Teaching Genesis: a present-day approach inspired by the prophet Nathan
The prophets Nathan (2 Samuel 12:1-15) and John the Baptist (Mark 6:16-28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the diff...
| Main Author: | |
|---|---|
| Format: | Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Joint Publ. Board of Zygon through Blackwell, Oxford
2003
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| In: |
Zygon
Year: 2003, Volume: 38, Issue: 3, Pages: 633-641 |
| Standardized Subjects / Keyword chains: | B
Creation account (Genesis)
/ Religious instruction
|
| RelBib Classification: | CF Christianity and Science HB Old Testament NBD Doctrine of Creation RF Christian education; catechetics |
| Parallel Edition: | Non-electronic
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| 520 | |a The prophets Nathan (2 Samuel 12:1-15) and John the Baptist (Mark 6:16-28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis. | ||
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