Copyright © 2016 Anthony Lynn Steele All rights reserved. The Southern Baptist Theological Seminary has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without limitation, preservation or instruction. IMPLEMENTING A GENERALLY ACCESSIBLE AND SUSTAINABLE TRAINING MODEL AMONG INDIGENOUS PASTORS IN MEXICO’S OAXACA STATE __________________ A Dissertation Presented to the Faculty of The Southern Baptist Theological Seminary __________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Missiology __________________ by Anthony Lynn Steele May 2016 APPROVAL SHEET IMPLEMENTING A GENERALLY ACCESSIBLE AND SUSTAINABLE TRAINING MODEL AMONG INDIGENOUS PASTORS IN MEXICO’S OAXACA STATE Anthony Lynn Steele Read and Approved by: __________________________________________ M. David Sills (Chair) __________________________________________ George H. Martin __________________________________________ John M. Klaassen Date______________________________ I dedicate this dissertation to Beverly, Aaron, and Amy, who have remained faithful and supportive through years of schooling and preparation for ministry. I could not have begun, much less completed, any of this journey without you. I especially dedicate this to my Lord and Savior, Jesus Christ, who has sustained me, refined me, and molded me, into the image of Himself, I hope, through this entire process—to Him be all the glory. TABLE OF CONTENTS Chapter Page LIST OF ABBREVIATIONS……………………………………………………………ix LIST OF TABLES………………………………………………………………………..x PREFACE………………………………………………………………………………..xi 1. INTRODUCTION………………………………………………………………...1 Purpose……………………………………………………………………………2 Definitions………………………………………………………………………...6 Background……………………………………………………………………….8 Limitations and Delimitations…………………………………………………...14 Methodology…………………………………………………………………….15 2. AN HISTORICAL OVERVIEW OF OAXACA: FROM PRE-CONQUEST THROUGH EVANGELIZATION……………………………………………...18 Pre-Columbian Oaxaca in the Wider Context of Mexico (c. 1,000 B.C.E. – 1519 C.E.)……………………………………………………18 Ethnological History in Mexico……………………………………………18 Oaxaca’s Inhabitants Prior to the Spanish Conquest………………………21 The Spanish Conquest (1519-1810 C.E.)………………………………………..22 Colonization of Mexico and Oaxaca………………………………………23 Catholicism and Syncretism……………………………………………….24 Independence and Revolution (1810-1910 C.E.)………………………………..25 Independence and the Early Years of the Republic……………………….25 Benito Juárez: Rebellion and Reforms…………………………………….25 The Porfiriato……………………………………………....….………..….26 The Mexican Revolution……………………………………….………….27 iv Chapter Page Modern Mexico (1910-Present)…………………………………………………27 Historical Conclusions…………………………………………………………..28 History of Evangelicals in Mexico and Oaxaca…………………………………29 Early Beginnings………………………………………………………….29 Twentieth Century………………………………………………………...33 Friends (Quakers)……………………………………………………34 Methodists…………………………………………………………...35 Presbyterians………………………………………………………...35 Baptists………………………………………………………………36 Pentecostals………………………………………………………….37 Conclusion……………………………………………..……………………..38 3. LEADER TRAINING AND DISCIPLESHIP......................................................40 Components of Biblical Discipleship…………………………………................41 Jesus’ Model in the Gospels………...………………………………………..42 Paul’s Model in Acts and the Epistles………………………………………..44 Biblical Conclusions………………………………………………………….46 Evaluating Some Leader Training Models……………….……………………..48 The Residential Academic Model……………………………………………48 Advantages of the residential academic model………………………….48 Limitations of the residential academic model………………………….49 The Missionary Mentor Model…...................................................................51 Advantages of the missionary mentor model……………………………51 Limitations of the missionary mentor model……………………………53 The Short-Term Team Project Model…………………………………........54 Advantages of the short-term team project model………………………54 Limitations for the short-term team project model……………………...55 v Chapter Page The Local Church Training Center Model………………………………….56 The Content of Pastor Training……………………………………………..57 Conclusion……………………………………………………………………..59 4. PASTOR TRAINING IN OAXACA: EVALUATING ONE MODEL WITH OTHERS CONSIDERED………………………………………………..61 Results from One Short-Term Team Project Training Event…………………………………………………………………...62 Description of the Setting of the Project……………………………………...62 Design of the Survey Training Tool………………………………………….63 The Results Analyzed……………………………………………………………65 Results in General…………………………………………………………….65 Results by Demomination…………………………………………………….66 Results by Language………………………………………………………….67 Conclusions from Pre- and Post-Training Exams……………………………….68 Interviewing Selected Missionaries in Oaxaca About Effective Pastor Training………………………………………………...69 The Interviewees……………………………………………………………...70 Question 1…………………………………………………………………….70 Question 2…………………………………………………………………….71 Question 3…………………………………………………………………….73 S1’s Response…………………………………………………………...74 S2’s Response…………………………………………………………...76 S3’s Response…………………………………………………………...79 S4’s Response…………………………………………………………...79 Question 4…………………………………………………………………….80 vi Chapter Page S1’s Response…………………………………………………………...80 S2’s Response…………………………………………………………...81 S3’s Response…………………………………………………………...81 S4’s Response…………………………………………………………...82 Question 5…………………………………………………………………….82 S1’s Response…………………………………………………………...83 S2 and S2’s Responses………………………………………………….83 S4’s Response…………………………………………………………...84 Question 6…………………………………………………………………….84 S1’s Response…………………………………………………………...84 S2’s Response…………………………………………………………...85 S3’s Response…………………………………………………………...86 S4’s Response…………………………………………………………...86 Conclusions from Missionary Interviews…………………………………….86 Overall Conclusions………………………………………………………………..87 5. CONCLUSION AND RECOMMENDATIONS……………………………………..89 Oaxaca’s Uniqueness……………………………………………………………….89 Ethnographic Challenges……………………………………………………..90 Geographic Challenges……………………………………………………….91 Political and Economic Challenges…………………………………………...92 Educational Challenges……………………………………………………….93 Research Findings………………………………………………………………….94 Residential Academic Model…………………………………………………94 Missionary Mentor Model……………………………………………………96 vii Page Short-Term Team Project Model……………………………………………..97 Local Church Training Center………………………………………………..99 Recommendations………………………………………………………………….99 Conclusion………………………………………………………………………...102 Appendix 1. BASIC NEW TESTAMENT KNOWLEDGE SURVEY……………………..105 2. CONOCIMIENTO BÁSICO DEL NUEVO TESTAMENTO………………..108 3. INTERVIEW QUESTIONS FOR PASTOR TRAINERS…………………….111 BIBLIOGRAPHY………………………………………………………………………112 viii LIST OF ABBREVIATIONS ABHMS American Baptist Home Mission Society A. C. Asociación Civil A. R. Asociación Religiosa AFCU American and Foreign Christian Union CBS Chronological Bible Storying CPI Centro para la Plantación de Iglesias FMBSBC Foreign Mission Board of the Southern Baptist Convention IMB International Mission Board (of the Southern Baptist Convention) IMBSBC International Mission Board of the Southern Baptist Convention IMMAR Iglesia Metodista Mexicana Asociación Religiosa INEGI Instituto Nacional de Estadística y Geografía IPNM Iglesia Presbiteriana Nacionál Mexicana MAC Middle American Caribbean M. E. Methodist Episcopal MTW Mission to the World PCA Presbyterian Church in America PCUSA Presbyterian Church (U. S. A.) RTIM Reaching & Teaching International Ministries SBC Southern Baptist Convention STBDGHL Seminario Teológico Bautista Dr. G. H. Lacy STBM Seminario Teológico Bautista Mexicano STPM Seminario Teológico Presbiteriano de Mexico A. C. ix LIST OF TABLES Table Page 1. Denominational and indigenous language background of exam participants in Pochutla, Oaxaca, November 9-13, 2015……………………...64 2. Pre- and post-test scores from Pochutla, Oaxaca training survey, November 9-13, 2015…….................................................................................66 3. Results compared by denomination....................................................................67 4. Comparison of scores between Baptist Zapotec and non-Zapotec speakers……………………..........................................................68 x PREFACE God has blessed me with an opportunity to do in my later years that which I have longed to do since childhood—serve as a missionary. It has been a joy to serve in the country of Mexico for three years and now in all of Latin America training pastors. T I am grateful to missionaries with whom I have worked in Oaxaca doing pastor training and to those who have contributed your thoughts to this research. Your skills and heart for the local church have been an inspiration to me. There are also other missionaries and educators, not least of whom is my doctoral supervisor, Dr. M. David Sills, who have poured of their experience and labor into my life. You have enriched me and equipped me for what I do now. I am grateful for my family. Beverly, my wife, has been patient over many years of working at my side and seeing the Lord lead us thus far. I love you and I am grateful for the way you have been a helpmeet in every way. Our children, Aaron and Amy, have been a blessing to us. I am thankful to you and to Amelia and James for the grandchildren you have given us. Most of all, I am filled with gratitude and humility for the work the Lord has done and is doing in and through me to allow this poor sinner to do anything for His glory. Jesus paid it all! Anthony Steele Mayfield, Kentucky