Creating Effective Examples and Illustrations for Sensitive Topics
Effective Examples and Illustrations for Sensitive Topics
The use of examples and illustrations is a crucial aspect of Christian communication, particularly when addressing sensitive topics. According to Aquinas, Holy Scripture employs metaphors and comparisons with material things to convey divine and spiritual truths, as it is natural for humans to attain intellectual truths through sensible objects [6]. This approach is rooted in the biblical text itself, where authors use various literary devices to convey complex ideas and emotions.
In the book of Proverbs, for instance, the author uses illustrations to convey moral teachings. Jamieson, Fausset & Brown note that Proverbs 30:24-28 provides two classes of apt illustrations that commend diligence and providence, while Proverbs 11:31 uses an illustration to emphasize the sentiment that the righteous will be rewarded [4, 1]. These examples demonstrate how biblical authors effectively employed illustrations to convey moral and spiritual truths.
The early Church Fathers also recognized the importance of using effective examples and illustrations in their teaching. Augustine, in his treatise on Christian Doctrine, notes that the obscurity of the sacred writers is compatible with eloquence, but should not be imitated by Christian teachers [8]. Instead, they should use clear and concise language to convey their message. John Chrysostom's homilies, for example, were known for their dramatic manner and rapid selection and variation of topics, which were effective in engaging his audience [2].
When creating examples and illustrations for sensitive topics, it is essential to consider the audience and the context. Adam Clarke notes that the conversation between Abraham and Isaac in Genesis 22:7 is a tender and affecting example of affectionate submission and dignified tenderness [3]. This example illustrates the importance of using narratives that are both engaging and respectful.
The use of metaphors and similes is also a crucial aspect of creating effective examples and illustrations. Jamieson, Fausset & Brown observe that Psalms 35:12 uses figurative language to express the psalmist's sorrow, demonstrating how biblical authors employed literary devices to convey complex emotions [5]. Charles Hodge, in his Systematic Theology, highlights the importance of using positive judgments and outward manifestations to render a thing probable, rather than relying on vague or ambiguous language [7].
Sources
- Proverbs (Presbyterian) “Jamieson, Fausset & Brown on Proverbs 11:31: Behold--Thus calling attention to the illustrations (compare Pro 11:23), the sentiment of which is confirmed even in time, not excluding future rewards and punishments. Next: Proverbs Chapter 12”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on 1 & 2 Corinthians: rare felicity, on passing into a modern language. His dramatic manner indeed, which was one of the great charms of his oratory among the Greeks, and his rapid and ingenious selection and variation of topics, these may in some measure be retained, and may serve to give even English readers some faint notion of the eloquence which produced so powerful effects on the susceptible people of the East. “However, it is not of course as composition that we desire to call attention to these or any other of the remains of the Fathers. Nor would this topic h”
- Genesis (Methodist/Wesleyan) “Adam Clarke on Genesis 22:7: Behold the fire and the wood: but where is the lamb - Nothing can be conceived more tender, affectionate, and affecting, than the question of the son and the reply of the father on this occasion. A paraphrase would spoil it; nothing can be added without injuring those expressions of affectionate submission on the one hand, and dignified tenderness and simplicity on the other.”
- Proverbs (Presbyterian) “Jamieson, Fausset & Brown on Proverbs 30:24: These verses provide two classes of apt illustrations of various aspects of the moral world, which the reader is left to apply. By the first (Pro 30:25-28), diligence and providence are commended; the success of these insignificant animals being due to their instinctive sagacity and activity, rather than strength. The other class (Pro 30:30-31) provides similes for whatever is majestic or comely, uniting efficiency with gracefulness.”
- Psalms (Presbyterian) “Jamieson, Fausset & Brown on Psalms 35:12: Though they rendered evil for good, he showed a tender sympathy in their affliction. spoiling--literally, "bereavement." The usual modes of showing grief are made, as figures, to express his sorrow.”
- theology (Catholic (Scholastic)) “Aquinas, Summa Theologica, First Part (Prima Pars), The Nature and Extent of Sacred Doctrine, Art. 9: Article: Whether Holy Scripture should use metaphors? I answer that, It is befitting Holy Writ to put forward divine and spiritual truths by means of comparisons with material things. For God provides for everything according to the capacity of its nature. Now it is natural to man to attain to intellectual truths through sensible objects, because all our knowledge originates from sense. Hence in Holy Writ, spiritual truths are fittingly taught under the likeness of material things. This is wha”
- CCEL (Reformed (Old Princeton)) “Charles Hodge, Systematic Theology, Vol. 3, section 64: but in so doing we entertain an angel or precious saint of God. But I mean a positive judgment, founded on some positive appearance, or visibility, some outward manifestations that ordinarily render the thing probable. There is a difference between suspending our judgment, or forbearing to condemn, or having some hope that possibly the thing may be so, and so hoping the best; and a positive judgment in favour of a person.” 577 577 Works, edit. New York, 1868, vol. i. pp. 91, 92. Edwards is careful not to make any detail of religious exper”
- Schaff ANF/NPNF (Patristic) “NPNF1 Vol 2: Augustine — City of God, Christian Doctrine — CHAP. 8.--THE OBSCURITY OF THE SACRED WRITERS, THOUGH COMPATIBLE WITH ELOQUENCE, NOT TO BE IMITATED BY CHRISTIAN TEACHERS.: 22. But although I take some examples of eloquence from those writings of theirs which there is no difficulty in understanding, we are not by any means to suppose that it is our duty to imitate them in those passages where, with a view to exercise and train the minds of their readers, and to break in upon the satiety and stimulate the zeal of those who are willing to learn, and with a view also to throw a veil ove”