All who are teaching are concerned with methods. Jesus as the Master Teacher was concerned with methods. When we imitate His methods we become more effective. We can learn a great deal by giving thought to. His manner of teaching.

A few words about "method" are in order. "Method" is simply orderly procedure. "It works with the given materials, proceeds according to principles and rules, aims at a completion, and honors such qualities as patience, deliberation, objectivity, subjectivity, toil and sweat.¹ During the actual methods of teaching the end may not always be distinguished from the beginning. But because the teacher has gained a sufficient measure of confidence regarding method, he labors toward a goal, knowing that eventually his method will converge at the goal's point. Instead of dabbling haphazardly at teaching, the teacher should use methods. This will help one to discover the dimensions of his task and create motivations to pursue to its conclusion. This will be done according to acceptable rules and principles. There are many methods of teaching. Claude Jones, in his The Teaching Methods of The Master, ² lists several methods employed by Jesus and discusses them in detail. These writings will not attempt to discuss all the methods employed by Christ.

There are many examples of Jesus' use of the discourse or lecture type of teaching. A lecture is the orderly treatment of a particular subject in a speech for the purposes of instruction. The sermon on the mount (Matthew 5-7) is an excellent example of the use of the lecture. Though uttered two thousand years ago from a mountain in Galilee, the echo of it still rings in the hearts of men. Its majesty rolls on and on like the sound of distant thunder.

There are two kinds of lectures and Jesus employed them both. There is the "Set Lecture, " where the audience is ignored and no interruptions are tolerated (Matt. 5-7; Lk. 11:1-13). This is not always the best method, but is most expedient at times. This type of lecture does not allow group participation. Then there is the "Teaching Lecture, " or the interrupted lecture. The lecture is blended to meet the learner needs and interruptions are permitted. John 15-16 illustrates this type with the disciples' questions coming in at John 16:19. Another example is the teaching of Jesus in the Temple which he allowed to be disrupted' by the scribes and Pharisees who brought in a woman taken in adultery. Following this incident, Jesus continued His discussion (Jno. 8:12):

It could be demonstrated that Jesus' use of lectures met several basic purposes: (1) To present information in an organized way. (2) To identify and clarify various problems. (3) To stimulate or inspire a group to greater activity. (4) To analyze various viewpoints. (5) To encourage further study. (6) Finally, to review and preview a subject. ³

Object lessons have a tremendous impact. Jesus used this method constantly, sometimes using the object itself. Most often He would refer to the object in, a vivid way in order to give interest and light (understanding) to His teaching. For example, He healed the blind man of his blindness ;and then gave a discussion of spiritual blindness (Jno. 9:39-41). He fed the 5,000 and then taught them about the bread of life (Jno. 6:26-27). He asks the Samaritan woman for water, then talked about living water (Jno. 4:7-14): Look at His use of the coin in Matthew 22:16-21. Seeking to trap Jesus, disciples of the Pharisees asked, "is it lawful to give tribute unto Caesar, or not?" Jesus said, "show me the tribute money." They brought him a penny, Jesus took it in His hand and asked, "whose is the image and inscription?" They' said, "Caesar's" and He replied, "render therefore unto Caesar the things which are Caesar's; and unto God the things that are God's." Many other examples of this method of teaching could be cited.

Teachers should strive to pattern themselves after this method and use objects in teaching. One of the best sermons that I have heard on schism within the church was presented by a preacher whom my father and I went to hear one night three or four years ago. He shocked us by tearing strips in every direction from a white piece of broad-cloth hanging from the blackboard. One thing is certain, we never forgot that sermon. It was an excellent example of an object lesson.

Pity the poor foreigner who tries to learn the, English language. He tackles the word "beat" and learns, a musician beats time ... a boy beats in a race . . . and explorer beats a path ... a policeman walks his beat ... a tax cheat beats the government . . . a heart beats regularly. By this time the foreigner is exhausted and ready to exclaim, "I'm beat. Beats me, how one word can have so many meanings."

This is an over-simplified illustration of semantics, but it points up a problem of communication. In the Bible Class, communication is transferring the message from the teacher's mind to the minds of the students. Solving this problem alone could transform our teaching function. We must present God's message in language the students can 'understand. This` can be done with word pictures or illustrations. These become "pegs" with which to put across a lesson. "A man don't know nothing he didn't learn." Sometimes helping him to see sermons in stories is the only way to make him learn.

Jesus was a Master at this practice! He used the language of the common people and was constantly getting His lessons across with the use of word pictures. Jesus began with everyday things and ended with the teaching- of spiritual truths. His parables made this practice famous. He appeals to the farmer with the story of the tares (Matt. 13:2430). He presents a word picture to the fishermen with' the story of the coin in the fish's mouth (Matt. 17:27) and the net (Matt. 13:47-50). The parable of the unmerciful servant (Matt. 18:23-35) appeals to the servant class. The laborers are captivated by the story of the laborers in the vineyard (Matt. 20:1-16). Space forbids mentioning other illustrations.

The use of word pictures, whether they be parables or illustrations should never be so unique, unreasonable or fascinating as to obscure the truth they are to illustrate and draw attention to.

By the "case method" reference is, made to the practice of singling out one individual or a group of individuals for the purpose of focusing attention. His concern with individuals instead of the masses is best illustrated with His healings of certain' individuals.

General principles are sometimes best taught by such case methods: The Good Samaritan became a concrete example for a lesson on love. Jesus taught of the sin of covetousness by dealing with the rich young ruler. Hypocrisy's lesson stands out with the use of the Pharisees (Matt. 23). Martha, Nicode nus and the Samaritan woman are other examples of the case method.

By using this approach Jesus could not only better determine the needs of the people, He could better deal with them because He became close to them. Notice how He calls His twelve "friends" and "children." Notice how He calls a woman "daughter." Because of this He was accused of being a friend to the tax collectors and sinners.

Out of the audience we should seek out the individual and deal with his needs. By the use of case after case we can make our classes more interesting and appealing.

(To Be Continued)

l. Irving Jensen, Independent Bible Study (Chicago: 1971), P. 20.

2. Claude C. Jones, The Teaching Methods Of The Master (St. Louis: Bethany Press).

3. LeRoy,Ford, Using The Lecture (Nashville: Broadman Press), Pp. 26-33.

4. The basic idea for this point and several others developed in these articles come from an outline of Paul K. Williams, where he outlined the book given in our footnote number two.

Truth Magazine, XVIII:5, p. 12-13
November 19, 1973