What is 5D+CM?

 It stands for Five Dimensions plus the Contextual Map.  It is a model that FICA adopts to empower Indonesian Christians to become agents of change in their community and society.  It identifies areas or dimensions where development should occur in order for a fellowship group to achieve its vision plus the need to understand the context of ministry, i.e. Indonesia and US.  While this vision may be slightly different from one group to another, it has common elements: (1) an evangelism aspect (i.e. sharing the gospel of Jesus Christ in their communities), (2) a nation-building aspect (i.e. making a difference in the society around them, whether in US or Indonesia), and (3) an equipping aspect (i.e. preparing people who can make an impact in family, church, and society when they return to Indonesia or empowering people who can influence Indonesian culture and society with Christian worldview).

What are those five dimensions?  What is Contextual Map?  Please define them.

 Spiritual development is defined as a development process that enables people to have a strong and deep personal relationship with Christ as a foundation to develop Christian worldview and conviction to carry out the Great Commission.

Leadership development is defined as a development process that enables people to be vision drivers and people movers.  Vision drivers and people movers are leader who can (a) create/adopt the vision; (b) translate it into understandable words; (c) motivate people to act; (d) and position & participate in the pursuit of the vision.

Organizational development is defined as a development process that enables people to have ability to develop, to implement and to control a process to achieve goals.

Vocational development is defined as a development process that enables people to identity and understand God’s calling and given talents (workmanship) in order to map and project themselves in community in order to make maximum impact for Christ.

Community development is defined as a development process that enables people to contextualize themselves as agents of change for Christ in community and society.

Contextual map is defined as a detailed plan or arrangement that is dependent on a particular setting.  The context of Indonesia is very important in any Indonesian fellowship groups because it only provides the historical or cultural background but also future ministry setting.

Why is the Contextual Map (CM) important?

What works in one culture may not work in a different culture.  What is considered appropriate in one country may be inappropriate in another country.  Therefore, it is important that one includes an in-depth study of the setting of his/her place of future ministry.  For example, those who plan to minister to children in Indonesia will require preparation and training that are completely different from those who want to serve the peasant in China.  While the message of the Gospel stays the same, the delivery and implications of that message depend on specific context.  It is unwise, for example, to demand a Western style of worship to a congregation in a third-world country.  Also, a method of evangelism that works in US (which tends to be direct and high-profile) is inappropriate if applied in a Moslem country.  In order to be effective, fellowship groups must take into account the Contextual Map in their objectives and strategies.

Does the model support sequential or concurrent development?

FICA believes that an accurate model of growth is the one that provide simultaneous training in five areas of development: spiritual, leadership, organizational, vocational, and community development – each tailored to a particular contextual map either Indonesia or USA.  Concentrating only in one area of development sequentially, such as spiritual, before moving on to other areas is probably not a good choice.  Through the ministry of FICA, the shortcoming of the sequential model has been noticed.

FICA model encourages the participation in projects and Community Development as part of the growth process in the group.  The reason is that the information people gather may have little value without practical applications.  We want people to understand the information, have a conviction, and translate this into skills and real-life applications.  This is where they will be effective in their ministry.  For example, knowledge about leadership does not make someone a good leader.  One needs to get involved in ministry, interact with people, develop good communication skills, and gain insights from experiences – in order to be a good leader.

Consider the following analogy to clarify the concept.  Two of my children take weekly music lesson at Yamaha.  Typical music lessons concentrate on the performance, i.e. the playing of the musical instrument.  Yamaha, on the other hand, takes a different approach and I consider it quite innovative.  It provides music lesson in groups of 8 for children as early as four years old.  The hand muscle of four years old children is not as developed as their listening capacity; therefore, for younger kids the emphasis is not about pushing on the white and black keys on the keyboard.  Rather, starting at a young age, students learn several areas of development simultaneously, including basic music appreciation (rhythm, tone, and beat), note reading and writing, how to practice, how to perform in recital, the role of parents, and the like.  The four years old children may not be able to play the piano well; however, they are trained in the unseen skills (listening, note reading, performing in front of people) and these will prove valuable later in their lives.  When my four years old son had his first piano recital, I doubted the benefit of a recital at that age, because he played a very brief and simple ten-second song.  After thinking about this further, I realized it was not the performance that was important, but the whole scenario that he had to go through to play his first recital and the practice he had daily.  Playing in front of people is an experience that is beneficial and a skill that could be developed.  Later on in life, these skills may translate to other things, such as making a presentation in front of people.

Why does FICA use this model?  What is the history?

FICA developed this model not in a vacuum, but it is based on keen observation and solid experience.  Over many years, FICA has partnered with Indonesian Christian Fellowships (ICFs) and fellowship groups in developing a framework for campus ministry.  We are trying to answer the following questions.  In a period of three to four years, what kind of preparation is needed to help students become agents of change after they graduate?  What areas of development are important?  What kinds of training and practical exercises are making a difference in their lives?  How do we develop Christian mind that enables them to think and act biblically in all areas of life?  How do we equip students to follow Jesus sincerely in the “real world” after they graduate?