In the grocery store, a restaurant, the airplane, at church, at some time you just might have run into the deluge of questions that can comprise a young child. I have seen this used in two ways. One kid is working his “why.” His questions are used as challenges rather than as interrogative tools. Wise in his own eyes, this kid is asking mom or dad to justify the given instruction. To justify their ability to give the instruction. The second way to use the “why” is as a tool to learn. When a child comes and asks in earnest, “Why does the sun go down?” the parent would like to provide the right answer. Humility is a powerful thing to verbalize the lack of understanding of the learner and to motivate the adult to share at a level the child can understand. Yes, mom and dad and other caregivers tire of the constant barrage even when asked with humility in earnest, but….

Continuing with the Upstream Collective JetSet case study in Taiwan, it seems helpful to encourage us all, myself included, to be life-long learners in culture. (I am currently applying this stuff to my new culture in a city I have lived in years ago in the U.S.) While some of the areas have been touched on here this week in previous posts, I would like to offer some specific areas for formulating questions that will be helpful to ask yourself and often to voice to others–especially nationals in the culture. View these questions as a base of questions that are helpful as you participate in your understanding of culture and the process of narrative mapping (much of this is thanks to Thom Wolf).

Geographical distinctions? – Taking notice of bodies of water and rivers is helpful. In Taiwan, you have both the East China Sea and the Taiwan Strait. What role have these played in history? Religion on the island is distinct from that in mainland China. These large water boundaries have made it possible for Chinese folk beliefs to be close enough to cross over, but far enough to not be as impacted through the Cultural Revolution. What is the significance of the Keelung and Xindian Rivers in the history and culture of the city? Other geographical distinctions may include major intersections of roads or railways; boundaries; and physical landmarks.

Mosaic of the land? – Seeing urban centers as collections of groups of people should help provide understanding of a city. In Taipei, there is a breakdown of cities and townships within the city. Are these representative of different classes or ethnicities or moralities of people? Does each city or township break down into further subsets? How do these groupings of people or villages look as it relates to socioeconomic status? How do these different groupings live life? Form relationships? Celebrate holidays and special events?

Meaning? – What is the religion of each people group? How did this religion come here? What is of great importance to the various people groupings? Is there anything that this people treasure so deeply that they are willing to live for it? Teach their children about it? Die for it? What churches (may include religious buildings and/or groups meeting) exist in the area?

Going into and participating in a culture as a humble learner is invaluable. Humble, as a child, the missionary will do well to ask questions while trying to understand culture and find ways to contextually share the gospel with the lost.