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. f f 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".
f f f f f f f f f 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.
f f f f f f f f f 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.
f f f f f f f f f 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.
