Do you have difficulties knowing where or how to begin a Bible Study or Sunday School Class you are supposed to teach? Do you have trouble knowing how to teach various portions of the Scripture? If so, this book is for you. In this book Dr. Thompson, introduces you to the cognitive learning functions of the brain, memory, communication, hermeneutics, outlining of lessons, and other skills of the trained teacher. Start your teacher training now.
Studies For AFFECTIVE BIBLE TEACHING
By James A. ThompsonAuthorHouse
Copyright © 2012 Dr. James A. Thompson
All right reserved.ISBN: 978-1-4685-2895-4Contents
Dedication.................................................ixForeword...................................................xiStudy No. One–Teaching...............................1Study No. Two-Cognitive Learning...........................7Study No. Three-Memory.....................................13Study No. Four-Communication...............................23Study No. Five-Hermeneutics................................37Study No. Six-Study Methods................................51Study No. Seven-What Truth Is..............................59Study No Eight-Jesus, The Teacher..........................71Study No. Nine-Principles For Teaching.....................79Study No. Ten-Approved Service.............................89References.................................................93
Chapter One
Study No. One–Teaching
Teaching in general has been previously defined as "The inculcation of the incomprehensible into the minds of the ignorant by means of the incompetent." More correctly stated, "Bible teaching is the dissemination of information through any medium necessary, that brings knowledge, understanding, and wisdom to the student; in order to affect a positive change in the lives of the students in such a way as to result in their personal salvation, and service to the Kingdom of God." This should always be the primary focus of a Bible Teacher. The writer to the Hebrews stated:
"For the word of God is living and powerful, and sharper than any two-edged sword, piercing even to the division of soul and spirit, and of joints and marrow, and is a discerner of the thoughts and intents of the heart" (Heb 4:12NKJV).
However, teaching may be defined, it always involves the minds and wills of at least two people, which at times creates a very involved and complex process. The role of the participants, the teacher and the student, are very different; yet, at the same time, the two are dependant on each other in the process for the success of them both.
The teaching and learning process can be compared to the offensive play of a football game. When the quarterback throws a pass to a receiver (or students) there are several factors that contribute to the successful completion of the pass (or lesson taught). It is the football (lesson) that is being passed (taught) from the quarterback to the receiver (students) at the instruction of the coach. If the football (lesson) isn't successfully delivered from the passer to the receiver, then all planning, preparation, teaching aids, study and other preparatory efforts of the teacher are in vain. It is all wasted time unless the receiver receives the pass from the quarterback (students learn the lesson being taught). Neither the quarterback nor the receiver (both students) has any control over the actions of the other. Each one must do his part correctly, in order for both of them to know success. Teaching is not an endeavor of the teacher versus the student. Teaching success comes as the result of a cooperative team effort of both the teacher and the students. They must be united, committed to the teaching of the students.
The coach's playbook in this scenario is equivalent to the teacher's lesson plan (outline). The plays written in the playbook must be carried out by the players (students) as instructed by the coach from the playbook (outline), in order that the entire team (the class) successfully achieves (lesson taught and learned). If learning doesn't take place, there has been no teaching accomplished, or education acquired; there has only been time and resources wasted.
One of the dictionary definitions of teaching is "doctrine." A doctrine is what someone believes and adheres to in relation to what the Bible says; therefore, as a teacher, remember that doctrine is both, taught and learned. The effective teaching of correct Biblical doctrine is of the utmost importance to the teacher and the student. It is through the learning of correct Bible doctrine, (what the Bible truly says and means in context) that, the body of Christ is built up then and only then, are the saints equipped for the work of Christian Ministry.
Although, at a glance teachers may appear to be only half of the teaching/learning process, the fact is, teachers are a major part of the teaching/learning process. Teachers assimilate, build, convince, correct, clarify, compare, communicate, define, direct, disseminate, encourage, expound, edify, guide, share, show and train their students. All of these elements need to be in the teaching arsenal of the successful teacher. Teaching is much more than just the dissemination of information. The teaching/learning process requires a partnership combining the cooperative efforts of both the teacher, and the student. When the minds and wills of the two are focused on the goal of education, success will ultimately be the result. Every teacher should always keep the Golden Rule in mind when teaching, "As you would have others do to you, do you also to them."
Study One Review Questions
1. What is the stated definition of a Bible Teacher? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
2. What should always be the primary focus of a Bible teacher? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
3. There are at least how many minds and wills involved in the teaching/learning process? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
4. To what does the author compare the teaching/learning process? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
5. The teachers lesson plan is compared to what, elaborate? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
6. Define doctrine. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
7. List the many ways in which a teacher contributes to a class. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
8. What does the teaching/learning process require? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Personal Notes And Comments
________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Chapter Two
Study No. Two-Cognitive Learning
Learning is accomplished through various avenues, and always involves inter-action between the teacher and the student. In different situations the teacher may be aninanimate object, and the lesson someone learns is a hard one. In general, learning is sometimes incidental, yet, at other times it is intentional. It is sometimes random, but also by focus. It is by sight, hearing, touch, smell, taste, desire, need and will; still at times it is accidental. Learning is a life long process that can make one wiser through the gain of knowledge and understanding, there by, introducing us to self-discipline for positive change in our lives. However, all learning is not necessarily good or beneficial. Learning wrong or immoral things can be morally hurtful in life, and even spiritually damming eternally.
Real learning is perceptual, conceptual, factual, and motivational. All of these elements are taught in Scripture; the moral precepts of God; God's concept of eternal life for mankind; the biblically recorded facts of Jesus' death, burial, and resurrection, and the motivation of the Apostles to evangelize the world on Christ's behalf; all of these types of learning are taught in Scripture. Beneficial learning always produces a discipline for positive change in one's life.
The style, methods, and modes used by teachers often directly affect and impact a student's emotional motivation to learn in either a positive, or a negative way. They are never neutral. The necessity of mental and emotional motivation in the teaching/learning process is critical to both the teacher and the student. Without positive forms of motivation, the teacher will be ineffective and the student will be disinterested and inattentive.
The effect of the cognitive learning process involves a series of six primary mental functions. Below, each of these is defined with a two-fold purpose in mind. First, the cognitive definition is given; and secondly, the theological purpose for that function is stated. These six mental functions are:
1. Reception of information, 2. Analysis of information,
3. Evaluation of information, 4. Comprehension of information,
5. Synthesis of information, 6. Application of information
Reception of Information
There are two means through which information can be received; (1) by facts communicated through sensory perception (the five senses) to the brain; (2) through spiritual perception, such as, "a word of wisdom or knowledge" (see 1 Cor. 12:8)
From a theological perspective, information comes through the ministry of the Word, and can be received through both of these means.
Analysis of Information
The separation of the whole of a thing into its component parts for thorough examination. This is the hermeneutical process of establishing the kind of literature, general context, historical/cultural milieu, lexical/ syntactical analysis and theological value of a Biblical text.
Evaluation of Information
The determination of the significance of received information through careful appraisal and consideration. This function is for determining the correct theological understanding, and hermeneutical value of a text.
Comprehension Of Information
Comprehension of Information is the proper understanding of an idea or fact. Through information comprehension, the hermeneutical intent of the text is determined and understood. This is probably the most important and difficult part of the cognitive process.
Synthesis Of Information
Synthesis of information is the combining of all the parts of a text into a whole composition. Hermeneutically, information synthesis brings all parts of the text together, each part in its rightful place, showing the writer's theological meaning, and purpose for writing.
Application Of Information
Application of information is the act of applying, or putting to use learned techniques. Information application is the application of learned information to one's life. The life application of theological information received is the intent and purpose of hermeneutically correct, teaching of the Biblical Text.
The above listed cognitive functions of the brain are the basis of all knowledge anyone attains. Without each of these functions operating properly, the student wouldn't be able to apprehend the intended purpose for the teaching. It's like having an electrical device with a short circuit in it.
Even though these facts may be new to you, the order of these functions should be learned thoroughly, in order for you to have the ability to understand where a student may be lacking understanding. It could be that your choice of words when presenting the material was unfamiliar to the student. I will cover this possibility more thoroughly in Study No. Four
Study Two Review Questions
1. In how many ways have you learned lessons that are beneficial in life? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
2. What are four ways learning comes to you that can be found in the Bible? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
3. Does a teacher's style and method of teaching ever have a neutral affect on the student? Why? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
4. What are the six cognitive processes of received information in the brain, name in order? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
5. Describe each function of the cognitive process in order. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Personal Notes And Comments ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Chapter Three
Study No. Three-Memory
Memory is the ability of the brain to store, retain, and subsequently recall information. Although traditional studies of memory began in the areas of philosophy, the late nineteenth and early twentieth centuries, have directed the study of memory to the paradigms of cognitive psychology. In recent decades, it has become one of the principal pillars of a new branch of science that represents a combining of cognitive psychology and neuroscience called Cognitive Neuroscience.
There are several ways of classifying memories based on duration of time, nature, and retrieval of information. From an information processing perspective, there are three main stages in the formation and retrieval of memory.
They are:
Encoding: (the processing and combining of received information).
Storage: (the creation of a permanent record of the encoded information).
Retrieval: (the recalling of stored information in response to a cue for use at some other time or in some process or activity).
Classification of Information by Duration
The basic and generally accepted classifications of memory are based on the duration of one's memory retention. Three distinct types of memory have been identified. They are: sensory memory, short-term memory, and long-term memory.
Sensory memory corresponds approximately to the initial moment that an item of information is perceived by the brain. Some of the information in the sensory portion of the brain proceeds to the sensory store, which is referred to as short-term memory. Sensory memory is determined by the duration in time of memory retention. This time can range from milliseconds to seconds; the duration in time of short-term memory ranges from seconds to minutes. The retention of this information is generally determined by limited capacity and duration.
General store information can be retrieved in a period of time that ranges from days to years. This type of memory is called long-term memory.
It could be that short-term memory is supported through transient changes in neuronal communication, whereas, long-term memories are sustained by more stable and permanent changes in the neural structure that are dependent on protein synthesis. However, some psychologists believe that the distinction between long-term and short-term memory is arbitrary and is simply an indication of differing levels of activation within a given store.
If someone were to be given a random seven-digit number, the person may remember the number for only a few seconds, and then forget it (short-term memory). On the other hand, we all remember addresses, telephone numbers, social security numbers, etc. for years. Those long lasting memories are said to be stored in our long-term memory.
The term working memory is used to refer to the short-term memory that is needed for particular mental tasks. This term is not a synonym for short-term memory, because, it is not defined in terms of duration in time, but in terms of purpose. Some researchers consider working memory to be the combining of short-term memory with a degree of attentional control added. Example, if we are asked to mentally multiply 45 by 4, we have to perform a series of simple mathematical calculations in order to arrive at the correct answer. The ability of the brain to store the information regarding the procedural instructions needed to accomplish the mathematical task is what is referred to as working memory.
(Continues...)
Excerpted from Studies For AFFECTIVE BIBLE TEACHINGby James A. Thompson Copyright © 2012 by Dr. James A. Thompson. Excerpted by permission of AuthorHouse. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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