The Bible is not an easy book to understand. Consequently, sound rules and principles are needed in order to "rightly divide" or properly interpret it.
This is what biblical hermeneutics -- the study of principles that pertain to interpretation of Scripture -- is all about. It allows us to discern more clearly how to understand and teach the Word of God.
Most of the Bible was written in Hebrew, Aramaic, and Greek. Therefore, to study some parts, we need an understanding of these languages to get the proper interpretation and meaning of a particular text. One of the fascinating things concerning the Greek language is that it has a word for just about every lingual expression. In contrast to Greek, English is very limited -- often the same words are used to describe different feelings or emotions.
This is evident in John 21:15-17, where Christ does a masterful job of "setting the table" for His disciples.
Although the time was at hand for Him to return to the Father, Christ still had lessons to teach His disciples. While they were out fishing on the Sea of Galilee, Christ was preparing a wonderful meal on their behalf. After miraculously aiding the disciples in catching fish (v. 5-6), Christ invited them ashore to share breakfast with Him (v. 12).
What followed in Christ's discourse with Peter opened the door to some of the most interesting insights that should be understood and implemented by all those who have been called to teach God's Word.
The discussion between Jesus and Peter takes on new dimensions when we interpret their conversation in the Greek language. We find that Christ was saying one thing, while Peter was responding from a slightly different context. For example, when Jesus asked Peter, "Do you love me?" He was using the Greek term, agape, which means, "to love one dearly." Peter responded by saying, "Yes Lord, you know I love you." However, Peter was using the Greek term, phileo, which means, "to love as a friend."
What is also interesting is Christ's reply to Peter's response.
To Peter's first response, Jesus replied, "Feed my lambs." The Greek term that Jesus used for the word "feed" was bosko, which refers to the obligation of a Christian teacher to promote in every way the spiritual welfare of another believer.
To Peter's second response, Jesus replied, "Feed my sheep." However,
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Insights For Teachers
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To Peter's third response, Jesus replied once again with the word bosko.
When we consider this conversation, we must see Jesus as the teacher and Peter as the learner. What does this say to us as Christian teachers in terms of setting the table for the spiritual learning of believers? From a very observant and careful look at the text, three practical insights emerge:
First, the teacher recognizes the gap that exists between what is being learned versus that which is being taught. Jesus is saying one thing, but recognizes that Peter is responding from a slightly different context ("to love one dearly" vs. "to love as a friend.")
Second, the teacher attempts to close the gap between what is being learned versus that which is being taught by being more definitive. Jesus is a bit clearer of what He wants Peter to understand (from "promote the spiritual welfare of" to "supply the spiritual food for.")
Third, the teacher comes down to the level of the student in order to close the gap of learning. Jesus now responds to Peter based on where Peter is (from "Peter, do you agape me?" to "Peter, do you phileo me?")
The same principles we see the Master Teacher use are still relevant for practical use in the teacher-learner relationship today. The objective of "setting the table" for Christian teaching is to produce mature disciples of Jesus Christ.
In terms of setting the table for the spiritual learning of believers, one must be concerned about the place setting for the food; the preparation of the food; and the presentation of the food
Arranging the Table
Before any meal can be served, the table must be set! The place setting alerts everyone that it's almost mealtime. It also denotes the significance of the occasion, and gives an indication of what will be served.
Most people who have dined at a fine restaurant are familiar with table etiquette. One of the first things the waiter does is arrange the silverware and condiments. While there is sometimes confusion among common people about the correct arrangement of plates, silverware and napkins, the waiter clearly knows where each goes. He has learned the established and accepted way that everything is placed.
Likewise, in the teacher-learner relationship there must be the recognition of the gap between what the teacher attempts to teach and the perception of what the learners should learn.
Just as the waiter tends to the proper place setting at the table, teachers must tend to setting the proper table for learning. The teacher must do the right things in class in order to facilitate change in the lives of the learners.
According to Josh Hunt, author of "Disciple-Making Teachers," there are at least four things that Christian teachers need to consider in terms of establishing an atmosphere where effective learning can take place. He speaks about the importance of the physical environment, teacher-learner relations, learner-learner relationships, and teaching in a storm.
The Physical Environment
The role of the teacher in education is to create the most favorable environment that promotes self-learning. Unless the physical environment is right, the right things usually do not happen in class for the disciple-making process to evolve.
Such things as lighting, room temperature, low noise levels and chair arrangement can help to produce a warm learning climate.
The appearance of the classroom is far more important than often realized. Even when space and facilities are limited, teachers should always be concerned about a comfortable place for learning. Students learn best when the atmosphere of the classroom is inviting. When the learning experience is structured and staged, it promotes interaction and involvement.
Teacher-Learner Relations
If teachers want to maximize their impact with learners, they must love, respect, and establish rapport with them. Teachers must not only know the content, they must understand the context of the
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"A pupil's growth is determined, not by what he hears, but by what he does about what he hears." Lois LeBar, |
Teaching is not simply passing on knowledge. It is stimulating students to learn and to be effective the teacher must understand the learner. Understanding the way that people learn guides the teacher in communicating the content effectively.
The student has responsibilities too.
Lois LeBar, in "Education That Is Christian," states, "A pupil's growth is determined, not by what he hears, but by what he does about what he hears." This type of response points to practical application that the learner has been motivated, inspired, and challenged to implement in his or her life.
In his book, "Mapping Christian Education," Jack Seymour writes, "Teachers and learners partake in a process of growth in responsible discipleship that involves the vision of the living God, the virtue of Christ, and the vocation of the Spirit."
This triune understanding of the dynamic of the teacher-learner relationship is critical for spiritual nurturing.
Learner-Learner Relationships
Students, as well as the teacher, have the ability to educate. In "Teaching to Change Lives," Dr. Howard Hendricks, points out that, "Education must come from the individual learner. You, as the teacher, cannot pour it in. You have to draw it out."
While generally the teacher has more knowledge to pass on, learners can also draw out from one another. Through this process, one of the main goals is to see change take
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"Education must come from the individual learner. You, as the teacher, cannot pour it it. You have to draw it out." Dr. Howard Hendricks, |
In his book however, Hunt points out that no matter how well the teacher prepares or presents the lesson, people rarely learn in an environment of conflict. Relational rifts within the class can stymie the disciple-making process. Learners not only need to be at peace with the teacher, but they also need to be at peace with each other.
While conflict can and does happen in the classroom, it should take place in an environment where opposition and cooperation can exist within the same relationship. On the other hand, it is important to remember that conflict also takes place whenever passive or direct resistance to the old ways of doing things is challenged.
In this sense, conflict in the classroom can be healthy if confronting it in a redemptive manner leads to change in the lives of the learners.
Teaching in a Storm
As students enter the classroom, it is imperative for teachers to remember that each of them is dealing with personal issues and situations, some large and some small.
While many learners are coming to be spiritually nourished, the minds of some are preoccupied with other concerns and teachers would do well to know what is going on in the lives of students.
Hunt points out teachers should know their learners well enough to recognize when they are hurting. He also insightfully remarks that sometimes people who are experiencing troubling circumstances in their lives are unusually teachable!
It is often during the darkest moments in the learners' life that the most defining occasions exist to help crystallize truths in their hearts and minds. It is then that teachers can often seize the opportunity by taking advantage of these unplanned and unexpected teachable moments and present, if possible, a personalized lesson tailored to their needs. Disciple-making teachers can often recognize those rare teachable moments that come in the middle of a storm.
Hunt also points out that not every moment is for teaching. While there is a time to teach, there is also a time to be silent. People need good teaching, but they need good friends as well. Sometimes they need someone to listen to them, or just to ride alongside as they maneuver and navigate through the storms of life. Sometimes people just need someone to be there. There is much power in presence.
Eugene McCormick is currently enrolled in the doctoral studies program at Southern Baptist Theological Seminary of Louisville, Ky., in the School of Christian Education and Leadership. He is president of EMC Consulting, which serves and assists churches in developmental areas of Christian education, leadership and administration.
