Selecting Relevant Analogies and Examples for Diverse Learners
The use of analogies and examples is a significant pedagogical tool in Christian teaching, recognized across various theological traditions for its ability to convey complex truths to diverse audiences. Thomas Aquinas, for instance, argues that it is fitting for Holy Scripture to present divine and spiritual truths through comparisons with material things [4]. This approach acknowledges that human understanding naturally progresses from sensible objects to intellectual truths, as all human knowledge originates from the senses [4]. Therefore, spiritual concepts are appropriately taught using the likeness of material things [4].
Patristic writers also emphasized the utility of examples and similitudes. Augustine of Hippo, in his work On the Holy Trinity, discusses adapting discourse to different classes of hearers and even offers an example of how he would catechize an individual, implying the use of illustrative methods [6]. He also notes that "similitude is the mother of truth," suggesting that comparisons aid in understanding and distinguishing between truth and falsehood [7]. Similarly, Athanasius of Alexandria employs similes to illustrate profound theological concepts, such as the relationship of the Word to the Universe, comparing it to a chorus where diverse individuals contribute to a single harmony according to their nature and power [8]. Tertullian also found it useful to employ similitudes to illustrate concepts like defection or falling away [9].
The importance of clear and accessible teaching extends to the interpretation of scripture. The apostle Paul, in 2 Timothy 2:15, encourages believers to be "diligent" and "rightly dividing" the word of truth [1]. The Greek phrase for "rightly dividing" (ὀρθοτομοῦντα) literally means "cutting straight" or "rightly handling," suggesting a careful and accurate presentation of the message [1]. This contrasts with those who "teach otherwise" or introduce "new forms of teaching" that deviate from sound doctrine [2, 3]. John Calvin interprets "teaching differently" as forbidding the introduction of novel methods or doctrines for the sake of ambition [3].
For effective communication, particularly when dealing with potentially ambiguous signs or foreign idioms in scripture, Augustine suggests either inquiring from those who speak the languages, learning the languages oneself, or consulting and comparing various translations [5]. This highlights the need for clarity and precision in conveying biblical truths, which analogies and examples can facilitate by bridging understanding gaps for diverse learners.
Sources
- 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”
- 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.”
- CCEL (Reformed) “Calvin, Commentary on 1-2 Timothy, Titus, Philemon, section 4.4: is a compound, and, therefore, may either be translated, “to teach differently,” or after a new method, or, “to teach a different doctrine.” The translation given by Erasmus, ( sectari ,) “ to follow,” does not satisfy me; because it might be understood to apply to the hearers. Now Paul means those who, for the sake of ambition, brought forward a new doctrine. If we read it, “to teach differently,” the meaning will be more extensive; for by this expression he will forbid Timothy to permit any new forms of teaching to be introduce”
- 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”
- Schaff ANF/NPNF (Patristic) “NPNF1 Vol 2: Augustine — City of God, Christian Doctrine — CHAP. 14.--HOW THE MEANING OF UNKNOWN WORDS AND IDIOMS IS TO BE DISCOVERED.: 21. About ambiguous signs, however, I shall speak afterwards. I am treating at present of unknown signs, of which, as far as the words are concerned, there are two kinds, For either a word or an idiom, of which the reader is ignorant, brings him to a stop. Now if these belong to foreign tongues, we must either make inquiry about them from men who speak those tongues, or if we have leisure we must learn the tongues ourselves, or we must consult and compare seve”
- Schaff ANF/NPNF (Patristic) “NPNF1 Vol 3: Augustine — On the Holy Trinity — CHAP. 15.--OF THE METHOD IN WHICH OUR ADDRESS SHOULD BE ADAPTED TO DIFFERENT CLASSES OF HEARERS. (part 1): 23. But now, perhaps, you also demand of me as a debt that which, previous to the promise which I made, I was under no obligation to give, namely, that I should not count it burdensome to unfold some sort of example of the discourse intended, and to set it before you for your study, just as if I were my- 299 self engaged in catechising some individual. Before I do that, however, I wish you to keep in mind the fact that the mental effort is of”
- Schaff ANF/NPNF (Patristic) “NPNF1 Vol 7: Augustine — Homilies on John — BOOK II. (part 11): true and false so far as they were, by those or other differences, convicted of being dissimilar; must it not be confessed that similitude is the mother of truth, and dissimilitude of falsehood? A. I have no answer to make, and I am ashamed of my former so hasty assent. 14. R. It is ridiculous if you are ashamed, as if it were not for this very reason that we have chosen this mode of discourse: which, since we are talking with ourselves alone, I wish to be called and inscribed Soliloquies; a new name, it is true, and perhaps a gra”
- CCEL (Patristic) “Athanasius of Alexandria, Select Works and Letters, section 90: §43. Three similes to illustrate the Word’s relation to the Universe . And for so great a matter to be understood by an example, let what we are describing be compared to a great chorus. As then the chorus is composed of different people, children, women again, and old men, and those who are still young, and, when one, namely the conductor, gives the sign, each utters sound according to his nature and power, the man as a man, the child as a child, the old man as an old man, and the young man as a young man, while all make up a sin”
- Schaff ANF/NPNF (Patristic) “ANF Vol 4: Tertullian IV, Minucius Felix, Commodian, Origen — CHAP, IV.--ON DEFECTION, OR FALLING AWAY. (part 1): 1. To exhibit the nature of defection or falling away, on the part of those who conduct themselves carelessly, it will not appear out of place to employ a similitude by way of illustration. Suppose, then, the case of one who had become gradually acquainted with the art or science, say of geometry or medicine, until he had reached perfection, having trained himself for a lengthened time in its principles and practice, so as to attain a complete mastery over the art: to such an one i”