Teaching, hearing, and learning
31 07 2007As you can tell from the list of books on the right, I have been reading 7 Practices of Effective Ministry by Andy Stanley, Reggie Joiner, and Lane Jones.
Last night, I read an illustration in the book that sparked some thoughts. . .
My son’s first year in high school was an education for me . . . I was drilling my son on a Shakespearean drama when, about one o’clock in the morning . . . he looked at me and said, “Why do I need to know this?” . . .
“Do you know what I really need to know? . . . I need to know how to dance. Homecoming is in a few weeks, and I think that’s something that is important to know.”
. . . People attend churches every week and listen to someone teach Shakespeare when what they really want to know is how to dance . . .
I totally understand what he is saying here, and I totally agree. If we are studying through every single word of the Bible, but aren’t dealing with the issues that are affecting peoples’ lives . . . we’re leaving people with information they will probably forget before they walk out the door. How many of us really remember the stuff we learned in high school?
BUT, I also disagree on one level. There are some things that I learned in high school that I really remember. And, if I admitted them to you, you would think I was crazy for remembering them. Some of them are from Shakespeare. Sometimes the problem is not knowing what to teach, but knowing how to teach whatever it is that you have to teach.
The things I remember from high school are the things I learned from teachers who really understood the core issues. When I had a teacher that could go through a Shakespearean drama and help me see that the characters in that drama dealt with the same issues teenagers deal with today, and that some of them made horrible choices, and others made wise choices, Shakespeare was a whole lot easier to read. When I took a psychology class and had a teacher who was a stand-up comic on weekends, he taught us about Pavlov’s dogs, subliminal advertising, and all sorts of cools stuff. Most of which we didn’t even realized we learned, because he contextualized everything to the 20-30 of us students in the room. I didn’t know how much I learned until I had to take a similar course in college . . . one that was incredibly boring and I might have failed if I hadn’t already learned so much.
When we read or teach the Bible . . . if we are trying to teach a bunch of stories about what a bunch of old, dead people did a real long time ago, it’s not going to get very far. BUT, if we teach those same stories, and highlight the fact that they are testaments to God’s greatness and ability to work in ANY circumstance, including the financial strain you are under, or the problems you are facing in your marriage, or the question of what God wants you to do with your life . . . AND, more importantly, that all these stories point us to the love of God expressed ultimately through the death, burial, and resurrection of his Son, Jesus . . . suddenly, that same dead story has life and meaning for us today.
The reality is, if students are not learning what they need to know, it’s usually no more than 50% their fault. The other 50% of the responsibility falls on the teacher to teach the information in a way that the student can hear it and learn it. Hearing and learning are 2 vastly different things.
What are we trying to teach the people around us? Are we communicating that information in such a way that they can both hear it and learn it?
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Categories : Life, Personal, Vision













