Avoiding Unintended Hierarchies in Teaching with Analogies
Teaching with Analogies: Avoiding Unintended Hierarchies
Jesus' teaching on judging others in Matthew 7:3-5 uses hyperbolic imagery to emphasize the importance of self-reflection before criticizing others [1]. This passage highlights the need for humility in teaching and correction, a theme echoed in various Christian traditions. The use of analogies in teaching can be an effective way to convey complex ideas, but it also risks creating unintended hierarchies if not done carefully.
In Christian teaching, the use of analogies is not just a matter of pedagogical technique but also of theological significance. The early Church Fathers, such as John Chrysostom, emphasized the importance of sound doctrine and the avoidance of "foolish questions, and genealogies, and contentions, and strivings about the law" (Titus 3:8-11) [2]. This caution against unprofitable and vain teachings underscores the need for careful consideration in the use of analogies.
The Apostle Paul's instructions to Timothy on teaching and doctrine provide further guidance. In 1 Timothy 6:3, Paul warns against teaching "otherwise" than the sound words of Christ, emphasizing the importance of wholesome doctrine [3]. Similarly, in 2 Timothy 2:15, Paul exhorts Timothy to be diligent in his study and presentation of the truth, "rightly dividing" the word of truth [4]. These passages highlight the need for teachers to be mindful of their role and the potential impact of their words on their hearers.
The use of analogies can create hierarchies if the teacher is seen as the sole authority or if the analogy is taken as a definitive explanation. Matthew Henry's commentary on Proverbs 15:5 notes that superiors have a responsibility to instruct and reprove those under their care, but this must be done with authority and affection [5]. The risk of creating hierarchies is mitigated when teachers approach their task with humility and a recognition of their own limitations.
Thomas Aquinas, in his discussion of the Trinity, cautions against the dangers of heresy arising from words wrongly used [6]. This warning is relevant to the use of analogies in teaching, as the wrong analogy or its misinterpretation can lead to theological error. Charles Hodge's Systematic Theology emphasizes the importance of understanding the relation between the truths revealed in Scripture concerning the plan of redemption [7].
Augustine's On the Holy Trinity provides guidance on catechetical instruction, emphasizing the need for a well-considered account of the causes of the things narrated, lest they be accepted with a gratification that issues in no practical good or with a cupidity that may prove hurtful [8]. This caution is relevant to the use of analogies, as they must be used in a way that promotes understanding and does not lead to misinterpretation.
Sources
- Matthew (Protestant academic) “Tyndale House on Matthew 7:3: 7:3-5 Jesus exhorts his disciples to minister to others rather than condemning them. Reference to a speck (speck of dust, chip of wood) versus a log in the eye is hyperbolic imagery, intended to heighten the contrast (see 5:29; 23:23-24; cp. Mic 6:6-8).”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on Galatians–Colossians–Thessalonians: Homily VI. Titus iii. 8–11 “These things I will that thou affirm constantly, that they which have believed in God might be careful to maintain good works. These things are good and profitable unto men. But avoid foolish questions, and genealogies, and contentions, and strivings about the law, for they are unprofitable and vain. A man that is an heretic after the first and second admonition reject. Knowing that he that is such is subverted, and sinneth, being condemned of himself.” Having spoken of the love of God to man, of His i”
- 1 Timothy (Presbyterian) “Jamieson, Fausset & Brown on 1 Timothy 6:3: teach otherwise--than I desire thee to "teach" (Ti1 6:2). The Greek indicative implies, he puts not a merely supposed case, but one actually existing, Ti1 1:3, "Every one who teaches otherwise," that is, who teaches heterodoxy. consent not--Greek, "accede not to." wholesome--"sound" (Ti1 1:10): opposed to the false teachers' words, unsound through profitless science and immorality. words of our Lord Jesus Christ--Paul's inspired words are not merely his own, but are also Christ's words.”
- 2 Timothy (Presbyterian) “Jamieson, Fausset & Brown on 2 Timothy 2:15: Study--Greek, "Be earnest," or "diligent." to show--Greek, "present," as in Rom 12:1. thyself--as distinguished from those whom Timothy was to charge (Ti2 2:14). approved--tested by trial: opposed to "reprobate" (Tit 1:16). workman--alluding to Mat 20:1, &c. not to be ashamed--by his work not being "approved" (Phi 1:20). Contrast "deceitful workers" (Co2 11:13). rightly dividing--"rightly handling" [Vulgate]; "rightly administering" [ALFORD]; literally, cutting "straight" or "right": the metaphor being from a father or a steward (Co1 4:1”
- Proverbs (Nonconformist/Puritan) “Matthew Henry on Proverbs 15:5: Hence, 1. Let superiors be admonished to give instruction and reproof to those that are under their charge, as they will answer it in the day of account. They must not only instruct with the light of knowledge, but reprove with the heat of zeal; and both these must be done with the authority and affection of a father, and must be continued, though the desired effect be not immediately perceived. If the instruction be despised, give reproof, and rebuke sharply. It is indeed against the grain with good-humoured men to find fault, and make those about them uneasy; ”
- theology (Catholic (Scholastic)) “Aquinas, Summa Theologica, First Part (Prima Pars), Of What Belongs to the Unity or Plurality in God, Art. 2: Article: Whether the Son is other than the Father? I answer that, Since as Jerome remarks [*In substance, Ep. lvii.], a heresy arises from words wrongly used, when we speak of the Trinity we must proceed with care and with befitting modesty; because, as Augustine says (De Trin. i, 3), "nowhere is error more harmful, the quest more toilsome, the finding more fruitful." Now, in treating of the Trinity, we must beware of two opposite errors, and proceed cautiously between them---namely, t”
- CCEL (Reformed (Old Princeton)) “Charles Hodge, Systematic Theology, Vol. 2, section 61: leave others in their sin. This view, as it seems, agrees with the representations of the Scriptures, and avoids the difficulties connected with the strict supralapsarian doctrine. It is to be borne in mind that the object of these speculations is not to pry into the operation of the divine mind, but simply to ascertain and exhibit the relation in which the several truths revealed in Scripture concerning the plan of redemption bear to each other.”
- Schaff ANF/NPNF (Patristic) “NPNF1 Vol 3: Augustine — On the Holy Trinity — CHAP. 6.--OF THE WAY TO COMMENCE THE CATECHETICAL INSTRUCTION, AND OF THE NARRATION OF FACTS FROM THE HISTORY OF THE WORLD'S CREATION ON TO THE PRESENT TIMES OF THE CHURCH. (part 2): to be, not to let those genuine verities which we narrate, in consequence of any want of a well-considered account of their causes, be accepted either with a gratification which issues in no practical good, or, still less, with a cupidity which may prove hurtful! At the same time, we are not to set forth these causes in such a manner as to leave the proper course of o”