Should Women Preach in Our Churches?

Article by Kevin DeYoung (original source here – https://www.thegospelcoalition.org/blogs/kevin-deyoung/women-preach-churches/ )

This is not an article about the case for complementarianism instead of egalitarianism. That matters, of course, but this piece is for self-identified complementarians wondering if their theology can allow, or should allow, for women preaching.

Here is the question I want to address:

Is there biblical justification, given basic complementarian convictions, for the practice of women preaching sermons in a Sunday worship service?

Most people reading this blog understand the immediate relevancy of the question posed above. I’m not going to rehearse the cases where this question has been raised or sift through recent responses online. Instead, I’m going to interact with what I think is the best case, from a complementarian perspective, for allowing women to preach. First, I’ll explain the argument for women preaching as fairly as I can. Then I’ll make a case why the argument—no matter how plausible it may sound at first—fails to convince.

Hearing Her Voice

The best argument I’ve seen for women preaching is by the Australian minister and apologist John Dickson in his book Hearing Her Voice: A Biblical Invitation for Women to Preach (Zondervan, 2014). With affirming blurbs from J.I. Packer, Craig Blomberg, Graham Cole, and Chris Wright, one can see why this has been an influential book. Even if you aren’t familiar with the book, I’m quite certain it’s influenced people you do know. Besides the commendation from well-respected evangelical scholars, Dickson’s book is a model of clarity and accessibility. In just over 100 pages, Dickson makes a thoughtful, straightforward case—as one who admits “to being a broad complementarian” (88)—for the legitimacy of women preaching sermons in Sunday services.

Not surprisingly, Dickson focuses on 1 Timothy 2:12. While the application seems obvious to many of us—women aren’t permitted to teach or to exercise authority, so they shouldn’t preach sermons—Dickson argues that we’ve misunderstood what Paul meant by teaching. “Put simply,” Dickson writes, “there are numerous public-speaking ministries mentioned in the New Testament—teaching, exhorting, evangelising, prophesying, reading, and so on—and Paul restricts just one of them to qualified males: ‘teaching’” (11-12).

At the heart of Dickson’s argument is a simple syllogism, we can summarize like this:

  1. The only thing women can’t do in worship is teach.
  2. For Paul, teaching was a technical and narrowly conceived enterprise that is not the same as our modern sermon.
  3. Therefore, women can speak in almost every way in a church service, including preaching the sermon.

So, if preaching a sermon does not count as teaching, what did Paul mean by teaching? Dickson explains:

1 Timothy 2:12 does not refer to a general type of speaking based on Scripture. Rather, it refers to a specific activity found throughout the pages of the New Testament, namely preserving and laying down the tradition handed on by the apostles. This activity is different from the explanation and application of a Bible passage found in today’s typical expository sermon. (12)

Dickson builds the case for this preliminary conclusion in four parts.

Part One. There are several different kinds of speaking mentioned in the Bible: prophesying, evangelising, reading, exhorting, teaching, and so on. We know from texts like 1 Corinthians 12:281 Corinthians 14Romans 12:4-8, and 1 Timothy 4:13 that Paul did not treat these speaking ministries as identical. Only one of these types of speaking is restricted to men, the activity of teaching (27).

Part Two. In the ancient world, and specifically for Paul, to teach (didasko) was a technical term for passing on a fixed oral tradition (34, 45). Teaching does not refer to expounding or explaining but to transmitting words intact (33). With the close of the biblical canon, there is not the same need for teaching in this technical sense.

Part Three. In the New Testament, teaching never means explaining or applying a biblical passage (50, 54). A teacher was someone who carefully passed down the fixed traditions or the body of apostolic words from their original source to a new community of faith (57, 59, 61). Some contemporary sermons may contain elements of this transmission, but this is not the typical function of weekly exposition (64). What we think of as the sermon is more aptly called exhortation (65).

Part Four. The apostolic deposit is now found in the pages of the New Testament. No individual is charged with preserving and transmitting the fixed oral traditions about Jesus (72, 74). Our preachers may be analogous to ancient teachers, but we do not preserve and transmit the apostolic deposit to the same degree, in the same manner, or with the same authority (73, 75). The typical sermon where a preacher comments on the teaching of the apostles, exhorts us to follow that teaching, and then applies that teaching is not itself teaching. The modern sermon is, depending on your definition, more like prophesying or exhorting, both of which are open to women (75).

From Yes to No

Dickson includes academic footnotes in making his case, as well as caveats and qualifications along the way. But the gist of his argument is arrestingly simple: Teaching is not what we do when we preach a sermon. Only teaching is forbidden to women. Women, therefore, can preach sermons in our churches.

I find Dickson’s thesis unconvincing for two basic reasons. I believe his view of ancient teaching is overly narrow and his view of contemporary preaching is exceedingly thin. Let me unpack this conclusion by looking at teaching from a variety of angles.

Teaching in the Early Church

The strength of Dickson’s approach is that he rightly points to the different speaking words in the New Testament. True, teaching and exhorting and prophesying and reading are not identical. And yet, his overly technical definition of “teaching” does not fit the evidence, or in some instances even square with basic common sense. If “I do not permit a woman to teach” can mean “I permit a woman to preach because preaching doesn’t involve teaching” we must be employing very restrictive definitions of preaching and teaching.

More to the point, we have to wonder why this highly nuanced reading has been lost on almost every commentator for two millennia. In a revealing endnote on the last page of the book, Dickson acknowledges “I have no doubt that within time the word ‘teaching’ in the early church came to mean explaining and applying the written words of the New Testament (and entire Bible). That would be an interesting line of research, but I am not sure it would overturn the evidence that in 1 Tim. 2:12 Paul had a different meaning of this important term” (104). That is a telling admission. But it invites the question: “If ‘teaching’ in the ancient world clearly had a narrow meaning of repeating oral traditions, why does no one seem to pick up on this exclusively technical definition?” To be sure, the Bible is our final authority, but when an argument relies so heavily on first century context, you would expect the earliest centuries of the church to reinforce the argument, not undermine it.

Take the Didache, for example. This late first century document has a lot to say about teachers. They are supposed  to “teach all these things that have just been mentioned” [in the first ten chapters of the book] (11:1). They are to teach what accords with the church order laid out in the Didache (11:2). Importantly, the Didache assumes the existence of traveling teachers, apostles, and prophets, all of whom are said to teach (didaskon) (11:10-11). It is telling that “teaching” is a broad enough term to include what prophets and other speakers do, not to mention the Didache itself.

While “teach” can certainly include the passing on of oral traditions about Jesus, it cannot be restricted to only this. As Hughes Oliphant Old explains, “the Didache assumes a rather large body of prophets, teachers, bishops, and deacons who devote full time to their preaching and teaching” (The Reading and Preaching of the Scriptures, 1:256). With full time teachers and “a daily assembly of the saints, at which the Word was preached” it is hard to imagine these various ministers engaged in “teaching” that steadfastly avoided the explanation of all biblical texts.

Of course, the true teachers were passing on the apostolic deposit, but this does not mean they were simply repeating the sayings of Jesus. In the Didache, parents are told to teach (didaxeis) the fear of the Lord to their children (4:9). The author(s) apparently does not think teaching is restricted to a highly technical definition. Nor does he think preaching is little more than a running commentary plus application. “My child, remember night and day the one who preaches God’s word to you, and honor him as though he were the Lord. For wherever the Lord’s nature is preached, there the Lord is” (4:1). According to the Didache, teaching is broader than transmitting oral traditions and preaching involves more than a few words of exhortation.

Teaching in the Synagogue

One of the key points in Dickson’s argument is that the Pauline conception of teaching is rooted in the practice of the Pharisees who passed on the oral traditions of their fathers (Mark 7:7). Just as the Pharisees might repeat the sayings of Hillel, so might the New Testament teacher repeat the sayings of Jesus. According to Dickson, the closest parallel to New Testament “teaching” is the passing down of the rabbinical traditions that we find repeated and piled up in the Mishnah (39).

This is an important line of reasoning for Dickson, one he repeats several times (39, 73, 100-102). The problem with the argument is twofold.

First, while the Mishnah collects the sayings of first- and second-century rabbis, these rabbis saw themselves explaining and applying the Torah. In other words, even if the Mishnah is our example of “teaching,” there is no bright line between “oral tradition” and “explaining texts.”

Second, the Jewish synagogue service provides a much better parallel to early Christian worship services than the Mishnah. After all, Paul is talking about corporate worship in 1 Timothy 2. For centuries leading up to the Christian era, the Jews had cultivated the art of preaching and gave it a privileged place in synagogue worship. According to Old, “there was a large core of dedicated men who had given their lives to the study of the Scriptures, and who prepared themselves to preach when the leadership of the synagogue invited them to do so” (The Reading and Preaching of the Scriptures, 1:102). It makes more sense to think Paul had in mind the well-developed tradition of men doing exposition in the Jewish worship service, when he prohibits women from teaching in 1 Timothy 2:12, as opposed to the mere repetition of oral traditions.

Teaching in the Old Testament

What’s more, this synagogue teaching ministry had its roots in the Old Testament. Moses taught (didasko, LXX) the people the statutes and rules of God—repeating them yes, but also explaining and applying them (Deut. 4:1-14). The priests, at least some of them, were to be teaching priests (2 Chr. 15:3), going through the cities of Judah teaching (edidaskon, LXX) people the Book of the Law (2 Chr. 17:9). Ezra set his heart to study the Law of the Lord and to teach (didaskein, LXX) his statutes and rules in Israel (Ezra 7:10). Likewise, Ezra and the Levites read from the Law of God and taught (edidasken, LXX) the people so they could understand the reading (Neh. 8:8).

The practices described in Ezra and Nehemiah give every indication of already being well established. There are texts, there are teachers, there is a congregation. We have in miniature the most essential elements of Jewish synagogue services and the Christian services that would use synagogue worship as their starting point. It’s hard to imagine Paul meant to communicate, let alone that his audience would understand, that when he spoke of “teaching” he had in mind nothing of the Old Testament or Jewish tradition and was only thinking of Pharisees passing along oral sayings. In each of the Old Testament instances above, the teacher explains a written text. That doesn’t mean didasko must involve exposition, but the burden of proof rests with those who assert that it most certainly does not mean that.

Teaching in the New Testament

I agree with Dickson that the prohibition against women teaching in 1 Timothy 2:12 should not be taken in the broadest sense possible. Paul does not mean to forbid women from ever transmitting knowledge to someone else. He is addressing propriety in worship, not the sort of teaching we find from women to women in Titus 2 or from Priscilla and Aquila to Apollos in Acts 18. But just because we reject the broadest definition of teaching does not mean the only other option is the narrowest definition. Dickson would have us equate “teaching” with passing on oral tradition. That was certainly part of teaching in the apostolic age, but many of the places in the New Testament that speak of the apostolic tradition never mention didasko (1 Cor. 2:2; 3:10; 11:2; 11:23-26; 15:1-11Gal. 1:6-91 Thess. 4:1-2). The language instead is of receiving, delivering, or passing on.

Crucially, the Sermon on the Mount is labelled as “teaching” (Matt. 7:28-29). According to Dickson, the Sermon on the Mount is “teaching” because Jesus is correcting the tradition of the scribes and handing down his own authoritative traditions. What Jesus is not doing is expositing a text (54). Of course, Dickson is right in what Jesus is doing. He is wrong, however, in asserting what Jesus is not doing. The Sermon on the Mount is filled with Old Testament allusions, parallels, and explanations. One doesn’t have to claim that Jesus is giving a modern sermon as we might. The point is not that “teaching” everywhere in the New Testament means “exposition,” but that the two ideas cannot be neatly separated.

Jesus was recognized by many as “rabbi,” an informal title meaning “teacher.” As a teacher, Jesus frequently quoted from or explained Old Testament Scripture. In fact, Old argues that Jesus’ teaching in the Temple courts at the end of his ministry was meant to show Jesus as the fulfillment of the rabbinical office. In Matthew 21-23 we see the different schools of the time—Herodians, Pharisees, Sadducees—come to Jesus with their questions about the Law and Jesus answers them all (1:106). In solving their riddles and stepping out of their traps, Jesus showed himself to be the master teacher, the rabbi of all rabbis. And in this display, he constantly explained and interpreted Scripture. The first-century Jewish understanding of teaching must not be separated from the judicious interpretation of inspired texts, nor can it be restricted to “passing along oral traditions.”

Teaching in the Pastoral Epistles

But what if—despite the Old Testament background and the synagogue background and the use of “teaching” in the Sermon on the Mount and the broader understanding of teacher in the early Church—Paul choose to use a very narrow definition of teaching in the pastoral epistles? After surveying all the uses of “teaching” in the Pastoral Epistles, Dickson concludes that “teaching,” as a verb and a noun, refer not to Bible exposition but to apostolic words laid down for the churches (59). Simply put, “teach” does not mean exegete and apply; it means repeat and lay down (64-65). Pauline “teaching” was never(Dickson’s word, my emphasis) exposition in the contemporary sense (74). Whatever else teaching may entail in other places, according to Dickson, for Paul it only meant laying down oral tradition.

Dickson is certainly right that “teaching” in the Pastoral Epistles is about passing on the good deposit of apostolic truth about Jesus. Conservative complementarian scholar Bill Mounce, for example, has no problem affirming that 1 Timothy 2:12 has to do with “the authoritative and public transmission of tradition about Christ and the Scriptures” or that it involves “the preservation and transmission of the Christian tradition” (Pastoral Epistles, 126). But notice that Mounce does not reduce the Christian tradition to oral sayings only, to the exclusion of Scriptural explication. Likewise, the Theological Dictionary of the New Testament argues that didaskein “is closely bound to Scripture even in the NT” (146). Later the TDNT affirms that even in the pastoral epistles “the historical connexion between Scripture and didaskein is still intact” (147).

Surely this is right. Are we really to think that when Paul insisted that the elders be apt to teach that this had no reference to handling the Scriptures or rightly dividing the word of truth (2 Tim. 2:15)? Teaching must be broader than passing on oral traditions, for how else could Paul tell the older women “to teach what is good” (kalodidaskalo) to the younger women? Or consider 1 Timothy 4:13 where Paul tells Timothy to devote himself to the public reading of Scripture, to exhortation, and to teaching. Sure, these are not identical tasks, but on Dickon’s interpretation Timothy was to read the Scriptures, exhort from the Scriptures, and then lay down the apostolic deposit without every expounding any of the Scriptures just read.

Similarly, Dickson argues that when Paul says all Scripture is profitable for teaching, he means Timothy would privately read Scripture so that he could be better equipped to publicly pass on the good deposit, but again, without expounding a Bible passage (52-53). If this is correct, then Paul never meant for teachers to explain Bible verses in reproving, correcting, or training either. The Bible may inform these tasks, but it never involves exposition of any kind (57). This strains credulity to the breaking point. Look at the preaching in Acts. There was hardly any handing down of the good deposit that did not also explain the Scriptures. And in 1 Corinthians 15 where Paul is explicitly passing along what he also received the message is not the mere repetition of verbal formulas, but the apostolic tradition that Christ died for our sins in accordance with the Scriptures and that he was raised on the third day in accordance with the Scriptures. One does not have to equate didasko with a three-point sermon to see that transmitting the apostolic deposit can scarcely be done apart from biblical references and exposition.

Teaching in Today’s Sermon

If Dickson’s definition of ancient teaching is too narrow, his understanding of contemporary preaching is too impoverished. In Dickson’s telling, the sermon is essentially a running commentary plus application. I confess I have a very different view of what preaching entails, not because preaching is less than exposition and application, but because it is much more. The preacher is a kerux, a herald (2 Tim. 1:11). Of course, we don’t preach with the authority of an apostle, but for those qualified men called to preach they do pass along the apostolic deposit and they ought to preach with authority. Why else would Paul command Timothy—with such dramatic language and with such dire exhortations–to preach the word; to reprove, rebuke, and exhort, with complete patience and teaching? (2 Tim. 4:1-2)

In the end, I believe Dickson’s approach is not only historically and exegetically unconvincing, it is practically unworkable—at least for complementarians. Egalitarians will affirm women preaching for all sorts of reasons. But complementarians who try to thread the needle and argue that “this message on Sunday morning is a sharing not a sermon” or “this woman preaching is under the authority of the session” will find that their arguments for not letting women preach all the time and in any way look exceedingly arbitrary.

At various points, Dickson admits that some preaching today may involve teaching and that the different kinds of speaking in the New Testament probably overlapped.

  • “I am not suggesting that these three forms of speech (teaching, prophesying, and exhorting) are strictly separate or that there is no significant overlap of content and function” (24).
  • Some contemporary sermons involve something close to authoritatively preserving and laying down the apostolic deposit, but I do not believe this is the typical function of the weekly exposition” (64).
  • “I have no doubt that Timothy added to these apostolic teachings his own appeals, explanations, and applications, but these are not the constitutive or defining elements of teaching. At that point, Timothy would be moving into what is more appropriately called ‘exhortation.’” (65)
  • “I am not creating a hard distinction between teaching and exhorting, but I am observing that, whereas teaching is principally about laying something down in fixed form, exhorting is principally about urging people to obey and apply God’s truth.” (65)
  • “No doubt there was a degree of teaching going on in exhorting and prophesying, just as there was some exhorting (and maybe prophesying) going on in teaching…” (66-67)
  • “I also think that some transmission of the apostolic deposit still goes on in every decent sermon, in some more than others.” (79)

With all these elements of preaching jumbled together, how could Paul have expected Timothy to untangle the ball of yarn and know what he was supposed to not permit women to do? Just as importantly, how are we to discern when a sermon is just exhortation without authority and when it moves into an authoritative transmission of the apostolic deposit? Perhaps it would be better to see “teaching” as more or less what the preacher does on Sunday as opposed to a highly technical term that doesn’t make sense out of the early church, the Jewish synagogue, Jesus’ example, or Paul’s instructions. The heraldic event—no matter the platform provided by the pastor or the covering given by the elders—cannot be separated from exercising authority and teaching, the two things women are not permitted do in the worship service.

What Is Sound Doctrine?

This article by Scott Swain was originally published in Tabletalk magazine (original source I only thought of my future: Whom would I marry? What vocation would I pursue? Where would I live? Now that I am the father of four children, I think only of their futures.

As he approached the final days of his ministry, the Apostle Paul set his thoughts on the future well-being of Timothy, his “beloved child” in the faith (2 Tim. 1:2). He wrote to him about the things that matter most for life and ministry. Not only did Paul commend to his young protégé the glorious gospel of God (vv. 8–10) and the divinely inspired Scriptures (3:16–17), but he also instructed Timothy regarding the importance of sound doctrine: “Follow the pattern of the sound words that you have heard from me, in the faith and love that are in Christ Jesus. By the Holy Spirit who dwells within us, guard the good deposit entrusted to you” (1:13–14). According to Paul, doctrine is among the things that matter most for the well-being of the Christian and the church. Sound, or “healthy,” doctrine provides a pattern that, when followed, promotes healthy faith and love. Sound doctrine is a valuable heritage that is to be treasured in this generation and faithfully transmitted to the next (2:2).

What is doctrine? In its basic sense, doctrine is any sort of teaching. The Bible, for example, talks about the teachings of men (Mark 7:7–8), the teachings of demons (1 Tim. 4:1; Rev. 2:24), and the teachings of God (John 6:45; 1 Thess. 4:9; 1 John 2:27). Here, we are concerned with divine teaching, the teaching of God. According to one definition, doctrine is teaching from God about God that directs us to the glory of God. This definition provides a helpful anatomy of sound doctrine, identifying doctrine’s source, object, and ultimate end. We will consider these elements of sound doctrine.

The Source of Sound Doctrine

The triune God is the ultimate “doctor,” or teacher, when it comes to Christian doctrine. The God who knows and loves Himself in the perfect fellowship of the Trinity has graciously willed to make Himself known to us and loved by us (Matt. 11:25–27; 1 Cor. 2:10–12). This doctrine, taught by the Father through the son in the Holy Spirit, informs our faith and guides our love.

Though the triune God is the ultimate source of doctrine, He has chosen to minister doctrine to us through His prophets and Apostles in Holy Scripture. until the day when God speaks to us face-to-face in His eternal kingdom, Holy Scripture is the source and norm of sound doctrine (2 Tim. 3:16; see Mark 7:7–8). Doctrine is drawn from Holy Scripture as from a fountain. Doctrine is measured by Holy Scripture as by a rule. Furthermore, doctrine leads us back to Scripture by equipping us to become better readers. Indeed, those “untaught” in sound doctrine are most prone to twisting the Scriptures “to their own destruction” (2 peter 3:16).

The Object of Sound Doctrine

Christian doctrine has a twofold object. The primary object of doctrine is God; the secondary object is all things in relation to God. Doctrine teaches us to see God as the one from whom and through whom and to whom all things exist, and doctrine directs our lives to this God’s glory (Rom. 11:36; 1 Cor. 8:6).

When we examine the twofold object of doctrine as it is presented to us in Holy Scripture, a definite pattern emerges (Rom. 6:17; 2 Tim. 1:13). The pattern of sound doctrine is (1) Trinitarian (1 Cor. 8:6; Eph. 4:4–6; Titus 3:4–7), (2) creation affirming (1 Tim. 2:13–15; 4:1–4), (3) gospel centered (1 Tim. 3:16; Titus 2:11–14), and (4) church oriented (1 Tim. 3:14–15). The Bible’s distinctive doctrinal pattern has left its mark on some of the most widely accepted summaries of Christian teaching, such as the Apostles’ Creed and the Heidelberg Catechism, and has informed the shape of historic Christian worship.

The End of Sound Doctrine

Doctrine promotes a number of ends. Sound doctrine delivers us from the snare of false teaching (2 Tim. 2:24–26; Titus 1:9-11), which otherwise threatens to arrest spiritual development (Eph. 4:14) and to foster ecclesiastical discord (Rom. 16:17). Doctrine serves God’s saving work both inside (1 Tim. 4:16) and outside the church (Matt. 5:13-16; Titus 2:9–10; 1 Peter 3:1–6). Above all, doctrine promotes God’s glory. Doctrine shines forth as one of the glorious rays of the gospel of God (1 Tim. 1:10–11) and, by directing our faith and love toward God in Christ, it enables us to walk in His presence and give Him the glory He deserves (1 Peter 4:11; 2 Peter 3:18).

God loves us; and in His goodness He has given us the good gift of doctrine (Ps. 119:68) that we might learn of Him and of His gospel, and that we might please Him in our walk. Doctrine is the teaching of our heavenly Father, revealed in Jesus Christ, and transmitted to us by the Holy Spirit in Holy Scripture, and it is to be received, confessed, and followed in the church, to the glory of God’s name.

When it comes to women teaching men, how far is too far?

questionmarkredstandingDr. Sam Storms introduces the following article on his blog with these words: “This article by Mary Kassian is one of the best treatments of this thorny question as I’ve ever read. I encourage you to study it closely and in its entirety. It is a model of careful and judicious reasoning in an effort to answer questions not explicitly addressed in Scripture.”

Women Teaching Men — How Far Is Too Far? by Mary A. Kassian (original source – https://www.desiringgod.org/articles/women-teaching-men-how-far-is-too-far)

Where is the line when it comes to women teaching men? May women preach on Sunday mornings? Teach a Sunday school class? Lead a small group? Instruct a seminary course? Speak at a conference? At a couples retreat? Or on the radio?

May women ever teach from Scripture when men are in the audience? Should men even be reading this article? How far is too far?

It’s a question being asked by scores of women who want to be faithful to the Bible and want to exercise their spiritual gift of teaching in a way that honors God’s pattern of male headship in the church.

The discussion surrounding the boundary reminds me of another how-far-is-too-far issue: How physically affectionate should a couple be prior to marriage? Should they hold hands? Kiss? Kiss for five seconds, but not fifteen? Lip kiss but not French kiss? How far is too far?

Well, the Bible doesn’t exactly specify.

Trying to put together a list of rules about permitted behaviors would be both misleading and ridiculous. But we’re not left without a rudder. The Bible does provide a clear boundary. Sexual intercourse prior to marriage crosses the line.

God reveals for us the principle of purity, gives a clear this-goes-over-the-line boundary, and to help us figure out the rest, provides us with the gift of his indwelling Spirit in the community of the saints. And thankfully when we mess up, he stands ready to extend his lavish and costly forgiveness and grace.

Asking the Right Question

Pre-marital sexual intercourse crosses the line. But let me ask you this: Can a couple physically honor the boundary and still violate the principle of purity? Of course they can.

So a woman who only considers the boundary and asks, “How far is too far?” is really asking the wrong question. A better question would be, “Do I love what God loves?” “Do I treasure what he treasures?” “Does what I do with my body indicate that I treasure purity?” And, “How can I best honor Christ in how I physically interact with my boyfriend?”

By now you may be muttering, “I thought she was going to talk about women teaching men in the church.”

I am. But I think the question of how I — as a woman with a spiritual gift of teaching — ought to honor male headship in the church has many similarities with the question of how a young woman ought to honor the principle of purity. In the former situation as well as the latter, God hasn’t given us a detailed how-far-is-too-far list. He’s given us a broad principle, a clear this-goes-over-the-line boundary, and the gift of his indwelling Holy Spirit to help us figure out the rest in the wisdom of community.

Loving What God Loves

God wants us to honor his divine design by honoring the principle of male headship in our homes and church families. The church is God’s family and household (1 Timothy 3:15, Hebrews 3:6, Galatians 6:10). Continue reading

Teaching: Simplify without Distortion

sproul-r-c-This post by R. C. Sproul was originally published in Tabletalk magazine and online stupid.” It seems we are a people who loathe difficult study. We want easy answers and we want them quickly. Mastery of a subject, however, requires years of diligent labor and study. But once the teacher has mastered his material, how does he transmit it to his students?

Certain assumptions are made in the classroom. The first is that the teacher knows more about the subject than the student. It is, in general, a safe assumption. The second assumption is that the teacher cannot communicate his mastery of the subject all at once. To educate (as the Latin root suggests), we must lead students “out of” ignorance into knowledge. That knowledge moves in increments, from the simple to complex.

The great teacher helps his students gain understanding. This may be the most vital and most difficult task of teaching. Students often complain that the teacher speaks “over-the-heads” of the students. What does this mean? It means that the student does not understand what is being taught. It may indicate that the student is lazy and is unwilling to be stretched intellectually. It could also mean that the teacher doesn’t understand what he is teaching.

Often times our educational process is a failure with respect to learning. The syndrome goes something like this: A student attends college classes, takes copious notes, memorizes the notes, and makes an A in the course. Then he graduates from college and follows the same procedure in graduate school. Now he becomes a teacher and he has a great store of information about which he has been tested yet has little understanding. Information has been transferred but never processed or digested by the inquiring mind. This teacher now goes in the classroom where he gives lectures from his notes and text books. He allows little time for questions (he fears questions he may not be able to answer). He continues the vicious syndrome of his own education with his students and the game goes on.

A great teacher can simplify without distortion. This is the supreme test of understanding. If I truly understand something, I ought to be able to communicate it to others. There is a vast chasm that separates the simple from the simplistic. Jesus, the greatest teacher ever, taught in simple terms. But He was never simplistic. To oversimplify is to distort the truth. The great teacher can express the profound by the simple, without distortion. To do that requires a deep level of understanding. The great teacher imparts understanding, not merely information. To do that the teacher must understand the material being taught.