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. e 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".
e e e e e e e e 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.
e e e e e e e e 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.
e e e e e e e e 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.
