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Welcome Back! Today, we’ll be looking at the Gospel of Luke to see the Master Teacher in action.
So letâs dive in.
(Click here to get a copy of the Gospel Sync document)
Luke 10:25-37
One day an expert in the law stood up to test Him. âTeacher,â he asked, âwhat must I do to inherit eternal life?â âWhat is written in the Law?â Jesus replied. âHow do you read it?â He answered, ââLove the Lord your God with all your heart and with all your soul and with all your strength and with all your mindâ and âLove your neighbor as yourself.ââ âYou have answered correctly,â Jesus said. âDo this and you will live.â
But wanting to justify himself, he asked Jesus, âAnd who is my neighbor?â Jesus took up this question and said, âA man was going down from Jerusalem to Jericho when he fell into the hands of robbers. They stripped him, beat him, and went away, leaving him half dead. Now by chance a priest was going down the same road, but when he saw him, he passed by on the other side. So too, when a Levite came to that spot and saw him, he passed by on the other side. But when a Samaritan on a journey came upon him, he looked at him and had compassion. He went to him and bandaged his wounds, pouring on oil and wine. Then he put him on his own animal, brought him to an inn, and took care of him. The next day he took out two denarii and gave them to the innkeeper. âTake care of him,â he said, âand on my return I will repay you for any additional expense.â Which of these three do you think was a neighbor to the man who fell into the hands of robbers?â âThe one who showed him mercy,â replied the expert in the law. Then Jesus told him, âGo and do likewise.â
My Thoughts
Do you think we ought to dissect the story of the Good Samaritan even though youâve probably heard the story a hundred times? Maybe, but remember, the aim of our study is to become better disciple makers. So letâs dissect the way Jesus taught instead.
First, Jesus asks a question. He even asks a question to answer a question. In fact He asks two questions;
âWhat is written in the Law?â Jesus replied. âHow do you read it?â
And the questions He asks are just as important as the teaching technique itself. The first question points the person to an unshakable authority, the Word of God. And the second tests the personâs alignment with that authority.
Now we have to ask ourselves several questions;
- In our teaching, are we asking questions or do we automatically launch into a monologue?
- Are we pointing people to the Word of God as the authority or to ourselves?
- Are we trying to identify the personâs commitment, understanding, and application of the Word?
As the situation unfolds the religious leader gives us the right answer; Love God and love people. But Jesus is not satisfied with intellectual assent, He challenges the âexpertâ to actually apply what he knows;
âYou have answered correctly,â Jesus said. âDo this and you will live.â
- Are we teaching with the expectation that people will not just know information but actually do something with it?
- Are the people we are discipling trained to make the jump from being satisfied with a âgood sermonâ to making an assessment that leads to personal action?
Lesson over right? Nope! The religious leader exposes his lack of understanding of Godâs Word and his own propensity to dodge the application.
But wanting to justify himself, he asked Jesus, âAnd who is my neighbor?â
Now Jesus could have gone into a tirade telling him how deceptive, wicked, and incorrigible he was but instead, as the Master Teacher, He tells a short story. And not just any old story. He tells a story pitting feigned and positional religiosity against a true lover of God and people. He puts His finger dead into this impostorâs heart without accusing him of anything.
The Master Teacher is not done. He asked another question to see if the story landed.
âWhich of these three do you think was a neighbor to the man who fell into the hands of robbers?â
- As disciple makers, do we know the power of story telling and asking questions?
- Are we observant and patient enough to see whether a person is getting the point or looking at us like a dog hearing a strange whistle?
Seeing the man got the point, Jesus then puts the icing on the cake with a challenge to once moreâŚyou guessed itâŚapply what he has learned.
Then Jesus told him, âGo and do likewise.â
Now that is a master class on teaching from the Master Disciple-Maker! There are many elements of Jesusâ life and example that we need to emulate but if we are going to become like the Master Teacher, this is a great place to start.
My Story
I was an excellent teacher. Or so I thought. I was trained in the art of military instruction by the best. First as an Air Assault Instructor and then as a Ranger Instructor. When the Army trains someone they do a pretty thorough job of it. In fact, our final evaluation was called a âMurder Board.â The student instructor would prepare their class to be taught in front of the most critical nitpicking bunch of pitbulls the school could produce and then be torn to shreds after their first attempt. That was just the start. Then you had to lead your students through the Crawl, Walk, Run PE (Practical Exercise) giving them an example of what âright looks likeâ and ample time to actually practice the things you just taught. The cherry on top was the AAR (After Action Review) where you guided soldiers through what needs to be improved and what they need to sustain. Nobody passes their first presentation and PE. But, over time, I became a well trained instructor and even trained a few instructors myself.
Then I took preaching classes in Bible college and seminary. The standards the professors were looking for were quite simple; thorough sermon preparation and delivery. Thatâs it. As I transitioned from Army Instructor to Pastor I was waxing eloquent two to three times a week but I canât say my âstudentsâ were being taught. They were hearing a lot of good things but the actual transition from knowing to doing was severely lacking.
As I reflected on my military and clerical teacher experience, the stark differences were apparent. I realized I was giving a great monologue but not necessarily being a âgreat teacher.â I had to change my approach from what modern Christianity might call a âbest practiceâ to practicing something that actually produced disciples that would do what Jesus said and not just know what Jesus said. I went back to the drawing board and to the Master Teacher. The more I read Jesus and the more I sat under some expert disciple makers, the more my instruction looked like my military days (without all the yelling and push-ups). I had to go back to the drawing board so to speak and relearn the art of asking questions (not just rhetorical questions). I had to actually learn to be patient and wait during an awkward amount of silence before jumping back in. I had to learn to answer a question with a question. I had to relearn the art of monitoring the audience for facial expressions and body language to gauge the level of understanding. And most importantly, I had to relearn that the initial lecture was only the beginning of the âclass.â The real goal was following through with application and accountability until a sufficient level of mastery was reached before I could say âI taught them.â
If we are wondering why our attempt to make disciples in the American context (and many others) is so anemic, itâs because the âmonologue only techniqueâ is rarely sufficient for real transformation. Donât get me wrong, the occasional lecture can be effective but not as an exclusive form of teaching. I think Jesus was more like a Ranger Instructor than a typical preacher we see today.
Our Action Plan
Now itâs time for application. Hereâs some ideas;
- The next time one of your mentees asks you a question, begin your answer with a question.
- Tell a short personal story or Bible story to answer questions.
- Ask them what they plan to do with your discussion.Â
Becoming a good teacher or disciple maker takes far more than just dispensing information. Your aim is to stimulate understanding through self discovery and to actually put the new knowledge into action. Through patient, persistent, clear instruction like Jesus we will become more like Him and help others do the same.
Organic Writing – No Artificial Intelligence or Sweeteners Added
| Gospel Sync | Kingdom Kernels | Discipleship Matters Podcast | Website |
El Maestro de Maestros – #154
ÂĄBienvenidos de nuevo! Hoy analizaremos el Evangelio de Lucas para ver al Maestro de Maestros en acciĂłn.
ÂĄComencemos!
Lucas 10:25-37
Mis Pensamientos
ÂżCrees que deberĂamos analizar la historia del Buen Samaritano aunque probablemente la hayas escuchado cientos de veces? QuizĂĄs, pero recuerda que el objetivo de nuestro estudio es convertirnos en mejores hacedores de discĂpulos. AsĂ que, en lugar de eso, analicemos la forma en que JesĂşs enseĂąaba.
Primero, JesĂşs hace una pregunta. Incluso hace una pregunta para responder a otra. De hecho, hace dos preguntas:
“ÂżQuĂŠ estĂĄ escrito en la Ley?”, respondiĂł JesĂşs. “ÂżCĂłmo la lees?”.
Y las preguntas que hace son tan importantes como la tĂŠcnica de enseĂąanza misma. La primera pregunta dirige a la persona hacia una autoridad inquebrantable: la Palabra de Dios. Y la segunda prueba su alineamiento con esa autoridad.
Ahora debemos hacernos varias preguntas:
En nuestra enseĂąanza, Âżhacemos preguntas o nos lanzamos automĂĄticamente a un monĂłlogo?
ÂżLlevamos a la gente a la Palabra de Dios como autoridad o a nosotros mismos?
ÂżIntentamos identificar el compromiso, la comprensiĂłn y la aplicaciĂłn de la Palabra de la persona?
A medida que la situaciĂłn se desarrolla, el lĂder religioso nos da la respuesta correcta: amar a Dios y amar a las personas. Pero JesĂşs no se conforma con la aprobaciĂłn intelectual; desafĂa al “experto” a aplicar realmente lo que sabe.
“Has respondido correctamente”, dijo JesĂşs. “Haz esto y vivirĂĄs”.
ÂżAcaso enseĂąamos con la expectativa de que la gente no solo conozca la informaciĂłn, sino que realmente la utilice?
ÂżEstĂĄn las personas a quienes discipulamos preparadas para dar el salto de la satisfacciĂłn con un “buen sermĂłn” a una evaluaciĂłn que conduzca a la acciĂłn personal?
ÂżSe acabĂł la lecciĂłn, verdad? ÂĄNo! El lĂder religioso expone su falta de comprensiĂłn de la Palabra de Dios y su propia propensiĂłn a evadir la aplicaciĂłn.
Pero, queriendo justificarse, le preguntĂł a JesĂşs: “ÂżY quiĂŠn es mi prĂłjimo?”.
JesĂşs podrĂa haberle lanzado una diatriba diciĂŠndole lo engaĂąoso, malvado e incorregible que era, pero en cambio, como Maestro de maestros, le cuenta una historia corta. Y no una historia cualquiera. Cuenta una historia que enfrenta la religiosidad fingida y posicional contra un verdadero amante de Dios y de las personas. Mete la pata en el corazĂłn de este impostor sin acusarlo de nada.
El Maestro de Maestros no termina. Hizo otra pregunta para ver si la historia tenĂa sentido.
“ÂżQuiĂŠn de estos tres crees que fue prĂłjimo del hombre que cayĂł en manos de ladrones?”
Como hacedores de discĂpulos, Âżconocemos el poder de contar historias y hacer preguntas?
ÂżSomos lo suficientemente observadores y pacientes para ver si alguien capta la idea o nos mira como un perro que escucha un silbido extraĂąo?
Al ver que el hombre captĂł la idea, JesĂşs le pone la guinda del pastel con el reto de aplicar una vez mĂĄs… como ya habrĂĄs adivinado… lo que habĂa aprendido.
Entonces JesĂşs le dijo: “Ve y haz tĂş lo mismo”.
ÂĄEsa sĂ que es una clase magistral de enseĂąanza del Maestro Hacedor de DiscĂpulos! Hay muchos elementos de la vida y el ejemplo de JesĂşs que debemos emular, pero si vamos a llegar a ser como el Maestro, este es un gran lugar para comenzar.
Mi Historia
Fui un excelente profesor. O eso creĂa. Me formaron en el arte de la instrucciĂłn militar los mejores. Primero como instructor de asalto aĂŠreo y luego como instructor de rangers. Cuando el EjĂŠrcito entrena a alguien, lo hace con bastante minuciosidad. De hecho, nuestra evaluaciĂłn final se llamaba “Junta de Asesinato”. El alumno instructor preparaba su clase para que la enseĂąaran frente a la panda de pitbulls mĂĄs crĂticos y quisquillosos que la escuela pudiera producir, y luego los destrozaban en su primer intento. Eso era solo el principio. DespuĂŠs, tenĂas que guiar a tus alumnos en el ejercicio prĂĄctico de gatear, caminar y correr, dĂĄndoles un ejemplo de lo que significa “hacer lo correcto” y tiempo suficiente para practicar lo que acababas de enseĂąar. La guinda del pastel era la RevisiĂłn Posterior a la AcciĂłn (RAA), donde guiabas a los soldados sobre quĂŠ debĂan mejorar y quĂŠ debĂan mantener. Nadie aprueba su primera presentaciĂłn y su primera evaluaciĂłn fĂsica. Con el tiempo, incluso me eligieron para ser uno de los “pitbulls”.
Luego tomĂŠ clases de predicaciĂłn en el instituto bĂblico y el seminario. Los estĂĄndares que buscaban los profesores eran bastante simples: una preparaciĂłn y presentaciĂłn minuciosa de sermones. Eso era todo. Al pasar de instructor del ejĂŠrcito a pastor, me deshacĂa en elocuencia dos o tres veces por semana, pero no puedo decir que mis “alumnos” aprendieran. Escuchaban muchas cosas buenas, pero la transiciĂłn real del saber al hacer era muy deficiente.
Al reflexionar sobre mi experiencia como profesor militar y clĂŠrigo, las marcadas diferencias eran evidentes. Me di cuenta de que estaba dando un gran monĂłlogo, pero no era necesariamente un “gran maestro”. Tuve que cambiar mi enfoque, de lo que el cristianismo moderno podrĂa llamar una “mejor prĂĄctica”, a practicar algo que realmente produjera discĂpulos que hicieran lo que JesĂşs decĂa y no solo supieran lo que JesĂşs decĂa. VolvĂ a la mesa de dibujo y al Maestro de maestros. Cuanto mĂĄs leĂa a JesĂşs y mĂĄs me sentaba con algunos expertos hacedores de discĂpulos, mĂĄs se parecĂa mi instrucciĂłn a mis dĂas en el ejĂŠrcito (sin todos los gritos y las flexiones). Tuve que volver a empezar desde cero, por asĂ decirlo, y reaprender el arte de hacer preguntas (no solo preguntas retĂłricas). De hecho, tuve que aprender a ser paciente y esperar durante un silencio incĂłmodo antes de volver a intervenir. Tuve que aprender a responder a una pregunta con otra pregunta. Tuve que reaprender el arte de observar las expresiones faciales y el lenguaje corporal del pĂşblico para evaluar su nivel de comprensiĂłn. Y lo mĂĄs importante, tuve que reaprender que la discusiĂłn inicial era solo el comienzo de la “clase”. El verdadero objetivo era seguir adelante con la aplicaciĂłn y la responsabilidad hasta alcanzar un nivel de dominio suficiente antes de poder decir “Les enseùÊ”.
Si nos preguntamos por quĂŠ nuestro intento de hacer discĂpulos en el contexto estadounidense (y en muchos otros) es tan dĂŠbil, es porque la “tĂŠcnica del solo monĂłlogo” rara vez es suficiente para una verdadera transformaciĂłn.
Nuestro Plan de AcciĂłn
Ahora es momento de aplicar. AquĂ tienes algunas ideas:
La prĂłxima vez que uno de tus aprendices te haga una pregunta, comienza tu respuesta con una pregunta.
Cuenta una breve historia personal o bĂblica para responder.
PregĂşntales quĂŠ planean hacer con la conversaciĂłn.
Convertirse en un buen maestro o hacedor de discĂpulos implica mucho mĂĄs que simplemente impartir informaciĂłn. Tu objetivo es estimular la comprensiĂłn a travĂŠs del autodescubrimiento y poner en prĂĄctica el nuevo conocimiento. Mediante una instrucciĂłn paciente, persistente y clara como la de JesĂşs, nos asemejaremos mĂĄs a Ăl y ayudaremos a otros a hacer lo mismo.
Escritura orgĂĄnica: sin inteligencia artificial ni edulcorantes aĂąadidos
Si ve un problema importante en la traducciĂłn, envĂeme una correcciĂłn por correo electrĂłnico a charleswood1@gmail.com








