Cultivating Humility When Sharing Human Examples in Teaching
Cultivating Humility in Teaching through Human Examples
Cultivating humility is essential when sharing human examples in teaching, as it allows educators to model the virtue they aim to instill in their students. The biblical basis for humility is rooted in the character of God and the example of Christ, who "humbled himself and became obedient to death—even death on a cross" [1]. This self-emptying is a powerful model for teachers, who are called to demonstrate humility in their own lives and teaching practices.
The importance of humility in teaching is underscored by various biblical passages. Proverbs 15:33 states that "humility comes before honor" [7], emphasizing the value of humility as a precursor to true greatness. In the New Testament, Jesus is presented as the ultimate example of humility, having taken on human nature and subjected himself to the will of God [1]. The apostle Paul also exemplifies humility in his teaching, working to support himself while sharing the gospel, thereby demonstrating the value of humility in ministry [5].
In the context of teaching, humility involves recognizing one's limitations and being willing to learn from others. As Matthew Henry notes, humility is a key component of effective teaching, as it allows educators to approach their students with empathy and understanding [3]. By acknowledging their own vulnerabilities and weaknesses, teachers can create a safe and supportive learning environment.
The early Christian tradition also emphasizes the importance of humility in teaching. John Chrysostom, an Eastern Orthodox father, highlights the value of humility in his homilies, encouraging teachers to model Christ-like humility in their interactions with students [6]. Similarly, the Nonconformist/Puritan tradition, as represented by Matthew Henry, stresses the need for humility in teaching, citing the example of Christ and the apostles [3, 4].
When sharing human examples in teaching, cultivating humility involves being mindful of one's own biases and limitations. Teachers should strive to present examples in a way that is nuanced and contextualized, avoiding simplistic or dogmatic approaches. By doing so, educators can foster a deeper understanding of the subject matter and promote critical thinking among their students.
Furthermore, humility in teaching involves being open to feedback and criticism. As the Protestant academic tradition notes, humility is closely tied to the ability to learn from others and receive correction [2]. By embracing this mindset, teachers can create a collaborative learning environment that values diverse perspectives and promotes mutual growth.
Sources
- Torrey's Topical Textbook “Torrey's Topical Textbook: Humility of Christ, The — Declared by himself -- Mt 11:29. Exhibited in his Taking our nature. -- Php 2:7; Heb 2:16. Birth. -- Lu 2:4-7. Subjection to his parents. -- Lu 2:51. Station in life. -- Mt 13:55; Joh 9:29. Poverty. -- Lu 9:58; 2Co 8:9. Partaking of our infirmities. -- Heb 4:15; 5:7. Submitting to ordinances. -- Mt 3:13-15. Becoming a servant. -- Mt 20:28; Lu 22:27; Php 2:7. Associating with the despised. -- Mt 9:10,11; Lu 15:1,2. Refusing honours. -- Joh 5:41; 6:15. Entry into Jerusalem. -- Zec 9:9; Mt 21:5,7. Washing his disciples' feet. -- Joh 13:5. Obedi”
- Proverbs (Protestant academic) “Tyndale House on Proverbs 18:12: 18:12 Haughtiness cultivates pride. It leads to failure because it does not allow for change in the face of criticism. Humility learns from others and leads to the honor of success.”
- Luke (Nonconformist/Puritan) “Matthew Henry on Luke 14:7: Our Lord Jesus here sets us an example of profitable edifying discourse at our tables, when we are in company with our friends. We find that when he had none but his disciples, who were his own family, with him at his table, his discourse with them was good, and to the use of edifying; and not only so, but when he was in company with strangers, nay, with enemies that watched him, he took occasion to reprove what he saw amiss in them, and to instruct them. Though the wicked were before him, he did not keep silence from good (as David did, Psa 39:1, Psa 39:2), for, no”
- Ecclesiastes (Nonconformist/Puritan) “Matthew Henry on Ecclesiastes 3 (introduction): Solomon having shown the vanity of studies, pleasures, and business, and made it to appear that happiness is not to be found in the schools of the learned, nor in the gardens of Epicurus, nor upon the exchange, he proceeds, in this chapter, further to prove his doctrine, and the inference he had drawn from it, That therefore we should cheerfully content ourselves with, and make use of, what God has given us, by showing, I. The mutability of all human affairs (Ecc 3:1-10). II. The immutability of the divine counsels concerning them and the unsearc”
- 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).”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on Galatians–Colossians–Thessalonians: often slander him, yet they will not attack his virtuous life, but will join with others in admiring and revering it. Moral . Let us then so live, that the name of God be not blasphemed. Let us not, on the one hand, look to human reputation; nor on the other, subject ourselves to an evil report, but on both sides let us observe moderation; as he saith, “Among whom ye shine as lights in the world.” ( Philip. ii. 15 .) For on this account He left us here, that we may be as luminaries. that we may be appointed Teachers of others, th”
- Sefaria (Jewish (Rabbinic)) “Rashi (Rabbi Shlomo Yitzchaki) on Proverbs 15:33: and before honor there is humility Humility causes honor to come.”