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. d d
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".
d d d d d d d 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.
d d d d d d d 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.
d d d d d d d 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.
