I spend a good deal of time in coffeeshops watching how people interact with one another and their tools. One of the better scenes tends to come from those shops nearer to colleges. Unlike other coffeeshops, it is here that you see all manners of studying, configurations of environments, and even attempts to not be distracted.
I remember how it is for me, and therefore I put the question out there to think about for you: once the sermon or bible study lesson is over, the expectation is that people will go back and study/prove the material (Acts 17:11 in practice). How many of you don’t just expect for that space to be taken, but design your lessons in such a way that investigating the answer allows someone to find their personal space to get the answer?
- Does your sermon and it’s outline live on a website, or do you rely on people to know how to take notes?
- If they have questions, how do you (the lesson teacher, not a secretary) make yourself available to assist the search for answers?
- What kinds of resources do you point people to so that they can “check your sources?”
We often make the assumption that the answer to life’s questions are as close as Scripture’s revelation. But, what are you doing as pastor-teacher to make sure that key principles stay that way?
Or, do you rather that there remains a layer between certain aspects of your teaching, and the abilities of your community to discover their ways towards its understanding?






Accurately Discerning the Word
Friday, August 6th, 2010One of the conversations had earlier this week also noted an aspect of mobility and constant access that speaks into other areas. The the subject in that part of the conversation had to do with the issue of how to verify that the things being read online are true enough to build a stable doctrinal foundation.
Thursday night, this topic came up again as some brothers were talking about 2 Timothy 2, and the impression by Paul on Timothy to not just strive for an understanding in all things (v.7), but to not let that understanding lead you into arguments over vain and profane topics (v.16). As we talked about the characteristics of a conversation what is mature, this sub-topic of exactly “how” to study to become acccurate in doctrine (v.15).
As technologists and students of the Word, it is very easy to get into “I use this application to study because it offers this and that feature.” I’d like to mature that question by asking the very pointed question:
This is a tough question for some, because the challenge isn’t just to say “I know because the Spirit told me so.” The burden of proof is on how you take whatever topic or area of Scripture you are studying and how this relates to the previously held and disputed contentions about that item over the course of Judeao-Christian history. Ideally, the “how you discern” comes from such attention. I’d like to know what that looks like, based on usage of digital resources and the experiences within ministry you’ve had.
And if you’ve not quite figured out the “how” just yet, but looking to do so, comment towards what exactly you are having trouble with, or what specific challenges you might be having relating the availability of information, the expanse of it, and then that undertaking of reading the right things.
Looking forward to your comments on this one.
Tags: academic research, applications, Bible study, community, connectivity, context, education, history, information, languages, learning, mobility, resources, software, study, validation, web
Posted in Commentary | No Comments »