Presentation on theme: "Creative Bible Study Mark A. Maddix Northwest Nazarene University."— Presentation transcript:
Creative Bible Study Mark A. Maddix Northwest Nazarene University
Why do we teach Scripture? To help people gain knowledge of Scripture (knowing) To help people grow in their relationship with Christ (being) To help people live out their faith by following serving Christ and loving others (doing).
Wesleyan Approach to Scripture Inductive vs. Deductive Method ◦ Observation ◦ Interpretation ◦ Application Historical vs. Narrative Approach ◦ Historical is “text-centered.” ◦ Narrative is “reader-centered” Scripture as Formation ◦ Inspiration and Connection with God
Wesleyan Approach to Scripture Scripture and Bible Study always takes place in community. ◦ We are shaped and formed as we gather in community around Scripture. ◦ Hermeneutical Communities (“No holiness without social holiness”) Scripture is Dynamic and Relational. ◦ God is always speaking in all generations through Scripture.
Creative Bible Study Culture Predominately Non-Christian ◦ Living in a Post-Christian, Postmodern world. Culture is Predominately Biblically Illiterate 93% of American households have a Bible, but 58% “do not know who preached the sermon on the mount” (Barna Research Group, 29-30).
Connecting Scripture to Life Making Scripture Relevant to real life. Connecting Experience to Scripture ◦ Interpretation, “Meaning Making.” Create an open context for dialogue and discussion ◦ Thinking Climate (Search Institute)
Creative Bible Study What do we creatively teach Scripture in a Postmodern world? In what way is Bible study different in a postmodern context? What methods/approaches are most effective in creatively teaching Scripture?
Creative Bible Study Approaches Experiential Learning Inductive Teaching/Learning Teacher as facilitator of Learning Create in class experiences (video, games, role plays, simulations) Debriefing of Experience
Strategic Experiential Modules Sense-five senses (see, sound, smell, taste, touch) Feel-affective and emotive. Think-divergent thinking (brainstorming, dialogue) Act-responding to the message-acting! Relate-relationship & social interaction Bernd, Schmitt, Experiential Marking: How to get consumers to Sense, Feel, Think, Act, & Relate to your company and brand. (New York: The Free Press, 1999).
Transformational Learning Inductive Process (Donald Joy) Intersection-Begin with a story, life experience, game, learning activity, role-play that connects the lesson with life. Investigation-Use questions or dialogue as a means for people to begin to explore the topic for themselves. Insight-The goal is that people will gain insight on their own without you telling them what they should know. If people gain their own insight it is more likely that they will remember what they have learned.
Inference-What does this new insight mean for me in my life? What are the implications of what I have learned? Implementation-In what ways do I implement what I have learned in my life? What actions do I need to take?
Inductive Bible Study Example ◦ Bible Study Methodologies ◦ II Corinthains 5:17-21 Inductive Approach to Teaching (Example) ◦ Inductive and Deductive Process
Examples Video Clips Dialogue/Discussion Life Examples/case studies Agree/Disagree PowerPoint Presentations Role Plays Games/Simulations Reaction Panels Demonstrations/Obj ect lessons Debates Role Assumption Exercise
Examples Les Miserables –Video Clip. Themes: Forgiveness, Grace, and reconciliation. Simulation-“All Iowan’s are Naïve” Role Play-Dysfunctional family. Game-“Fairness” for Teenagers.