Developing a Study — Part 3 — Observation
Posted on: July 11, 2010 in The Hub Feature
“You must teach what is in accord with sound doctrine” (Titus 2:1)
We’re taking a look at how to develop a study for your GROWTH Group, based around the acronym SOAR.
Today, we’re looking at the first part of this — O for Observation.
OBSERVATION
Once the correct meaning and use of the text is determined, you can work within that framework to ascertain the central truth of the scripture. In many instances there will also be supporting truths in the passage which apply to other relevant areas. As one who has in mind the original Teaching Goal, your efforts will be directed at fi nding what the passage might mean to your group today.
You may have selected this passage because it will potentially correct misconceptions held by some members, or may challenge sinful or neglectful practices. As such you may have to take pains to present the truths within in such a way as to offer truth and life, rather than merely offering a public rebuke which can fail to take hold due to offence. Remember, “we must put the hay where the horses can eat it”. Even though most of us require correction from time to time, a teacher’s skill often fi nds ways to have the person feel like they discovered the error (and the path out of it) themselves.
Often the best way to foster the group’s ability to observe the central and supporting truths of the text is to practice the art of asking the right questions. Whilst a good practice is to only ask questions to which you already know the answer, at times we need to ask leading questions that encourage discovery.
For example, the leader might say “This passage seems quite direct, why do you think a writer who so obviously wants the best for the recipients be so strong on this issue?”. Note a few things about that question:
- It is an open question. Avoid asking questions that can be ignored or given a yes/no answer.
- It requires them to enter the situation and determine what is happening. This keeps the discussion within the scope of the original meaning.
- It is non-accusatory. The question incites empathy more that defensiveness, and also presents the author as the one doing the correcting, rather than the group leader.
- It infers a positive, life-giving motive. The question assumes that the author, and therefore probably God, is offering an embracing and positive option of a better way.
Use questions to your advantage. Often people learn most effectively when they feel they have discovered the answers themselves. Use questions throughout the study to summarise discussion, ascertain the meaning of texts, discover diverse applications and foster inter-active learning.
Written by Pat Hegarty, from STEP 4 — Passing It On.
STEP 4 Resources — ©2009 Kenmore Baptist Church. For more information on STEP 4, and the Pathways Spiritual Development program, visit us here
