Our message should encompass both Scripture and our congregants questions.
Recently, a group of pastors asked me this question: “Should we rethink the 30-minute sermon lecture in light of the many different ways classroom teaching is currently conducted?” They are part of a year-long initiative by the Center for Excellence in Preaching at Calvin Seminary to strengthen the quality of preaching. In an effort to answer this question, the group of pastors asked me to lead a preaching workshop centered on what we know about adult learning.
As I started to prepare, I asked myself, “What is underneath their question about sermon-as-lecture?”
Well, pastors want people to grow. Instead of having our carefully crafted words go in one ear and out the other, we hope for deep transformation. We hope that our communication shapes our listeners’ understanding of God, themselves, and the world so that their way of living would more closely reflect God and His Kingdom.
However, we know that just telling people what they should do is not enough. The old model of education believed that the teacher’s job was to deposit the information into the vessel of the student’s mind for future retrieval. Paulo Freire, who first used the term “banking” to describe this approach to learning, noted that teaching this way results in the facts becoming “lifeless and petrified…detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.” (Pedagogy of the Oppressed 2000, 71)
In other words, teaching that is not embodied by the teacher and experienced within the relational community is at risk of being nothing but empty …