The above statement is one that crosses the minds of most every student that is required to take a course in history, be it the History of Christianity, Music History, or Hymnology. A related question may have also been vocalized: “After all, all these people are dead, and why do I have to know all those dates? This stuff has nothing to do with today!” At first, the statement seems to only be that of a “whiner” and should be ignored, however the truth that the question raises is actually more revealing: Material has been taught without adequately explaining the need for knowing that particular content.
Countless students have been subjected to “boring lectures about dead people” rather than giving them an understanding of how what has happened in the past is an integral part of their present and future. Unfortunately, Scripture itself, has been taught in the same way with similar results. I would not accuse all who teach of this crime, nor would I say that not all students would sit eagerly awaiting the content if presented adequately, but I do wish to lay down some helps that might aid both in transforming “boring to fruit bearing.” With that in mind, please allow me to give my “two cents” toward a solution to the problem. I would first like to give some technical background and then some biblical understanding that I trust will be helpful.
Warning: technical information ahead. Please keep reading, the road may be bumpy, but will get better soon.
Time, space, nor purpose allow for trying to explain how we learn, but basic to learning itself is understanding the levels at which we grasp material. I am not claiming to be an expert on learning, but only a learner myself. I share these things because they have been a great help to me in my journey of teaching. “Bloom’s Taxonomy” can give us a basic understanding of the various levels of learning:
[http://www.utexas.edu/student/utlc/study_groups/pgm_study_strategies/studying_blooms.pdf]
Knowledge: Observation and recall of information
Comprehension: Understanding information, grasping its meaning.
Application: Using learned material in a new context or applying the rules, methods, or theories learned.
Analysis: Seeing patterns, recognizing hidden meanings and identifying and organizing parts of a whole.
Synthesis: Generalizing from known facts, putting together ideas or knowledge from several areas to create new ideas, drawing conclusions, seeing relationships
Evaluation: Comparing and discriminating between ideas, assessing the value of theories, ideas, presentations, or plans; verifying the value of evidence, determining the objectivity/subjectivity of information and value of evidence, sing reasoned arguments to make choices
Our levels of understanding are much deeper than just “knowing” the content, the most basic level, yet this is the one that is most often the focus of testing and retention. If we are to move past just a superficial understanding of any subject, we must move on to comprehension of the information, application of the information, analysis of that information, and hopefully to a synthesis and evaluation of that information.
Allow me to give an example of how this works using Martin Luther as an example:
Knowledge: Observation and recall of information
– Luther protested non-biblical practices by nailing his 95 thesis to the door at Wittenberg.
Comprehension: Understanding information, grasping its meaning.
– His belief that Scripture dictates practice led him to remove from the mass those things which Scripture did not teach and to change to a language that all the people could understand.
– This led him to emphasize the importance of congregational participation in public worship
Application: Using learned material in a new context or applying the rules, methods, or theories learned.
– Just as a study of Scripture revealed to Luther that congregational participation is important to public worship, so as we plan worship, we need to keep in mind corporate worship must involve the entire congregation.
Analysis: Seeing patterns, recognizing hidden meanings and identifying and organizing parts of a whole.
– To accomplish his task of involving the congregation and teaching Scripture to the congregation,Luther paraphrased passages, such as Psalm 46 [A Mighty Fortress], and wrote melodies in which the congregation could sing. He also encouraged the writing and composing of hymns on biblical topics for teaching.
– This is contrasted with Zwingli, who did not allow music in worship and Calvin, who allowed only unaccompanied psalms sung in unison in worship.
Synthesis: Generalizing from known facts, putting together ideas or knowledge from several areas to create new ideas, drawing conclusions, seeing relationships
– Though each of these reformers were godly men and seeking Scripture as their guide, each approached the issue from differing viewpoints.
– In time, all three would influence a future generation of worshipers and play an important role in the development of congregational worship.
– There are various worship related issues today that are similar to past ones; perhaps seeing how they were dealt with then could help us today.
Evaluation: Comparing and discriminating between ideas, assessing the value of theories, ideas,presentations, or plans; verifying the value of evidence, determining the objectivity/subjectivity of information and value of evidence, using reasoned arguments to make choices.
– As those who followed the practices of these reformers grew, modifications and refinements were made, so that over time, the singing of hymns was included in most of the groups that previously only used the psalter.
– As groups react with one another, there is a tendency to become more fixed in certain beliefs, and at the same time refine others. Though this change may take more than one generation, adjustments will be made.
– An evaluation of worship practices in Southern Baptist churches in the 1950's differed greatly with those of more Pentecostal leanings, however, the current worship practices of many SBC churches is similar to those of some charismatic congregations.
The previous statements are given as an example and represent personal opinion, but do provide an example of the various levels.
The evaluation of the past for guidance and understanding of the present and direction for the future is a consistent theme throughout the Scriptures. Moses commanded the people to teach their children so that they would be able to follow God’s laws and understand the meaning for why they did what they did. [Exodus 12:26], Joshua did the same after crossing the Jordan [Joshua 4:6]. Psalm 78 is a wonderful example of explaining sharing the history, but also the reasons for which they needed to do it:
1 My people, hear my teaching;
listen to the words of my mouth.
2 I will open my mouth with a parable;
I will utter hidden things, things from of old—
3 things we have heard and known,
things our ancestors have told us.
4 We will not hide them from their descendants;
we will tell the next generation
the praiseworthy deeds of the LORD,
his power, and the wonders he has done.
5 He decreed statutes for Jacob
and established the law in Israel,
which he commanded our ancestors
to teach their children,
6 so the next generation would know them,
even the children yet to be born,
and they in turn would tell their children.
7 Then they would put their trust in God
and would not forget his deeds
but would keep his commands.
8 They would not be like their ancestors—
a stubborn and rebellious generation,
whose hearts were not loyal to God,
whose spirits were not faithful to him.
Asaph continues giving detailed histories of God’s mighty acts and how the people continued to sin, were punished, and about God’s abundant mercy and grace. The purpose for doing so had been established in the first eight verses.
Paul in Romans 15:4 gives us similar encouragement: “For everything that was written in the past was written to teach us, so that through the endurance taught in the Scriptures and the encouragement they provide we might have hope.” A key to moving beyond boredom to fruit bearing is to seek out the lessons of the past and apply them to our present situation.
I can remember a high school student complaining about having to go to Sunday School saying, “But I’ve heard all those stories before!” The sad truth was that the only thing being shared was content. Somewhere there was a well meaning teacher repeating the content that had been shared to him or her, and now the process was just repeating itself. What little application there might have been, [“we all need to trust God more,”] was never shared with “how” to trust God more. How do we do that? It takes some work, some thinking, but it is well worth it.
“OK,” you might say, “but how do I start doing all this? No one ever taught me that way, how can I do it?” I would start with learning to ask questions related to the material involved. Learning the content is just the first step, and asking pertinent questions can help mine out the deeper things that can make the difference and even life changing insights. For example:
[Knowledge] What is being said? Who, when, where, and how is it being said?”
[Comprehension] Why is it being said? What difference did it make?
[Application] What difference would it make if we were to do it? How can we apply some principles from this?
[Analysis] How were they able to overcome the obstacles and make it work? Why did it not work? What were the outside influences involved and how did they affect the outcome? Can I break it down into smaller parts
[Synthesis] Have there been other times when similar things have happened with the same or differing results?
[Evaluation] What might happen if this were tried now in our situation?
I’m sure that you can think of many more, for the questions change with the material to be shared, but these are just for starters to help get you going. Sharing the riches of God’s Word and helping students connect the past with the present is an exciting adventure and not one without bumps along the road, but it is definitely one that I keeps me ever digging more and learning more myself. God bless you in your journey!
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