The document discusses Jesus' approach to teaching and proposes a Christian education model based on his pedagogy. It presents Jesus as having ideal qualifications and characteristics for teaching. His teachings amazed crowds with their authority, addressed human needs, and aimed to change society. The proposed model is founded on the idea of humans as created in God's image and aims to build communities of peace. It incorporates redemptive direction, inquiry-based learning, contextualized content, and formative evaluation to transform learners intellectually and spiritually.

1. Jesus and His Pedagogy in
Teaching
ICCTE Conference
2012, Azusa, CA.
Linda Chiang &
HeeKap Lee

2. Truth
• "I believe in Christianity as I believe
that the sun has risen, not only
because I see it, but because by it I
see everything else."
from C.S. Lewis, Weight of Glory,
"Is Theology Poetry?"

3. Truth
• Jesus was equipped with the
personal qualifications for teaching;
• Jesus modeled the pedagogical
way of teaching
• When He finished the teaching “the
crowds were amazed at His
teaching (Matthew 7:28-29)

4. Truth
• Jesus’ teaching allowed certain
levels of uncertainty and ambiguity;
• Jesus’ teaching met the
profoundest needs and demands of
human nature;
• Jesus was enthusiastic to change
society through teaching.

5. Purpose of this Inquiry
• To explore a comprehensive
framework of Christian education;
• To build a community of shalom;
• To appreciate Jesus’ characters as
a human and God
• To practice Jesus pedagogy by
following the APU 4 cornerstones.

6. Jesus’ Character (Horne,
1998)
Physical strength Love
skill Self-control
Power to heal the body Self-sacrifice
Prudence Joyousness
Pleasure in social life Gratitude
Love of nature Modesty
Friendliness Dependence
Love of children Prayerfulness
Passion for service Artistic feeling
Justice Alertness
Authority Positiveness
Sense of mission Self-respect
Love of truth Sincerity
Courage Dialectic skill
Information Spirituality
Horne (1998)

7. Education always matters
• God, the Teacher
• Jesus
– Everyday I sat in the temple court,
teaching (Matt 26:55)
God, the Spirit Leader
-- Holy Spirit will teach you (Luke 12:12)

8. Education: A Sense of
Community
• 1. Accept who we are as a body of
Christ– listen and reflect.
• 2. Demonstrate hospitality– facilitate
comfort and care.
• 3. Fellowship and share truth—
strengthen relationships(Call, 2011)

9. Christian Education Model
FORMATIVE
EVALUATION
Community of Shalom
CONTEXTUALIZED
Imago Dei
PEDAGOGY
INQUIRY-BASED
METHOD
TEACHING FOR
RECONCILIATION

10. Model Overview
Components Descriptions
Foundational Concept Imago Dei
All humans created in God’s
image
Enabling Direction Teaching for Reconciliation
Interventions Method Inquiry-based Instruction
Content Contextualized Pedagogy
Assessment Formative Evaluation
Goal of Education Building a Community of Shalom

11. Imago Dei implementation
• We must have a unique respect for human
life: Every human being possesses an
inherent dignity, meaning and worth
• It is the teacher's recognition of the
uniqueness and value of each individual,
evidenced in their treating all students with
dignity, even love.

12. Framework to build a
community of Shalom

13. Teaching for Reconciliation
• Creation, Fall, Redemption
• Even though now laboring under the effect of
the Fall, it is still a good creation
• Structure vs. Direction (Wolters, 2005):
– It is the direction that we are to engage in.
• Human beings as God’s representatives on
earth carry on where God left
• Restoring our relationship with Creator
– The purpose of Christian education is therapeutic &
redemptive

14. Inquiry-based approach
• Teaching process of Jesus
• From Information to Formation
– Guiding inquiry with intriguing questions.
– Allowing exploration of a hypothesis
– Stimulate learners’ interest through a variety of
instruction methods

15. Contextualized Pedagogy
• Education should be contextualized
• Contextualization is a continual process
• To love communicationally is to put
oneself to whatever inconvenience
necessary to assure that the receptors
understand (Kraft, 1991)
• Stages of contextualized education
– Decontextualization
– Contextualization
– Recontextualization

16. Formative evalution
Formative vs. Summative Evaluation
- Process vs. Product
- Check for Understanding vs. Final Judgment
Formative evaluation
- Learners’ active participation in the pedagogical
process
- Individual teaching/learning process
- Preparing students for the summative
assessment that comes at the end of their
struggles

17. • Biblical examples of formative evaluation
– Individual teaching process: God tests/assesses, and
allows to grow
– Peter’s denials Jesus three times and Jesus restored
him by saying, “feed my lambs” three times
– Jesus’ three years’ staying with his disciples. His time
is formative, the summative conclusions on their lives
and faith will come later
– “For everything that was written in the past was written
to teach us, so that through endurance and the
encouragement of the Scriptures we might have hope”
(Romans 15:4)

18. Essential Goal of Education
• Build a community of shalom
– Lion lies with the lamb
• Inner wholeness of the fulfilled person:
– Upward & outward;
– Everything exists in the order as God
created;
– A command to humans living here and now;
– Personal, communal, Reciprocal
Transformation (Palmer,2003)

19. Jesus’ Teaching Model
Redemptive Inquiry Contextual Formative
Direction Method Content Evaluation
Intellectual Repetitive Assimilated Summative

20. Selected References
• Call, C. (2010). The rough trail to authentic pedagogy: Incorporating
hospitality, fellowship, and testimony into the classroom. In Smith, D. I.
& Smith, J. K. A. (Eds.), Teaching and Christian practices. Grand
Rapids, MI: William B. Eerdmans Publishing Co.
• Horne, H. (1998). Jesus the teacher. Grand Rapid, MI: Kregel
Publications.
• Palmer, P. (2003). Toward a spirituality of higher education. In Henry,
D. & Agee, B. (Eds.), Faithful learning and the Christian scholarly
vocation, 75-84.
• Walters, A. (2005). Creation regained. Wm. B. Eerdmans Pub.