Using Real-Life Examples in Teaching: Common Pitfalls to Avoid
The use of real-life examples in teaching, while often effective, carries several pitfalls that can undermine the intended message or even cause offense. One significant danger is the potential for causing offense, which the New Testament warns against [1]. Teachers are exhorted to live lives shaped by the "Good News" to be worthy examples [8], and Paul himself taught by example, even working for his own food [10]. However, even well-intentioned examples can be misconstrued or lead to negative outcomes if not carefully considered.
A primary pitfall is the risk of misinterpretation or distraction. An example, even if drawn from real life, might not resonate with all listeners in the same way the teacher intends. What seems clear to one person might be confusing or irrelevant to another. The receptivity of the student is key to effective learning, and even the "best teaching" can be refused if offered at the wrong time or in a way that does not connect with the audience [9]. If an example is too complex, too personal, or too far removed from the students' experience, it can become a stumbling block rather than an aid to understanding.
Another pitfall arises when real-life examples inadvertently promote a sense of self-righteousness or judgment. When discussing sin, for instance, it is crucial to remember that all human beings are born sinners [2]. While the wicked indulge their sinful nature, the godly fight against it [2]. Examples of sinful acts, which can include "vanity" or "all sorts of sinful acts" [3], should be presented in a way that highlights universal human fallenness rather than singling out specific individuals or groups for condemnation. The sin of the first pair, for example, was not merely eating an apple but involved a "love of self, dishonor to God, ingratitude to a benefactor, disobedience to the best of Masters—a preference of the creature to the Creator" [5]. Using examples that focus on external actions without addressing the underlying heart issues can lead to a superficial understanding of sin.
Furthermore, using real-life examples can sometimes lead to a focus on outward conformity rather than inward transformation. The apostle John distinguishes between "committing actual sins" and having "no sin," referring to the guilt remaining from past sins and the corrupt old nature [7]. If examples are used to illustrate specific transgressions, it is important to balance this with the understanding that true righteousness involves an internal struggle against sin, as seen in Romans 7:19-23 [2]. Deliberate sins are often committed with an "insolent or arrogant attitude" [6], indicating a deeper rebellion [6]. Without this balance, students might focus on avoiding certain behaviors rather than cultivating a heart that desires to please God.
There is also the danger of teachers themselves becoming stumbling blocks if their examples or lives contradict their message. Paul emphasizes that only those whose lives are shaped by the Gospel are worthy teachers [8]. If a teacher uses an example that highlights a particular moral failing, but their own life exhibits similar patterns, it can undermine their credibility. The apostle John states that "He that committeth sin is of the devil," in contrast to "He that doeth righteousness" [4]. Augustine clarifies that one becomes a child of the devil by imitating him, not by birth [4]. This underscores the importance of a teacher's consistent walk.
Finally, real-life examples can be misused if they are presented in a way that encourages gossip or "talking about things they shouldn’t" [11]. This is particularly relevant when examples involve specific individuals or situations that could be identifiable. The church’s support for teachers should lead to "remarkable piety," not to abusing that support or engaging in idle talk [11]. The goal of teaching is to build up, not to tear down or expose others unnecessarily.
Sources
- Torrey's Topical Textbook “Torrey's Topical Textbook: Offence — Occasions of, must arrive -- Mt 18:7. Occasions of, forbidden -- 1Co 10:32; 2Co 6:3. Persecution, a cause of, to mere professors -- Mt 13:21; 24:10; 26:31. The wicked take, at The low station of Christ. -- Isa 53:1-3; Mt 13:54-57. Christ, as the corner-stone. -- Isa 8:14; Ro 9:33; 1Pe 2:8. Christ, as the bread of life. -- Joh 6:58-61. Christ crucified. -- 1Co 1:23; Ga 5:11. The righteousness of faith. -- Ro 9:32. The necessity of inward purity. -- Mt 15:11,12. Blessedness of not taking, at Christ -- Mt 11:6. Saints warned against taking -- Joh 16:1. Saints ”
- Psalms (Protestant academic) “Tyndale House on Psalms 58:3: 58:3 All human beings are born sinners (see 51:5); however, whereas the wicked indulge their sinful nature, the godly fight against it (Rom 7:19-23; Jas 4:1-10).”
- 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”
- Genesis (Presbyterian) “Jamieson, Fausset & Brown on Genesis 3:13: beguiled--cajoled by flattering lies. This sin of the first pair was heinous and aggravated--it was not simply eating an apple, but a love of self, dishonor to God, ingratitude to a benefactor, disobedience to the best of Masters--a preference of the creature to the Creator.”
- Psalms (Protestant academic) “Tyndale House on Psalms 19:13: 19:13 An individual who commits deliberate sins does so with an insolent (86:14) or arrogant (119:21, 69) attitude. • The great sin is rebellion (see 32:1).”
- 1 John (Presbyterian) “Jamieson, Fausset & Brown on 1 John 1:10: Parallel to Jo1 1:8. we have not sinned--referring to the commission of actual sins, even after regeneration and conversion; whereas in Jo1 1:8, "we have no sin," refers to the present GUILT remaining (until cleansed) from the actual sins committed, and to the SIN of our corrupt old nature still adhering to us. The perfect "have . . . sinned" brings down the commission of sins to the present time, not merely sins committed before, but since, conversion. we make him a liar--a gradation; Jo1 1:6, "we lie"; Jo1 1:8, "we deceive ourselves"; worst of al”
- 1 Timothy (Protestant academic) “Tyndale House on 1 Timothy 4:12: 4:12 Be an example: Only those whose lives are shaped by the Good News are worthy teachers of it (cp. 2 Tim 3:10-11; Titus 2:7; Heb 13:7). The false teachers were not.”
- Proverbs (Protestant academic) “Tyndale House on Proverbs 27:7: 27:7 Even the best teaching (honey) will be refused if offered at the wrong time. The key to real learning is the receptivity of the student.”
- 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).”
- 1 Timothy (Protestant academic) “Tyndale House on 1 Timothy 5:13: 5:13 Too seldom do those who are fully supported by the church invest their lives in remarkable piety (cp. 2:9-10; 5:10). Abusing the church’s support does not help them or the Good News (cp. 5:14). • talking about things they shouldn’t: The wording suggests involvement in the false teaching (5:15; cp. 2 Thes 3:11-13; Titus 1:11).”