James et al.'s (2015) article provides many examples of Jesus's teaching
style and methods that warrant appreciation and further reflection. By
examining his teaching methods, we can more deeply apply the content
of his lessons to our spiritual lives. Perhaps we can even model some of
his methods for usage in our own classrooms as well. In last week's
module, we learned of the importance of our materials being learner-
centered (Richmond et al., 2019). Reading through this week's article, it is
evident that our Master considered his audience and their needs at every
turn. What also stands out is His use of storytelling, everyday subject
matter, and what Martinez and Herbers (2015) term "directness to
audience". Reading through the scriptures, it is clear that many of Jesus's
stories and metaphors left the disciples confounded. This is evident by the
follow-up questions the disciples would ask. In this manner of teaching, it
becomes clear that Jesus was perhaps leading them deeper into a
transformational learning process. Martinez and Herbers (2015) state
that "More than mere storytelling, Jesus's parables call for a response
from His listeners, often through rhetorical questions or by leaving open
the conclusion of a parable" (p. 131). This is what I recall and find
impactful when pondering the phrase and technique of "directness to
audience".
Another instance in scripture that illustrates Jesus's use of
"directness to audience" can be found in Matthew 16. He engaged the
disciples in a discussion about the general consensus of the public
regarding who Jesus was. "Who do men say that I, the Son of Man, am"
(New International Version, 2009, Matthew 16:13)? Inevitably, a fuller
conversation probably ensued on what the "word on the street" was about
Him. However, we see Jesus employ this "directness to audience" in a very
personal manner when He poses the follow-up question "But who do you
say that I am" (New International Version, 2009, Matthew 16:15). This
type of questioning leads one to internalize a teaching in the most
personal and sacred manner regarding our relationship to Christ. This
style of follow-up questioning can also be used in a variety of subjects and
topics. What does this issue mean for us? How can we apply this lesson or
theory in our own lives? Simpson (2018) examined the impact of small
groups for transformational learning within evangelical churches. Reading
his dissertation also led me to further consider Jesus's use of teaching via
small groups. Consider the miracle that the Christian religion was founded
and has persisted throughout the ages as a result of the time He took to
engage 12 students in small group settings. This small group of
individuals engaging in storytelling, disclosure, and questioning has truly
changed the world.
I find this method of questioning and "directness to audience"
interesting and relevant also based on something the priest of our parish
said recently during a homily. He was discussing how to engage in
conversation to lead others to Christ. In his homily, he advocated for the
employment of questions versus direct statements or argumentative
assertions. Questions such as "Could this be the Christ"? By posing such
questions to the non-Christian listener, (versus demanding or
commanding), we maintain that individual's self-agency to where he or
she can arrive at their own conclusion (versus us dragging them towards
it). The psychologist Brehm (1966) also spoke of this via his reactance
theory, in that individuals do not like to be told what to do or how to think.
As a result, individuals will typically react against being directed towards a
certain behavior or decision in order to maintain one's independency or
self-agency. I have considered this also about our Lord in that (in his
infinite and unconditional love) He always respects our self-agency and
free will. We come to Him according to our own free will in love.
Communication via storytelling followed up with direct questions to us as
individuals is a way to lead us towards a deeper understanding of His love
while retaining our agency. Regardless of the topic, we as educators can
also do this in the classroom to engage our students. Asking direct
questions of our students also provides them the opportunity to be seen,
to be heard, and contribute to a greater and more collective
understanding of the topic or challenge at hand. To pose a question
directly (versus merely transmitting information) to where the student can
assimilate the information and contribute unique thought and contribution
communicates to that student that he/she has value, is appreciated, and
is needed as a vital member of the learning community and overall
process.
In keeping with the transformational learning process, ponder on
something (some subject or skill) that you have been studying recently
(even if a hobby for enjoyment). Then perhaps, in contemplative
prayer/stillness, share what you have learned thus far with Christ. Wait in
the stillness with Him and see if He asks you a question to reflect on or to
apply a deeper understanding of what you have learned. What is He
asking to lead or prompt you further in the transformational process?
References
Bernstein, D.A., Frantz, S., & Chew, S. (2020). Teaching psychology: A
step-by-step guide 3rd ed. Routledge.
James, G., Martinez, E., & Herbers, S. (2015). What Can Jesus Teach Us
About Student Engagement?Journal of Catholic Education, 19(1).
http://dx.doi.org/10.15365/joce.1901062015
Richmond, A. S., Morgan, R. K., Slattery, J. M., Mitchell, N. G., & Cooper, A.
G. (2019). Project syllabus: An exploratory study of learner-centered
syllabi.Teaching of Psychology, 46(1), 6-15.
https://doi.org/10.1177/0098628318816129
Simpson, R. (2018). Elements of transformational learning in small groups
of an evangelical Christian church [Doctoral dissertation, Pepperdine
University]. https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?
article=1976&context=etd
The Gideons International. (2009).The New Testament and Psalms: New
international version.
