Applying the Concept of Paradeigma in Teaching and Preaching
The Greek term paradeigma (παράδειγμα) refers to an example or pattern, and its application in Christian teaching and preaching emphasizes the importance of embodying the message being proclaimed. This concept is evident in the Apostle Paul's instruction to Timothy, "But be thou an example of the believers, in word, in conversation, in charity, in spirit, in faith, in purity" (1 Timothy 4:12) [2]. John Chrysostom interprets this passage, stating that a teacher should be "a pattern of a Christian life, as a model set before others, as a living law, as a rule and standard of good living" [4]. This means that the life of the teacher or preacher serves as a tangible illustration of the doctrines they convey [4].
The idea of being an example extends beyond mere verbal instruction. Chrysostom highlights that it is necessary to both command and teach, but also to live out the principles being taught [2]. This holistic approach ensures that the message is not only heard but also seen in practice. The Pharisees, for instance, were a religious group known for their emphasis on formal adherence to the law, and a deep understanding of their practices is considered important for grasping the essence of Christian teaching [1]. However, the Christian emphasis on paradeigma suggests that outward observance must be coupled with an inward transformation that manifests in one's conduct.
The call to be an example is particularly significant for those in leadership roles within the church. Calvin, in his commentary on Isaiah, notes that those who have received greater eminence in their calling should labor more diligently to enlighten others [3]. This implies that their lives should serve as a guiding light, demonstrating the faith they profess. While the outward ministry of the word is crucial, as seen in the appointment of pastors and teachers in the early church [5], the effectiveness of this ministry is enhanced when the messenger embodies the message. The act of preaching, or "proclaiming as a herald," as described in 2 Timothy 4:2, gains authority when the herald's life aligns with the proclamation [6]. This integration of word and deed forms the core of the paradeigma concept in Christian pedagogy.
Sources
- Smith's Bible Dictionary “Smith's Bible Dictionary: Pharisees — a religious party or school among the Jews at the time of Christ, so called from perishin, the Aramaic form of the Hebrew word perushim, "separated." The chief sects among the Jews were the Pharisees, the Sadducees and the Essenes, who may be described respectively as the Formalists, the Freethinkers and the Puritans. A knowledge of the opinions and practices of the Pharisees at the time of Christ is of great importance for entering deeply into the genius of the Christian religion. A cursory perusal of the Gospels is sufficient to show that Christ's teachi”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on Galatians–Colossians–Thessalonians: 449 Homily XIII. 1 Timothy iv. 11–14 “These things command and teach. Let no man despise thy youth; but be thou an example of the believers, in word, in conversation, in charity, in spirit, in faith, in purity. Till I come, give attendance to reading, to exhortation, to doctrine. Neglect not the gift that is in thee, which was given thee by prophecy, with the laying on of the hands of the presbytery.” In some cases it is necessary to command, in others to teach; if therefore you command in those cases where teaching is required, ”
- CCEL (Reformed) “Calvin, Commentary on Isaiah, Vol. 1, section 8.8: an ardent desire to spread the doctrines of religion, that every one not satisfied with his own calling and his personal knowledge will desire to draw others along with him. And indeed nothing could be more inconsistent with the nature of faith than that deadness which would lead a man to disregard his brethren, and to keep the light of knowledge choked up within his own breast. The greater the eminence above others which any man has received from his calling so much the more diligently ought he to labor to enlighten others. This points out to”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on Galatians–Colossians–Thessalonians: admired: therefore he proceeds to say, “But be thou an example of the believers in word, in conversation, in charity, in faith, in purity.” In all things showing thyself an example of good works: that is, be thyself a pattern of a Christian life, as a model set before others, as a living law, as a rule and standard of good living, for such ought a teacher to be. “In word,” that he may speak with facility, “in conversation, in charity, in faith, in” true “purity, in temperance.” “Till I come give attendance to reading, to exhortat”
- Jeremiah (Baptist/Reformed) “John Gill on Jeremiah 31:34: And they shall teach no more every man his neighbour, and every man his brother,.... Which is not to be understood of the outward ministry of the word; in heaven indeed there will be no need of it, nor in the New Jerusalem state; but in every period of time before it. In the first times of the Gospel, persons were appointed and qualified by Christ to be pastors and teachers; and in the latter day men shall run to and fro, and increase knowledge; besides, the saints in the present state stand in need of teaching; since they know but in part, and there is room for a ”
- 2 Timothy (Presbyterian) “Jamieson, Fausset & Brown on 2 Timothy 4:2: Preach--literally, "proclaim as a herald." The term for the discourses in the synagogue was daraschoth; the corresponding Greek term (implying dialectial style, dialogue, and discussion, Act 17:2, Act 17:18; Act 18:4, Act 18:19) is applied in Acts to discourses in the Christian Church. JUSTIN MARTYR [Apology, 2], describes the order of public worship, "On Sunday all meet and the writings of the apostles and prophets are read; then the president delivers a discourse; after this all stand up and pray; then there is offered bread and wine and water; the”