Using Examples in Bible Teaching Without Compromising Authority
Using Examples in Bible Teaching Without Compromising Authority
The use of examples in Bible teaching is a delicate matter, as it involves balancing the need to illustrate biblical principles with the risk of compromising the authority of Scripture. The Bible itself provides guidance on this issue, with passages such as 1 Peter 5:3, which exhorts church leaders to be "examples to the flock" rather than lording it over them [1, 3].
In the New Testament, Jesus sets an example of humility and servant-leadership, demonstrating that true authority is not about exerting power but about serving others [2]. Paul follows this example, stating that he and his companions "gave ourselves as an example to you, for you to act like us" while acknowledging that they had the authority to act otherwise [4]. This approach suggests that using personal examples in teaching can be a valid way to illustrate biblical principles, as long as it is done in a spirit of humility and with a focus on pointing to Christ rather than oneself.
The biblical concept of example-setting is closely tied to the idea of imitation. Paul encourages the Corinthians to imitate him as he imitates Christ [1 Corinthians 11:1]. This implies that the goal of example-setting is not to draw attention to oneself but to point others to Christ. In this sense, using examples in Bible teaching can be a way of illustrating the practical application of biblical principles, as long as the examples are used to point to Christ and not to oneself.
Some traditions interpret the use of examples in teaching as a way to demonstrate the practical outworking of biblical principles. For instance, the Puritan tradition emphasizes the importance of living a life that exemplifies the teachings of Scripture [8]. According to this view, teachers should strive to embody the principles they teach, providing a living example that illustrates the power of the gospel.
However, there is a risk that using examples in teaching can compromise the authority of Scripture if the examples are not carefully chosen and presented. If the examples are used to supplant or overshadow the biblical text, they can undermine the authority of Scripture [5]. To avoid this, teachers should ensure that their examples are grounded in Scripture and used to illustrate the biblical text rather than replacing it.
In the history of Christian thought, the use of examples in teaching has been shaped by various theological and cultural factors. The early church fathers, such as Augustine, emphasized the importance of living a virtuous life as a way of exemplifying the teachings of Scripture [7]. The Reformation tradition, on the other hand, emphasized the authority of Scripture alone, cautioning against the use of extrabiblical examples or traditions that might compromise the authority of the biblical text.
The Presbyterian and Reformed traditions have also grappled with the issue of example-setting in teaching. According to Jamieson, Fausset & Brown, the biblical concept of example-setting is closely tied to the idea of imitation, with the goal of pointing others to Christ [6]. This view is echoed in the writings of John Gill, who emphasizes the importance of living a life that exemplifies the teachings of Scripture [9].
Sources
- I Peter “I Peter 5:3 (BSB) — not lording it over those entrusted to you, but being examples to the flock.”
- Torrey's Topical Textbook “Torrey's Topical Textbook: Self-Denial — Christ set an example of -- Mt 4:8-10; 8:20; Joh 6:38; Ro 15:3; Php 2:6-8. A test of devotedness to Christ -- Mt 10:37,38; Lu 9:23,24. Necessary In following Christ. -- Lu 14:27-33. In the warfare of saints. -- 2Ti 2:4. To the triumph of saints. -- 1Co 9:25-27. Ministers especially called to exercise -- 2Co 6:4,5. Should be exercised in Denying ungodliness and worldly lusts. -- Ro 6:12; Tit 2:12. Controlling the appetite. -- Pr 23:2. Abstaining from fleshly lusts. -- 1Pe 2:11. No longer living to lusts of men. -- 1Pe 4:2. Mortifying sinful lusts. -- Mr ”
- 1 Peter “1 Peter 5:3 (NASB) — nor yet as lording it over those allotted to your charge, but proving to be examples to the flock.”
- II Thessalonians “II Thessalonians 3:9 (LITV) — Not that we do not have authority, but that we give ourselves as an example to you, for you to act like us.”
- 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;—”
- Proverbs (Presbyterian) “Jamieson, Fausset & Brown on Proverbs 30:8: vanity--all sorts of sinful acts (Job 11:11; Isa 5:18).”
- 1 John (Presbyterian) “Jamieson, Fausset & Brown on 1 John 3:8: He that committeth sin is of the devil--in contrast to "He that doeth righteousness," Jo1 3:7. He is a son of the devil (Jo1 3:10; Joh 8:44). John does not, however, say, "born of the devil." as he does "born of God," for "the devil begets none, nor does he create any; but whoever imitates the devil becomes a child of the devil by imitating him, not by proper birth" [AUGUSTINE, Ten Homilies on the First Epistle of John, Homily 4.10]. From the devil there is not generation, but corruption [BENGEL]. sinneth from the beginning--from the time that any beg”
- Hebrews (Nonconformist/Puritan) “Matthew Henry on Hebrews 2:5: The apostle, having made this serious application of the doctrine of the personal excellency of Christ above the angels, now returns to that pleasant subject again, and pursues it further (Heb 2:5): For to the angels hath he not put in subjection the world to come, whereof we speak. I. Here the apostle lays down a negative proposition, including a positive one - That the state of the gospel-church, which is here called the world to come, is not subjected to the angels, but under the special care and direction of the Redeemer himself. Neither the state in which the”
- Hebrews (Baptist/Reformed) “John Gill on Hebrews 5:12: For everyone that useth milk,.... And sits down contented with the first principles of the Gospel, such as are easily taken in and digested; or makes use of the ceremonial law, as a schoolmaster to teach him the Gospel: is unskilful in the word of righteousness; the Gospel, which is a doctrine of righteousness; not of works of righteousness done by men, and of justification by them, or of a man's own righteousness; but of the pure, perfect, and everlasting righteousness of Christ: and it is called so, because it is the means of stripping a man of his own righteousn”