:

“Not so long ago a very wealthy Hindu lady came to see me. She sat down and told me, ‘I would like to share in your work.’ In India, more and more people like her are offering to help. I said, ‘That is fine.’ The poor woman had a weakness that she confessed to me. ‘I love elegant saris,’ she said. Indeed, she had on a very expensive sari that probably cost around 800 rupees. Mine cost only eight rupees. Hers cost 100 times more . . . It occurred to me to say to her, ‘I would start with the saris. The next time you go to buy one, instead of paying 800 rupees, buy one that costs 500. With the extra 300 rupees, buy saris for the poor.’ The good woman now wears 100-rupee saris, and that is because I have asked her not to buy cheaper ones. She has confessed to me that this has changed her life. She now knows what it means to share. That woman assures me that she has received more than what she has given.”

Return to the idea of shalom as meaning every person lives life in all its fullness. Perhaps part of our calling to care for those living in material poverty is an opportunity for us to be challenged in our own poverty. Think of your own life experiences and ways you have been blessed and taught by those less fortunate.

Share or journal your responses to the following questions:» What have you learned?

» How have those relationships helped you?

» Are those relationships and lessons part of God’s plan?

“That woman assures me that she has

received more than what she has given.”

—Mother Teresa

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» How might those relationships help you to respond more fully to God’s call to serve “the least of these”?

c l o s i n g P r ay e r spend a few moments in prayer. Pray for people who do not believe they are worthy of God’s love and redemption. Spend some time in silence, meditating on how you can “bring life to the fullest” to our brothers and sisters.

Conclude by praying the prayer of St. Francis of Assisi. St. Francis was born at Assisi in 1182. After a carefree youth, he turned his back on inherited wealth and commit-ted himself to God. Like many early saints, he lived a very simple life of poverty.

P r a y e r o f s t . f r a n c i s

Lord, make me an instrument of your peace, Where there is hatred, let me sow love; where there is injury, pardon; where there is doubt, faith; where there is despair, hope; where there is darkness, light; where there is sadness, joy;

O Divine Master, grant that I may not so much seek to be consoled as to console; to be understood as to understand; to be loved as to love.

For it is in giving that we receive; it is in pardoning that we are pardoned; and it is in dying that we are born to eternal life.


1. read and study next week’s lesson.

2. read esther, chapters 4 to 8.

3. keep a log this week of anything you do that might be considered advocacy. For example, did you speak up for anyone? Do something on another person’s behalf? Express your opinion on an issue in some way?

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f u rt h e r st u dy

» Read The Hole in Our Gospel by Richard Stearns, president of World Vision U.S.

» Go to www.povertyinamerica.psu.edu and use the Living Wage Calculator to discover the living wage in your state.

» Visit Web sites and read blogs from a variety of aid workers in the field. Consider their experiences, the work they are doing to help those in great need, and how it is also transforming their lives. World Vision has a number of aid workers who post blogs. Go to www.worldvision.org and conduct a search using the key words “aid workers blogs.”

additional scriPtures for Personal study

» Mark 10:17-25 » Mark 5: 25-33» Luke 10:25-28» Matthew 22:34-40

lectio divina or “divine reading”Using the Scriptures above, try this traditional contemplative practice to listen deeply to what God has to say—to “hear the with ear of our hearts.”






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Hope in a Wor ld o f Hurt : Lesson Four | Page 1

Lesson four

giving voice to the voiceless

ov e rv i e wScripture calls all followers of Jesus to imitate Him in word and deed. Sometimes that means doing more than feeding the hungry and clothing the naked. It requires us to truly give voice to the voiceless, to speak out for those who have not yet had an opportunity to develop their own voice, to be present in places where they have no representation, or to walk alongside the voiceless to empower them to speak for themselves.

k e y s c r i P t u r e sProverbs 31:8-9Micah 6:8

e s s e n t i a l Q u e st i o nHow do we advocate for our brothers and sisters in need?

l e s s o n g oa l s» Develop a greater understanding of God’s call to advocacy.» Learn what it means to be an advocate for justice.» Explore tools and practical steps to become a voice for those in need.» Reflect on God’s personal call to each of us, and our response.

m at e r i a l s Pen, Bible, computer with Internet access

o n l i n e r e s o u r c e“Hoops of Hope” video, available at www.hoopsofhope.org

ag e n da» Introduction and opening prayer» View “Hoops of Hope” video (part 1: 5 minutes 41 seconds; part 2: 6 minutes)» Reflect on Scripture» Consider ways to advocate» Explore the situation in our world today » Choose a personal response» Close in prayer

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1. take some time to share or journal about the following question:» In what way have you advocated for something or someone this week?

2. offer a prayer. Pray for guidance as we learn to advocate with our brothers and sisters in need. Spend a few minutes in silent meditation, concentrating on opening your hearts and minds to using your influence and voice to help others.

v i e w v i d e o 1. consider the following:A Citizen Guide to Advocacy offers the following on the practice of advocacy:

“Simply put, advocacy is a ministry of influence using persuasion, dialogue, and reason to affect change. Advocacy seeks to address the structural and systemic causes of poverty [or oppression] by changing policies, practices, and attitudes that perpetuate inequality and deny justice.”

The most significant audience for advocacy is citizens—not government. The best advocacy occurs by educating and empowering citizens and groups to press for change as part of a functioning civil society.

2. watch part 1 of the “hoops of hope” video. then, share or journal your responses to the the following questions:

» What is your reaction to Austin and his work?

» How does Austin’s advocacy work affect the future of the village?

» What do you think motivates people like Austin?

» How might Austin’s advocacy work reach beyond the particular village he’s trying to assist?

Simply put, advocacy is a ministry of influence using

persuasion, dialogue, and reason to affect change.



1. consider this: If we want to study a biblical model of advocacy, we can look to a peasant woman and her uncle. Esther’s story takes place during Israel’s captivity in Babylon. After being raised by her uncle Mordecai, she was conscripted as a member of the palace harem of the Persian emperor Xerxes. Xerxes banished his queen for failing to submit to him. Esther, with her beauty and grace, pleased Xerxes so thoroughly that he named her queen. Even with that title, however, Esther’s safety was precarious. Though she was inside the courts of power, she was outside of true security, because she lived with a secret—she was a Jew.

Xerxes’ second-in-command, Haman, was power-hungry and devious. Because of his grudge against the Jews, he convinced Xerxes to order their execution. That’s when Esther knew she must take action.

The Book of Esther offers an example of the steps involved in advocacy. These steps include:

2. read esther 4:1-2. Advocacy involves challenging existing power structures. Consider how this Scripture relates to step 1 noted above. Then share or journal your response to the following question:

» What risk does that involve for Esther and Mordecai?

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step 1: Personal engagement—begin with passionate concern and personal engagement.

step 2: Public outrage—generate a movement of public indignation and personal engagement.

step 3: Provide accurate information.

step 4: Accept risks and recognize that you are replaceable.

step 5: Mobilize a campaign of prayer.

step 6: Credible influence—work through a person with credible influence.

step 7: Strategic process—proceed with a strategic plan to achieve specific results.


3. read esther 4:3.Advocacy requires public movement fueled by more than the passion and outrage of one or two people. Mordecai shared his concern and took it “to the streets.”

Consider how this Scripture relates to step 2 (previous page). Then share or journal your response to the following question:

» What other sorts of advocacy actions you might encounter today?

4. read esther 4:7-8.Mordecai had the facts straight; he could provide proof for his concern. This points to the importance of having more than personal opinion and zeal.


» What are some sources of accurate information you call on when trying to learn about an issue?

5. read esther 4:11-14.Esther faced great personal risk. Yes, the Emperor had chosen her. But she had replaced his former queen. He could choose a replacement again. Mordecai knew that, but he did not back away from asking for Esther’s help. In fact, he reminded her that perhaps this was the moment for which God had set her on her royal path.


» How do you decide when a risk is worth taking?

Advocacy requires public movement

fueled by more than the passion and outrage of one or two people.

Mordecai shared his concern and took it “to

the streets.”

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6. read esther 4:16 and 6:1.People of faith have a very important source of help to call upon—prayer.

Consider how this Scripture relates to step 5 (chart page 3). Then share or journal your response to the following question:

» How might prayer help you when making decisions about advocacy?

7. read esther 5:2-3.Esther had both access to and credibility with the king—two important elements for advocacy.


» How might you build relationships with those who have influence (media, politicians, etc.) so they will see you as credible?

8. read: esther: 5:6-8 and 7:2-4.Esther wisely approached her “campaign” by working to build a better relationship with the king. Justice is about relationships. It’s also about planning each step that needs to happen to reach the desired end result.


» What do Esther and Mordecai model that you would like to embrace in your own life?

Justice is about relationships.

It’s also about planning each step that needs

to happen to reach the desired end result.

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9. read Psalm 103:6. then consider the following:The Hebrew and Arabic words for justice and righteousness share common roots. They describe the quality of character and conduct necessary for people to flourish in relation with God and one another. Justice literally means “to make right” and righteousness is “to be right.” Justice is for life to be right socially; righteousness is for life to be right personally.

“The goal of biblical justice is not to punish but to make safe … we are asked to walk humbly rather than arrogantly, gently rather than with anger, united in compassion rather than divided in fear.” —Tim Dearborn

People who live in poverty and oppression don’t just need charity—they need justice. Merely giving alms or rescuing them temporarily won’t make life right and resolve the multiple problems that contribute to the difficult circumstances. The poor need justice, expressed in structural change, protection from exploitation, and access to opportunity.

10. read matthew 5:38-45. then consider the following:Anyone who is a follower of the life of Christ knows He did not always choose the easiest path through the world. He confronted people, He turned old teachings upside down, He lived a truly radical way of life. Many of us are uncomfortable with the idea of being “radical.” We associate it with doing things that will cause others to look askance at us. It sounds risky and frightening.

But if we open our hearts and fully embrace the passage from Matthew with a spirit willing to follow where God wants to lead us, then we see that doing justice requires us to walk in those radical footsteps of Jesus.

11. share or journal your response to the following question:» What does it mean to you to be a radical advocate for justice, following the

example Jesus set?

“The goal of biblical justice is not to punish

but to make safe … we are asked to walk

humbly rather than arrogantly,

gently rather than with anger, united in

compassion rather than divided in fear.”

—Tim Dearborn

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e x P l o r e o u r wo r l d t o day

1. consider the following:“learn to do right! seek justice, encourage the oppressed. defend the cause of the fatherless, plead the case of the widow.” —Isaiah 1:17

“We stand in solidarity with the poor in a common search for justice, seeking to understand their situation and working alongside them to experience fullness of life. We strive to facilitate engagement between the poor and the affluent in ways that open both to transformation. We respect the poor as active participants, not passive recipients, in this relationship. They are people from whom others may learn and receive. The need for transformation is common to all. Together we share this quest for justice, peace, reconciliation, and healing in our broken world. “This is accomplished when we represent the interests of the poor to decision makers who then formulate legislation and policy that prioritizes their needs. Our response to poverty and injustice requires us to work for policy change and challenge those who withhold justice. Effective advocacy addresses the root causes—whether with governments, religious institutions, the general public, or all of these.”

—A Citizen’s Guide to Advocacy

» Each year, malaria kills nearly 1 million people; approximately 85 percent of them are children.

» An estimated 15 million children under age 18 have been orphaned due to AIDS, and the number is rising.

» Approximately 854 million people across the world are hungry.

» More than 1 million children around the world are abducted, forced, or coerced into sexual slavery each year.

From the World Vision Advocacy Center at www.worldvision.org.

World Vision and other organizations are committed to reversing these staggering statistics. An important aspect of that work is recruiting Christ-centered people who are committed to advocating on behalf of those affected by these and other world crises.

Advocacy is primarily a ministry of influence, using persuasion, dialogue, and reason to obtain change. This happens first by educating and empowering citizens and groups to press for change; secondly by influencing policy makers to change laws or policies or ensure implementation of laws or policies as part of a functioning civil society. This second type of advocacy is also called lobbying.

“Learn to do right! Seek justice, encourage

the oppressed. Defend the cause of the

fatherless, plead the case of the widow.”

—Isaiah 1:17

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To strengthen advocates, World Vision offers online advocacy resources. These resources include fact sheets and talking points on current issues that demand attention. Congressional updates are also available to inform advocates about governmental proceedings that can have an impact on solving some of these world problems.

2. watch part 2 of the “hoops of hope” video, then consider the following questions:

» With your deepened understanding of advocacy, do you have different responses to any of these questions? How?

» Whom has Austin influenced with his advocacy?


share or journal your responses to the following questions:» Which one issue would you most like to work on?

» What form of advocacy do you feel is right for you at this time in your life?

c l o s i n g P r ay e r the united nations general assembly has created eight Millennium Development Goals that set out a concrete plan for addressing some of the world’s most pressing issues. Close this study by praying the Litany for the Millennium Development Goals on the next page.

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l i t a n y f o r t h e m i l l e n n i u m d e v e l o P m e n t g o a l s

in the spirit of the millennium development goals, let us pray that god’s justice and peace will prevail in the world.

Let us pray for the poor, hungry, and neglected all over the world, that their cries for daily bread may inspire works of compassion and mercy among those to whom much has been given. Lord, in your mercy, give us the will to eradicate extreme poverty and hunger.

Let us pray for schools and centers of learning throughout the world, for those who lack access to basic education, and for the light of knowledge to blossom and shine in the lives of all God’s people. Lord, in your mercy, give us the will to achieve universal primary education.

Let us pray for an end to the divisions and inequalities that scar God’s creation, particularly the barriers to freedom faced by God’s children throughout the world because of gender; that all who have been formed in God’s image might have equality in pursuit of the blessings of creation. Lord, in your mercy, give us the will to promote gender equality and empower women. Let us pray for the health of women, children, and families around the world, especially for an end to maternal and child mortality, that in building healthy families, all God’s people may be empowered to strengthen their communities and repair the breaches which divide nations and peoples. Lord, in your mercy, give us the will to improve maternal health.

Let us pray for an end to pandemic disease throughout the world, particularly the scourges of HIV and AIDS, malaria, and tuberculosis; that plagues of death may no longer fuel poverty, destabilize nations, and inhibit reconciliation and restoration throughout the world. Lord, in your mercy, give us the will to combat HIV and AIDS, malaria, and other diseases.

Let us pray for an end to the waste and desecration of God’s creation, for access to the fruits of creation to be shared equally among all people, and for communities and nations to find sustenance in the fruits of the earth and the water God has given us. Lord, in your mercy, give us the will to ensure environmental sustainability. Let us pray for all nations and people who already enjoy the abundance of creation and the blessings of prosperity, that their hearts may be lifted up to the needs of the poor and afflicted, and that partnerships between rich and poor for the reconciliation of the world may flourish and grow. Lord, in your mercy, give us the will to develop a global partnership for development.

Let us pray that God’s justice and peace will

prevail in the world.

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1. read world vision’s advocacy handbook—A Citizen’s Guide to Advocacy, available free at www.womenofvision.org

2. learn about current advocacy campaigns and successes at www.seekjustice.org. Search out other organizations active in justice and advocacy, such as Sojourners and the International Justice Mission.

3. learn about the millennium development goals (mdgs) at www.un.org/millenniumgoals.

4. commit to the next Heart of the Matter study: “Communities Transformed with Change That Lasts.” The six lessons examine how transformational community development brings hope and lasting change to communities and individuals. Topics include asset-based community development, the use of appreciative inquiry, and specific interventions that have tremendous impact. Issues include water, food, health, literacy, microfinance and economic development, and more. This is excellent preparation for traveling or serving in developing communities. See a preview at www.womenofvision.org/heart.

additional s criPture for further study

» John 14:12» Psalm 82:2-4» Corinthians 9:6-11» Isaiah 61:1-8

lectio divina or “divine reading”Using the Scriptures above, try this traditional contemplative practice to listen deeply to what God has to say—to “hear with the ear of our hearts.”






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way s t o g e t i n vo lv e dmany who participate in these studies want to respond when they become aware of the harsh realities that their fellow sisters and brothers around the world are facing every day. whether that response is prayer, financial support, volunteering, or educating others about the needs, there are opportunities for everyone to do something.

educate yourself. Request information about another Heart of the Matter study. Each study focuses on a different area of concern related to poverty and oppression, including a biblical understanding of poverty and our role in serving those in need; issues specific to women in poverty, advocacy, and social justice; and helping children develop a heart to serve and give. To preview all three studies in the series, go to www.womenofvision.org or www.worldvisionresources.com.

sponsor a child. For about $1 a day, you can help a vulnerable boy or girl survive, grow, and reach his or her God-given potential. Your gift will help demonstrate God’s love by providing your sponsored child and his or her family and community with access to life’s most basic necessities—things like clean water, better nutrition, health care, education, economic opportunities, and most of all, hope for a better future. Go to www.worldvision.org for more information.

give a gift. World Vision’s Gift Catalog allows you to give life-changing gifts to children and families in need—things like goats, clean-water wells, or seeds—in the name of someone special. The Giving Toolbox makes group fundraising easy. Families, school groups, Sunday school classes, and others can work together to make an impact for children around the world. www.worldvisiongifts.org.

educate the next generation. Ending global poverty and injustice begins with education: recognizing the extent and causes of poverty, comprehending its effect on human dignity, and realizing our connection with those in need around the world.World Vision Resources is the publishing ministry of World Vision, providing learning materials to help prepare Christians to live in an increasingly globalized world and become active citizens who can help shape a better future. Check out World Vision Resources’ growing selection of global education resources at www.worldvisionresources.com.

Become a women of vision partner. Receive the latest news and updates; join monthly telephone briefings with subject experts from all over the world; receive invitations to local, regional, and national conferences; and help support your local, regional, or global Women of Vision projects. For partnership information go to www.womenofvision.org.

Join the conversation. Subscribe to the latest news and information affecting the poor around the world. Sign up at www.womenofvision.wordpress.com.

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Join or start a women of vision chapter. Women of Vision is a volunteer ministry of World Vision that unites Christian women called to invest their time, intellect, compassion, creativity, and finances so that impoverished women and children might find hope and experience a tangible expression of God’s love. We are women of diverse ages, backgrounds, and circumstances—united in Christ to serve and walk alongside those in need so that, together, we can experience life in all its fullness. Recognizing the enormous needs in our world, we seek to educate and motivate women in our communities to become women of action in helping create a brighter and healthier future for suffering women and children.

c o n tac t u s Women of Vision World Vision P.O. Box 9716 Federal Way, WA 98063-9716 toll free: 1.877.WOV.4WOV (1.877.968.4968) [email protected]

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a B o u t wo r l d v i s i o n

world vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We see a world where each child experiences “fullness of life” as described in John 10:10. And we know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. That’s how World Vision is unique: We bring nearly 60 years of experience in three key areas needed to help children and families thrive: emergency relief, long-term development, and advocacy. And we bring all of our skills across many areas of expertise to each community we work in, enabling us to care for children’s physical, social, emotional, and spiritual well-being.

Partnering with World Vision provides tangible ways to honor God and put faith into action. By working together, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org.

a B o u t wo r l d v i s i o n r e s o u r c e s

ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world.

World Vision Resources is the publishing ministry of World Vision. World Vision Resources educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world.

For more information about our resources, contact:World Vision ResourcesMail Stop 321P.O. Box 9716Federal Way, WA 98063-9716Fax: 253-815-3340wvresources@worldvision.orgwww.worldvisionresources.com

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is a biblically based, interactive study series that focuses on how Christians are called to respond to the needs of the poor (Hope in a World of Hurt); the root causes of poverty and how transformational development brings hope and lasting change to communities and individuals (Communities Transformed with Change that Lasts); how extreme poverty and injustice uniquely impact the lives of women and children (Touching the Lives of Women in Poverty).

the study offers opportunities to:» explore Scripture.» personally reflect, share, and pray about injustices in the world.» develop a greater understanding about poverty and oppression.» participate in interactive learning experiences.» learn about the transformational work of World Vision.

The combination of video, printed material, discussion and reflection questions, simulations, quizzes, and other learning activities contrib-ute to a multifaceted, creative learning experience that is easy to lead and engaging for all participants.

welcome to The Heart of the Matter.

t h e h e a r t o f t h e m a t t e r

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hurtmedia.worldvision.org/.../hopeinaworldofhurt.pdf · hope in a world of hurt | page 1 a women of...

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