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Strategies for Avoiding Overused Bible Examples in Teaching

Teachers of biblical truth are cautioned against certain pitfalls, including the temptation to over-rely on familiar examples. The apostle James warns against an eagerness to become a teacher, noting that those who teach will incur a stricter judgment [3, 10]. This suggests a need for careful consideration in how one approaches instruction.

One strategy for avoiding overused biblical examples is to broaden the scope of biblical texts considered. While some passages are frequently cited, the Bible offers a vast array of narratives, wisdom literature, and prophetic utterances that can illustrate theological points. For instance, when discussing the dangers of strife, one might move beyond common examples to consider how pride (Proverbs 13:10), wrath (Proverbs 15:18), or even "curious questions" (1 Timothy 6:4; 2 Timothy 2:23) can excite contention [1]. Similarly, the topic of flattery can be explored through less common examples such as the woman of Tekoah or Absalom, rather than only general warnings [2].

Another approach involves emphasizing the progression from elementary teachings to more mature understanding. The author of Hebrews encourages believers to "press on to maturity, not laying again a foundation of repentance from dead works and of faith toward God" [6]. This implies that teachers should guide students beyond foundational concepts, which often rely on a limited set of well-known examples, to deeper theological insights. This can involve exploring the nuances of familiar stories or drawing connections between different parts of Scripture that are not immediately obvious.

Teachers should also be mindful of the potential for "foolish and ignorant disputes" and "endless genealogies" that "gender strifes" rather than promoting godly edification [5, 8]. Matthew Henry, commenting on Titus 3:9, notes that while "needful questions" are valuable, "idle and foolish enquiries, tending neither to God's glory nor the edification" should be shunned [8]. This caution against speculative or unproductive discussions can extend to the selection of examples. If an example, however novel, leads to mere curiosity or contention rather than spiritual growth, it may be best avoided.

Furthermore, teachers are encouraged to avoid "overmuch care" about earthly things, which can obstruct the Gospel [7]. This principle can be applied to teaching by focusing on the essential message rather than becoming overly concerned with finding the most novel or intricate examples. The goal is clarity and spiritual impact, not mere intellectual stimulation. John Chrysostom advises that teachers should speak "with certainty" and "a little at a time," like builders [12]. This methodical approach suggests a focus on solid, foundational teaching, even if it means revisiting familiar truths from fresh perspectives, rather than constantly seeking new and potentially distracting illustrations.

The sheer volume of biblical material and theological commentary means that "the writing of books is endless, and too much study is wearisome" [4]. This observation from Ecclesiastes, coupled with the warning against becoming "righteous over much" [11], suggests a balanced approach to teaching. While it is good to explore the breadth of Scripture, the primary aim should be effective communication of truth, not exhaustive or overly complex presentation. John Gill, commenting on James 3:1, notes an affectation among some to be called "masters" or "teachers," which the apostle seems to oppose [9]. This highlights the importance of humility and focusing on the substance of teaching rather than the display of extensive, perhaps obscure, knowledge.

Sources

  1. Torrey's Topical Textbook “Torrey's Topical Textbook: Strife — Christ, an example of avoiding -- Isa 42:2; Mt 12:15-19; Lu 9:52-56; 1Pe 2:23. Forbidden -- Pr 3:30; 25:8. A work of the flesh -- Ga 5:20. An evidence of a carnal spirit -- 1Co 3:3. Existed in the church -- 1Co 1:11. Excited by Hatred. -- Pr 10:12. Pride. -- Pr 13:10; 28:25. Wrath. -- Pr 15:18; 30:33. Frowardness. -- Pr 16:28. A contentious disposition. -- Pr 26:21. Tale-bearing. -- Pr 26:20. Drunkenness. -- Pr 23:29,30. Lusts. -- Jas 4:1. Curious questions. -- 1Ti 6:4; 2Ti 2:23. Scorning. -- Pr 22:10. Difficulty of stopping, a reason for avoiding it -- Pr 1”
  2. Torrey's Topical Textbook “Torrey's Topical Textbook: Flattery — Saints should not used -- Job 32:21,22. Ministers should not use -- 1Th 2:5. The wicked use, to Others. -- Ps 5:9; 12:2. Themselves. -- Ps 36:2. Hypocrites use, to God. -- Ps 78:36. Those in authority. -- Da 11:34. False prophets and teachers use -- Eze 12:24; Ro 16:18. Wisdom, a preservative against -- Pr 4:5. Worldly advantage obtained by -- Da 11:21,22. Seldom gains respect -- Pr 28:23. Avoid those given to -- Pr 20:19. Danger of -- Pr 7:21-23; 20:5. Punishment of -- Job 17:5; Ps 12:3. Exemplified Woman of Tekoah. -- 2Sa 14:17,20. Absalom. -- 2Sa 15:2-6”
  3. James “Let not many of you be teachers, my brothers, knowing that we will receive heavier judgment. -- James 3:1”
  4. Ecclesiastes “Ecclesiastes 12:12 (LEB) — My son, be careful ⌞about anything beyond these things⌟. For the writing of books is endless, and too much study ⌞is wearisome⌟.”
  5. I Timothy “I Timothy 1:4 (Rotherham) — Not to be teaching otherwise, nor yet to be giving heed to stories and endless genealogies,—the which, bring, arguings, rather than that stewardship of God which is with faith;—”
  6. Hebrews “Hebrews 6:1 (NASB) — Therefore leaving the elementary teaching about the Christ, let us press on to maturity, not laying again a foundation of repentance from dead works and of faith toward God,”
  7. Torrey's Topical Textbook “Torrey's Topical Textbook: Care, Overmuch — About earthly things, forbidden -- Mt 6:25; Lu 12:22,29; Joh 6:27. God's providential goodness should keep us from -- Mt 6:26,28,30; Lu 22:35. God's promises should keep us from -- Heb 13:5. Trust in God should free us from -- Jer 17:7,8; Da 3:16. Should be cast on God -- Ps 37:5; 55:22; Pr 16:3; 1Pe 5:7. An obstruction to the Gospel -- Mt 13:22; Lu 8:14; 14:18-20. Be without -- 1Co 7:32; Php 4:6. Unbecoming in saints -- 2Ti 2:4. Uselessness of -- Mt 6:27; Lu 12:25,26. Vanity of -- Ps 39:6; Ec 4:8. Warning against -- Lu 21:34. Sent as a punishment to”
  8. Titus (Nonconformist/Puritan) “Matthew Henry on Titus 3:9: Here is the fifth and last thing in the matter of the epistle: what Titus should avoid in teaching; how he should deal with a heretic; with some other directions. Observe, I. That the apostle's meaning might be more clear and full, and especially fitted to the time and state of things in Crete, and the many judaizers among them, he tells Titus what, in teaching, he should shun, Tit 3:9. There are needful questions to be discussed and cleared, such as make for improvement in useful knowledge; but idle and foolish enquiries, tending neither to God's glory nor the edif”
  9. James (Baptist/Reformed) “John Gill on James 3:1: My brethren, be not many masters,.... The apostle having dispatched the subject of faith and good works, which constitute the pure and undefiled religion mentioned in Jam 1:27 which gave rise to this discourse, he proceeds to consider the evidence of a religious man, suggested in Jam 1:26 who is one that bridles the tongue; and enters into an account of the use and abuse of the tongue: and which is introduced by this exhortation; and which seems to be opposed to an affectation among the Jews, to whom James writes, of being called "Rabbi, Rabbi", or "Mori, Mori", master,”
  10. James (Presbyterian) “Jamieson, Fausset & Brown on James 3 (introduction): DANGER OF EAGERNESS TO TEACH, AND OF AN UNBRIDLED TONGUE: TRUE WISDOM SHOWN BY UNCONTENTIOUS MEEKNESS. (Jam. 3:1-18) be not--literally, "become not": taking the office too hastily, and of your own accord. many--The office is a noble one; but few are fit for it. Few govern the tongue well (Jam 3:2), and only such as can govern it are fit for the office; therefore, "teachers" ought not to be many. masters--rather, "teachers." The Jews were especially prone to this presumption. The idea that faith (so called) without works (Jam 2:14-26) wa”
  11. Ecclesiastes (Baptist/Reformed) “John Gill on Ecclesiastes 7:16: Be not righteous over much,.... This is not meant of true and real righteousness, even moral righteousness, a man cannot be too holy or too righteous; but of a show and ostentation of righteousness, and of such who would be thought to be more righteous and holy than others, and therefore despise those who, as they imagine, do not come up to them; and are very rigid and censorious in their judgment of others, and very severe in their reproofs of them; and, that they may appear very righteous persons, will do more than what the law requires of them to do, even wor”
  12. CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on John & Hebrews: 39 . Teachers should speak with certainty, 7 ; and a little at a time, 16 ; like builders, 27 . Temporal blessings given us as we can bear them, 15 . Testimony, facts the best, 49 . "Testimony of two," how applicable to God, 188 ; of man, when credible, 189 . That, expresses the consequence, not the final cause, 227 . Theaters, indecency of, 3 ; to be avoided, 4 ; corrupting tendency of, 66 ; corrupt their inmates more than prisons, 220 . Thomas, St., his fear before, exceeded by his courage after, the Crucifixion, 228 ; condemned for vain curiosity”
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