(This article was written with no knowledge of the foregoing material.
Not all ecclesial-sponsored Bible study activities will be conducted in the same way. Different settings and formats have their various advantages. This fact is considered in the following article using Bible schools and conferences to exemplify the point.)
Bible school settings
The setting for one vacation Bible school is at an elevation of 6,000 feet in the mountains. It is a majestic site
reminding most of the wonders of the Creator’s handiwork while allowing a respite from the world. At the same time, there are individual brethren and sisters who become so ill at such high elevations and climate conditions that they are unable to attend.
There are Bible camps that are held in beautiful rustic settings and are quite affordable because families provide their own food and sleeping accommodations. On the other hand, some avoid attending because they find it too difficult to “rough it.”
Everybody’s different
Most who attend ecclesial-sponsored Bible study find the classes highly stimulating. Meanwhile, parents with very young children, particularly sisters, find that they are so distracted and preoccupied in caring for their children that they don’t get very much out of the classes.
Then there is the sister who has been in faithful attendance at a Bible school for the last 35 years. In recent years, she has begun to complain that the classes have become too simple and repetitious. She is able to recall that one of the speakers in 1991 used the same topic that was originally presented in 1959 and again in 1976. Her complaint is actually a testimony to the benefit of the school. Now that she no longer needs the milk of the word, she cries out for a diet richer in meat.
Different formats
Most Bible schools follow a format of inviting two or three prominent brethren. Their identity and topics are widely publicized well in advance of the event. A contrasting approach is a conference that announces a theme (such as “Messiah in the Psalms”) and does not announce any speakers. A large number of brethren are selected in advance to read selected passages and present short talks on the theme, but the speakers may never be publicly identified.
Another school features several adult classes scheduled at the same time. This permits those attending to select the topic that most appeals to them.
Some Bible schools are family vacation activities. The afternoons usually allow for recreational activities and programs and classes are planned for children. A contrasting approach is a school only for adults with no recreational activities. This allows for classes mornings, afternoons and evenings. It also allows for daily afternoon and evening discussion and question and answer sessions. The main speakers are readily available to all for a public discussion. This format has also permitted discussion on controversial topics. Reasoned and balanced discussions have been held at this school on such topics as the meaning of porneia in Matt. 19:9 and its implications for how we resolve issues of marriage and divorce. Another topic has been three different presentations on widely different interpretations of Revelation.
At least one family Bible school was concerned about the ability of parents of young children to participate in the classes. Rather than leaving it up to the sisters to organize informal child care among themselves so that some parents could attend some sessions, this school pays outsiders to come to the school and provide child-care sessions. This allows all parents to attend at least the morning classes.
Audience participation
There is a very wide variation on the expectations for preparation and participation by the audience. Usually the audience is expected to be silent, follow the passages in their Bibles, take notes and buy tapes of the talk.
It is common at some Bible conferences for the participants to prepare before the school begins by completing homework. The brother leading the class may prepare study guides and outlines and in the weeks leading up to the conference the anticipated participants are expected to have assimilated considerable background material. Past issues of this magazine have featured letters from young people documenting the value of this type of active learning.
The teacher at a school, even when difficult subjects are presented, does not always have to be the primary source for knowledge and understanding. One conference devoted to a study of the book of Revelation had a very stimulating session by asking each member of the audience to take turns indicating what was their favorite verse from Revelation and why. For example, one brother made a lasting impression on others when he shared that he viewed God as being a personal friend (Rev. 21:3).
Some speakers at some schools plan exercises and may even use part of their period to divide a larger audience into smaller discussion groups. Other speakers have opened the floor to questions and discussion during each class session. Another conference devotes the afternoons to a three-hour session in which the larger audience separates into many smaller groups with a leader who directs the group into application discussions.
Jesus Christ, the model teacher
When we view Christ as our model for a teacher, it seems that he permitted, both openly and privately, a wider degree of discussion and questions than is usually allowed in our most common teaching formats. He also seemed to have expected a higher degree of involvement and participation from his audience than we normally expect from each other. He asked his disciples, for example, “Whom do men say that I the Son of man am?” (Matt. 16:13). This allowed Peter to express his expectations and understanding of the role of the Messiah and for Jesus to continue to prepare his disciples for his coming death.
Jesus’ teaching style involved more active learning on the part of his hearers than the more formal style and audience silence we seem to expect from our speakers and their listeners at what we term “Bible talks.” It may be ironic that we benefit from the format and teachings of Jesus but often preclude its use in our approach to ecclesial Bible study. For example, we have a glimpse of what it will be like on earth when God establishes His kingdom because someone asked a question. If it were not for Matthew 22:30, would we know that we will become like the angels and not marry? On the other hand, we have endless discussions and debates among ourselves about divorce and remarriage. The primary reason for this is that the wrong question was asked by those seeking to trap Jesus. They asked if “it were lawful” (Matt. 19:3), but surely the question we are seeking to answer is this: “Is there healing possible for those who have divorced?”
If we are to follow a format for Biblical instruction should it not be closer to Jesus’ style of actively developing discipleship? Should we not consider how instruction is delivered so that we are better able to walk in His way? Let us then consider modes of Bible study that enable us to be nourished and participate in the nurturing of others.
The Origin of the Organic World – Part One