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Human Examples in Discipleship and Teaching Compared to Scripture

Discipleship in Christian thought involves a process of learning and imitation, where individuals follow a teacher or leader, aiming to become like them [9, 10]. This concept is deeply rooted in biblical narratives and teachings, which present both divine and human figures as examples for believers. The Hebrew tradition, as described by Josephus, emphasizes that all actions, studies, and words should reference piety towards God, with learning occurring through both instruction and practical exercises [7].

The Old Testament highlights the importance of parental instruction and example in moral and religious discipline, particularly concerning the law [5]. The book of Proverbs frequently underscores the value of teaching and learning, stating that instructing a wise person makes them wiser, and teaching a righteous person increases their learning [6]. Conversely, it notes that "a hater of teaching is like a beast" [8]. This emphasis on instruction suggests a foundational understanding of discipleship as a process of intellectual and moral formation.

In the New Testament, Jesus Christ is presented as the ultimate example for discipleship. His life and actions serve as a model for believers in various aspects. For instance, Christ demonstrated early rising, a practice deemed requisite for devotion and the discharge of daily duties [2]. He also exemplified intercessory prayer, praying for his disciples, for all saints, and even for his persecutors [1]. His sincerity, characterized by a lack of deceit, is also held up as an example for ministers and for all believers in their love for God and one another [3]. The apostle Peter explicitly states that Christ suffered innocently "for us," providing an example for patient endurance under undeserved suffering [19].

Jesus's teaching methods often involved parables, which are comparisons or similitudes used to illustrate one subject by another [4]. He taught with direct authority, unlike the religious leaders of his time who relied on quoting scriptures or previous scholars [13]. This direct authority underscored his unique role as the Messiah. Jesus also emphasized that his disciples should lead by serving, contrasting this with the self-serving attitudes of some religious leaders [17]. He recognized the need for spiritual guidance, noting that people were "like sheep without a shepherd" [16].

The relationship between a disciple and a teacher is central to the concept. Jesus taught that "A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher" [9]. Similarly, Matthew records Jesus saying, "It is enough for the disciple that he be like his teacher, and the servant like his lord" [10]. This indicates that the goal of discipleship is conformity to the teacher's character and conduct.

Beyond Christ, the Bible also presents human figures who serve as examples, both positive and negative. For instance, Abraham, Isaac, Jacob, Joshua, Gideon, Samuel, and David are noted for their practice of early rising [2]. While these individuals provide illustrations of certain virtues or practices, their examples are often contextualized and sometimes contrasted with Christ's perfect example. For instance, the chastisement from earthly fathers is described as being "after their own pleasure," often reflecting their erring judgment or temper, and focused on short earthly interests [12]. In contrast, God's chastening is for the believer's profit, that they might be partakers of his holiness [14].

The early life of the prophet Daniel, for example, began with the study of human learning before he was honored with divine visions, illustrating that God uses various methods to train individuals for service [15]. However, even in following human examples, discernment is necessary. The Jamieson, Fausset & Brown Commentary notes that while Elisha's departure to follow Elijah might seem similar to a disciple's commitment, Jesus's treatment of a potential disciple who wanted to say goodbye to his family highlights a different spirit, one that involves "looking back" and is not fit for the kingdom of God [11].

The New Covenant, as described in Hebrews, promises a direct knowledge of God for all believers, where they "shall not have to teach his neighbour" or "his brother," because "from the least to the greatest" all will know the Lord [18]. This suggests a shift from a reliance on human intermediaries for knowledge of God to a more direct, Spirit-led understanding, though the role of teaching and example remains vital in the process of spiritual formation.

Sources

  1. Torrey's Topical Textbook “Torrey's Topical Textbook: Prayer, Intercessory — Christ set an example of -- Lu 22:32; 23:34; Joh 17:9-24. Commanded -- 1Ti 2:1; Jas 5:14,16. Should be offered up for Kings. -- 1Ti 2:2. All in authority. -- 1Ti 2:2. Ministers. -- 2Co 1:11; Php 1:19. The Church. -- Ps 122:6; Isa 62:6,7. All saints. -- Eph 6:18. All men. -- 1Ti 2:1. Masters. -- Ge 24:12-14. Servants. -- Lu 7:2,3. Children. -- Ge 17:18; Mt 15:22. Friends. -- Job 42:8. Fellow-countrymen. -- Ro 10:1. The sick. -- Jas 5:14. Persecutors. -- Mt 5:44. Enemies among whom we dwell. -- Jer 29:7. Those who envy us. -- Nu 12:13. Those who ”
  2. Torrey's Topical Textbook “Torrey's Topical Textbook: Early Rising — Christ set an example of -- Mr 1:35; Lu 21:38; Joh 8:2. Requisite for Devotion. -- Ps 5:3; 59:16; 63:1; 88:13; Isa 26:9. Executing God's commands. -- Ge 22:3. Discharge of daily duties. -- Pr 31:15. Neglect of, leads to poverty -- Pr 6:9-11. Practised by the wicked, for Deceit. -- Pr 27:14. Executing plans of evil. -- Mic 2:1. Illustrates spiritual diligence -- Ro 13:11,12. Exemplified Abraham. -- Ge 19:27. Isaac, &c. -- Ge 26:31. Jacob. -- Ge 28:18. Joshua &c. -- Jos 3:1. Gideon. -- Jdj 6:38. Samuel. -- 1Sa 15:12. David. -- 1Sa 17:20. Mary, &c. -- Mr ”
  3. Torrey's Topical Textbook “Torrey's Topical Textbook: Sincerity — Christ was an example of -- 1Pe 2:22. Ministers should be examples of -- Tit 2:7. Opposed to fleshly wisdom -- 2Co 1:12. Should characterise Our love to God. -- 2Co 8:8,24. Our love to Christ. -- Eph 6:24. Our service to God. -- Jos 24:14; Joh 4:23,24. Our faith. -- 1Ti 1:5. Our love to one another. -- Ro 12:9; 1Pe 1:22; 1Jo 3:18. Our whole conduct. -- 2Co 1:12. The preaching of the gospel. -- 2Co 2:17; 1Th 2:3-5. A characteristic of the doctrines of the gospel -- 1Pe 2:2. The gospel sometimes preached without -- Php 1:16. The wicked devoid of -- Ps 5:9; ”
  4. Smith's Bible Dictionary “Smith's Bible Dictionary: Parable — (The word parable is in Greek parable (parabole) which signifies placing beside or together, a comparison, a parable is therefore literally a placing beside, a comparison, a similitude, an illustration of one subject by another.--McClintock and Strong. As used in the New Testament it had a very wide application, being applied sometimes to the shortest proverbs, (1 Samuel 10:12; 24:13; 2 Chronicles 7:20) sometimes to dark prophetic utterances, (Numbers 23:7,18; 24:3; Ezekiel 20:49) sometimes to enigmatic maxims, (Psalms 78:2; Proverbs 1:6) or metaphors expand”
  5. Smith's Bible Dictionary “Smith's Bible Dictionary: Education — There is little trace among the Hebrews in earlier times of education in any other subjects than the law. The wisdom therefore and instruction, of which so much is said in the book of Proverbs, are to be understood chiefly of moral and religious discipline, imparted, according to the direction of the law, by the teaching and under the example of parents. (But Solomon himself wrote treatises on several scientific subjects, which must have been studied in those days.) In later times the prophecies and comments on them, as well as on the earlier Scriptures, t”
  6. Proverbs “Instruct a wise man, and he will be still wiser. Teach a righteous man, and he will increase in learning. -- Proverbs 9:9”
  7. Project Gutenberg “Flavius Josephus, Against Apion, BOOK II, section 27: of the community with one another; for all our actions and studies, and all our words, [in Moses's settlement,] have a reference to piety towards God; for he hath left none of these in suspense, or undetermined. For there are two ways of coming at any sort of learning and a moral conduct of life; the one is by instruction in words, the other by practical exercises. Now other lawgivers have separated these two ways in their opinions, and choosing one of those ways of instruction, or that which best pleased every one of them, neglected the ot”
  8. Proverbs “Proverbs 12:1 (BBE) — A lover of training is a lover of knowledge; but a hater of teaching is like a beast.”
  9. Luke “A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher. -- Luke 6:40”
  10. Matthew “It is enough for the disciple that he be like his teacher, and the servant like his lord. If they have called the master of the house Beelzebul, how much more those of his household! -- Matthew 10:25”
  11. Luke (Presbyterian) “Jamieson, Fausset & Brown on Luke 9:61: INCIDENTS ILLUSTRATIVE OF DISCIPLESHIP. (Luk 9:57-62) I will follow . . . but--The second disciple had a "but" too--a difficulty in the way just then. Yet the different treatment of the two cases shows how different was the spirit of the two, and to that our Lord addressed Himself. The case of Elisha (Kg1 19:19-21), though apparently similar to this, will be found quite different from the "looking back" of this case, the best illustration of which is that of those Hindu converts of our day who, when once persuaded to leave their spiritual fathers in ord”
  12. Hebrews (Presbyterian) “Jamieson, Fausset & Brown on Hebrews 12:10: Showing wherein the chastisement of our heavenly Father is preferable to that of earthly fathers. for a few days--that is, with a view to our well-being in the few days of our earthly life: so the Greek. after their own pleasure--Greek, "according to what seemed fit to themselves." Their rule of chastening is what may seem fit to their own often erring judgment, temper, or caprice. The two defects of human education are: (1) the prevalence in it of a view to the interests of our short earthly term of days; (2) the absence in parents of the unerri”
  13. Matthew (Protestant academic) “Tyndale House on Matthew 7:28: 7:28-29 Jesus began teaching only his disciples (5:1), but crowds had followed up the mountainside as well. • Unlike the teachers of religious law, whose authority was derived from the Scriptures they quoted or from the teachings of previous scholars, Jesus taught with real—that is, direct—authority. He quoted Scripture in the Sermon, but his teaching was based on his own authority as the Messiah.”
  14. Hebrews (Presbyterian) “Jamieson, Fausset & Brown on Hebrews 12:7: In Heb 12:7-8 the need of "chastening" or "discipline" is inculcated; in Heb 12:9, the duty of those to whom it is administered. If--The oldest manuscripts read, "With a view to chastening (that is, since God's chastisement is with a view to your chastening, that is, disciplinary amelioration) endure patiently"; so Vulgate. ALFORD translates it as indicative, not so well, "It is for chastisement that ye are enduring." dealeth with you--"beareth Himself toward you" in the very act of chastening. what son is he--"What son is there" even in ordinar”
  15. Daniel (Nonconformist/Puritan) “Matthew Henry on Daniel 1 (introduction): This chapter gives us a more particular account of the beginning of Daniel's life, his original and education, than we have of any other of the prophets. Isaiah, Jeremiah, and Ezekiel, began immediately with divine visions; but Daniel began with the study of human learning, and was afterwards honoured with divine visions; such variety of methods has God taken in training up men for the service of his church. We have here, I. Jehoiakim's first captivity (Dan 1:1, Dan 1:2), in which Daniel, with others of the seed-royal, was carried to Babylon. II. The c”
  16. Mark (Protestant academic) “Tyndale House on Mark 6:34: 6:34 they were like sheep without a shepherd: God’s people need a shepherd (Num 27:16-17; 1 Kgs 22:17; 2 Chr 18:16; see Jer 13:10; Ezek 34:23). Teaching people God’s word is compared to feeding sheep in Jewish literature (e.g., Ezek 34:1-24; 2 Baruch 77:13-15).”
  17. Matthew (Protestant academic) “Tyndale House on Matthew 23:11: 23:11-12 Jesus’ disciples should lead by serving, in stark contrast to Israel’s religious leaders (who are described in 23:5-7).”
  18. Hebrews (Presbyterian) “Jamieson, Fausset & Brown on Hebrews 8:11: Second of the "better promises" (Heb 8:6). they shall not--"they shall not have to teach" [ALFORD]. his neighbour--So Vulgate reads; but the oldest manuscripts have "his (fellow) citizen." brother--a closer and more endearing relation than fellow citizen. from the least to the greatest--Greek, "from the little one to the great one." Zac 12:8, "He that is feeble among them shall be as David." Under the old covenant, the priest's lips were to keep knowledge, and at his mouth the people were to seek the law: under the new covenant, the Holy Spiri”
  19. 1 Peter (Presbyterian) “Jamieson, Fausset & Brown on 1 Peter 2:21: Christ's example a proof that patient endurance under undeserved sufferings is acceptable with God. hereunto--to the patient endurance of unmerited suffering (Pe1 3:9). Christ is an example to servants, even as He was once in "the form of a servant." called--with a heavenly calling, though slaves. for us--His dying for us is the highest exemplification of "doing well" (Pe1 2:20). Ye must patiently suffer, being innocent, as Christ also innocently suffered (not for Himself, but for us). The oldest manuscripts for "us . . . us," read, "you . . . f”
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