Narratives and analogies in storytelling is an incredibly effective teaching
method used by Jesus. In fact, James, Martinez, and Herbers (2015) say it
is the most employed method Jesus used and highlights its effectiveness
by concluding there is “almost universal receptiveness to a good story” (p.
147).
)
Consider Luke 15:11-32 where Jesus tells the story of the lost son. Before
commenting on the story, it is worth noting the context. The audience
gathered around Jesus included tax collectors, sinners, Pharisees, and
teachers of the law. The disciples were also likely present. We are also
told that the Pharisees and teachers of the law were disparaging Jesus’
association with the tax collectors and sinners. Jesus then tells three
stories in succession, culminating in the lengthy story of the lost son. He
begins with a story about a lost sheep, follows it with a story about a lost
coin, and concludes with the story of the lost son. This is part of his
effective teaching method. He reinforces themes that his audience would
have resonated with and/or been challenged by, thus leading to
transformational learning, and repetition would have driven the points
home.
)
The sinners and tax collectors would have heard a story about care, value,
redemption, and rejoicing. The Pharisees and tax collectors would have
largely been challenged that those whom they disparage are being
brought home. Perhaps, they would have reacted like the son who never
left (Luke 15:28-30); angry. Furthermore, the story told offers a context to
understand, relate, and engage. The lost son began life with the father
and was loved by him. When he chose to go away the father never
stopped loving him. Through his choices, he was humbled, and returned
to the father who welcomed him back. It is interesting how this story
differs from the others in Luke 15. In both of those situations someone
went out and actively looked for what was lost, seeking to redeem it. In
the final story, the father waited for the son to return. Truly there is a
significant difference between a sheep, a coin, and a person.)What does
this suggest about responsibility – to seek the lost, or to seek to return if
lost?
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Storytelling has been a natural and fruitful approach to teaching in my
experiences. In fact, every other week, I present a seminar on excellent
customer service to new hires at my organization. One of the first things I
have the new employees do is share stories of a time where they stopped
doing business with a company specifically because of poor customer
service. I usually supplement their stories, or kick them off if they are
reluctant, by sharing some stories of my own. I believe this helps to create
a more comfortable environment and improves engagement. Usually, by
the end, we are all laughing at shared experiences, comparing notes, and
telling so many stories I must reign it in. Throughout the rest of the
presentation, however, as I disseminate information, I am able to link it
directly to examples that were shared.
)
References
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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
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New International Version. (2011). New International Version Thinline
Bible
