T. B. Underwood¹ and Claude C. Jones² both point out in their publications that Jesus was a Master at the use of questions. His manner of handling questions asked of Him and His personal use of them demonstrate great skill. As a matter of fact, His skill seemed to have reached its best in the art of questioning.

Later in this publication an article or two on the use and mis-use of questions will be presented. For the time being, let us point out the fact that a question is a sentence which demands an answer. Educators since Socrates have found the question to be one of the most powerful teaching techniques. Why are1 they so powerful? Because they are like "switches to turn on" otherwise passive minds. "A good question demands an answer because it introduces imbalance within the hearer."³ A question is like the first half of a suspense story. Once "hooked" by the story; we are not satisfied until we learn "whodunit." Questions, of course, can be abused and misused.

The Gospels record more than a hundred questions asked by Jesus. He never asked questions in order to gain information for Himself, but to lead His listeners into a personal search for truth. When one considers this method of Jesus; he learns that three basics -characterize His questions:

(1) They were original: From the very yarn of His experience of Jewish life, Jesus wove His questions. When asked to show the basis for His authority, He answered with another question: "the baptism of John, whence was it? from heaven or of men?" (Matt. 21:25). Immediate communication resulted, for John the Baptist was very much in the thinking of the Jews of His day. They knew by what power Jesus functioned, for He had done none of His miracles in secret and had not kept back the knowledge that He -was the Messiah. Jesus knew the estimation in which John was :held by the people, and He took the wise in their own craftiness. Whatever they answered, they would convict themselves. If they said John received authority from God to baptize, then Jesus would ask why they did not believe him. Jesus knew they professed to hear all the prophets. If they said "of men," they would be in danger of the people. This is just one example of the originality of Jesus' questions,

(2) They were practical: On one occasion Jesus was challenged about healing on the Sabbath (Matt. 12:10). He responded by saying, "what man shall there be among you that shall have one sheep, and if it fall into a pit on the Sabbath day, will he not lay hold on it, and lift it out?" (Matt. 12:11). This practical question was followed by another, "how much, then, is a man better than a sheep?" Therefore it was lawful to do well on the Sabbath day.

(3) They were personal: Jesus had a way of asking questions that worked their way into the very fabric of the individual. Look at His, "whom do ye say that I am?" (Matt. 16:16-18), or to Peter, "lovest thou me?" (Jno. 21:15-17).

Paul K. Williams, in his Thayer Street Lecture notes for 1972, suggests four kinds of questions used by Jesus. There is first, the direct question. Questions that can be answered with a "yes" or "no," or perhaps with a word or two. This type of question is good for getting information, for determining the amount of knowledge a student hag and for clarification of certain issues. This is best illustrated in Matthew 16:13-20, where the first question, "whom do men say that I the Son of man am?" brought an immediate response. Then the question, "whom say ye that I am?" caused Peter to say, "Thou art the Christ . . ."

Secondly, Jesus, used indirect questions. He would ask this type of question when He sought specific knowledge and activity of the mind. The questions of Matthew 22:41-46 fit into this category.

The hypothetical question was one of the Master's most popular methods of teaching. This type of question was based on an imaginary condition and called for statements of opinion based on these conditions. This left out personal considerations. Look at Matthew 21, for example, "But what think ye?" This brought on the parable of the two sons, followed by other questions and responses.

Finally, the rhetorical question, which required no answer because the answer was usually supplied by the questioner. Jesus used this often (Jno. 3:10; Matt. 16:8; 23:17, etc.). This type of question would be used when the Lord wanted to stimulate thought. This question is not used to uncover the thoughts of the student, but rather to implant the thought of the teacher. When skillfully used it can point the way to the solution of many problems. It can arouse the mind from its inertia and set it into motion.

A good teacher will encourage questions from his audience. The success or failure, of a teacher is often demonstrated by the manner in which he handles questions that are asked him. Questions can be tricky and highly deceptive. Many kinds of questions have to be fielded by the teacher. There is the sincere 'question, the premature question, the prejudiced question, the baffling question, the self-answered question, the evasive question, the irrelevant question and the loaded question. Our Lord demonstrated a proper handling of questions that are asked. How did Jesus use questions asked of him?

(1) He often gave a direct answer. On one occasion the disciples asked Jesus, "who is the greatest in the kingdom of Heaven?" (Matt. 18:1). Using a child as an example, Jesus replied, "whosoever therefore shall humble himself as this little child, the same is the greatest in the kingdom of heaven." On another occasion the disciples came to Jesus and asked, "why speakest thou unto them in parables?" Jesus' direct answer was: "because it is given unto you to know the' mysteries of the,kingdom of heaven, but to them it is not given" (Matt. '13:10-11).

(2) Sometimes He went beyond the question to teach other needed truths. When Peter asked Jesus, "Lord, how oft shall my brother sin against me, and I forgive him." Jesus answered directly by saying, "I say not unto thee, until seven times: but until seventy times seven" (Matt. 18:21-22). But He went beyond this direct answer to a more complete explanation. He gave the story of the "unmerciful servant" (Matt. 18:23-35). This is very useful when we are asked questions like, "Is it a sin to play the organ in worship?" We can go beyond this type of question to teach on the doing away of the Law of Moses and of the importance of the silence of the Scriptures.

(3) Jesus went beyond the question to meet the real need of the questtioner. When one said unto Him, "Lord, are there few that be saved?" Jesus answered by giving the right incentive to correct living (Lk. 13:23-30). Today, if one comes to you asking if it is right to marry a divorced person, you can go beyond the question and present all that the Bible has to say on marriage and divorce.

(4) If a question was asked by one member of an audience, Jesus often used that question to teach the whole group. Matthew 15 is a good example of this. The Pharisees and scribes came to Jesus, saying, "why do thy disciples transgress the tradition of the elders?" Jesus used this as an opportunity to teach on the importance of violating God's law by traditions.

(5) He often answered questions by asking questions in turn. Many times He did this until they dared not ask any more questions (Matt. 22:46).

1. T. B. Underwood, Successful Teaching (Gadsden: 1955), P. 16.

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

3. Salisbury and Peabody, A Guide To Effective Teaching (Grand Rapids: Baker), P. 41.

Truth Magazine, XVIII:6, p. 8-9
December 6, 1973