Cultivating Deeper Understanding of the Doctrine of Examples
The concept of teaching by example is deeply embedded in Christian thought, with both biblical figures and theological traditions emphasizing its significance. Jesus himself frequently employed parables and lived out the principles he taught, providing a model for his followers [1]. The Apostle Paul also highlighted the importance of setting an example, particularly in his own conduct [3].
In the ancient world, teaching through example was a highly valued method of instruction [3]. Paul, for instance, demonstrated this by working to support himself, rather than being a burden to others, thereby providing a practical illustration of diligence and self-sufficiency (2 Thessalonians 3:7-8) [3]. This approach aligns with the understanding that disciples are "scholars" in the "school" of Christ, where they are instructed in their duties to God, the Church, society, and themselves [4]. Such instruction requires "line upon line, and precept upon precept," suggesting a continuous process of learning and confirmation, often through lived demonstration [4].
The Old Testament also reflects this emphasis on exemplary living. David, in Psalm 119, expresses a desire for divine instruction, praying, "Teach me thy statutes; give me to know all my duty" [2]. This petition for understanding of God's laws implies a need for clear guidance, which can be effectively conveyed through examples. David's aspiration to have "more understanding than all my teachers" (Psalm 119:99) suggests a critical evaluation of those who claim to instruct, implying that true understanding comes not just from words but from a deeper grasp of principles, often demonstrated in practice [5].
The New Testament further develops this theme. Jesus's ministry was characterized by both verbal teaching and practical demonstration. His parables, such as the parable of the sower, served as illustrative examples that conveyed profound spiritual truths [1]. Beyond parables, Jesus's life itself was an example of obedience, service, and love. The call to "continue in my word" (John 8:31) implies not just intellectual assent to doctrine but a sustained adherence to Christ's teachings, which are embodied in his life and actions [6]. This continuity in doctrine and practice is what defines genuine discipleship [6].
Theological traditions have consistently upheld the importance of example. For instance, the Nonconformist tradition, as seen in Matthew Henry's commentary on Psalm 119, stresses that in difficult times, individuals should seek to know their duty more than what they might expect, and pray for knowledge of "scripture-precepts" rather than "scripture-prophecies" [2]. This focus on duty and precepts inherently points to the need for clear examples of how these duties are to be fulfilled.
The Baptist and Reformed traditions, represented by John Gill's commentary, also touch upon the quality of teachers. Gill notes that David's claim of having more understanding than his teachers could refer to "bad ones in religious matters," such as the priests in Malachi's time or the Scribes and Pharisees in Christ's time [5]. This critique suggests that mere position or verbal instruction is insufficient; true teaching requires a depth of understanding and a life that exemplifies the principles being taught.
The Methodist/Wesleyan perspective, as articulated by Adam Clarke, emphasizes that being a "disciple" means being a "scholar" in Christ's school [4]. This school is not merely for theoretical learning but for instruction in one's duty to God, the Church, society, and oneself [4]. The process of "confirming the souls of the disciples" involves continuous instruction, "line upon line, and precept upon precept," which implies a practical, exemplary dimension to spiritual formation [4]. Clarke also highlights that receiving God's truth is not enough; one must "retain and walk in it" to be a genuine disciple [6]. This "walking in it" is the essence of living by example.
Sources
- Mark (Presbyterian) “Jamieson, Fausset & Brown on Mark 3 (introduction): PARABLE OF THE SOWER--REASON FOR TEACHING IN PARABLES--PARABLES OF THE SEED GROWING WE KNOW NOT HOW, AND OF THE MUSTARD SEED. ( = Mat. 13:1-23, 31, 32; Luk 8:4-18). (Mark 4:1-34) And he began again to teach by the seaside: and there was gathered unto him a great multitude--or, according to another well-supported reading, "a mighty" or "immense multitude." so that he entered into a ship--rather, "the ship," meaning the one mentioned in Mar 3:9. (See on Mat 12:15). and sat in the sea; and the whole multitude was by the sea on the land--cro”
- Psalms (Nonconformist/Puritan) “Matthew Henry on Psalms 119:124: Here is, 1. David's petition for divine instruction: "Teach me thy statutes; give me to know all my duty; when I am in doubt, and know not for certain what is my duty, direct me, and make it plain to me; now that I am afflicted, oppressed, and my eyes are ready to fail for thy salvation, let me know what my duty is in this condition." In difficult times we should desire more to be told what we must do than what we may expect, and should pray more to be led into the knowledge of scripture-precepts than of scripture-prophecies. If God, who gave us his statutes, d”
- 2 Thessalonians (Protestant academic) “Tyndale House on 2 Thessalonians 3:7: 3:7 Teaching by example was highly regarded in the ancient world. Paul himself provided an example by working for his own food (3:8; 1 Thes 2:9).”
- Acts (Methodist/Wesleyan) “Adam Clarke on Acts 14:22: Confirming the souls of the disciples - The word disciple signifies literally a scholar. The Church of Christ was a school, in which Christ himself was chief Master; and his apostles subordinate teachers. All the converts were disciples or scholars, who came to this school to be instructed in the knowledge of themselves and of their God: of their duty to Him, to the Church, to society, and to themselves. After having been initiated in the principles of the heavenly doctrine, they needed line upon line, and precept upon precept, in order that they might be confirmed a”
- Psalms (Baptist/Reformed) “John Gill on Psalms 119:95: I have more understanding than all my teachers,.... Such as had been or would have been his teachers, who were bad ones in religious matters; especially such might be the religious teachers in Saul's time, when David was a young man: as the priests, whose lips should keep knowledge, and deliver it to the people, were in the times of Malachi; and as the Scribes and Pharisees, who, sat in Moses's chair, were in Christ's time; and as those legal teachers were in the apostles' times, who would be teachers of the law, not knowing what they said, nor whereof they affirmed”
- John (Methodist/Wesleyan) “Adam Clarke on John 8:31: If ye continue in my word - Or, in this doctrine of mine. It is not enough to receive God's truth - we must retain and walk in it. And it is only when we receive the truth, love it, keep it, and walk in it, that we are the genuine disciples of Christ.”