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Law 3: The Law of Application

Method & Maximisers

Monday 1 November 2010

Application Method
For many pastors there is a block when it comes to application - they are good on content but poor at getting round to make it come alive and life changing in a persons life. Wilkinson outlines 5 steps which are powerful for applying truth to anyone for lasting change - he says they apply for every subject.
Monday 1 November 2010

The flow between the 5 steps is fluid and dynamic. The steps overlap and build on one another. Generally they begin with belief and conclude with behaviour. The earlier steps are more obvious and widely practiced, the later ones are more advanced and rarely practiced.

Monday 1 November 2010

Don’t progress to the next step before completing the previous one. When the steps are regularly practiced , the difference in teaching is immediate and striking. Passage Explain Content Principle Expand Convinced Personalise Emotion Convicted

Monday 1 November 2010

Personalise Emotion Convicted

Persuade Exhort Committed

Perform Evaluate Changed

Monday 1 November 2010

Step 1: Passage
Make sure the students know the truth - the passage ge sa needs explaining by as P discussing the content - a teacher should know if the ain pl student understands the Ex material - the more complex, the less understanding of the nt te on students etc. the more time is C required
Monday 1 November 2010

Step 2: Principle
Draw the life changing principle from the content you have just taught - an help the students to understand it. This is usually the main idea of the passage- it is expanded upon until the student is convinced it is biblical.
Monday 1 November 2010

Principle Expand Convinced

This step bridges the original and current audiences spanning the time between 1st century and 21st. When done well students are convinced this truth is made for them. Wilkinson suggests three time periods you deal with: Original time, present time, and universal time, which is timeless and where the principle must dwell
Monday 1 November 2010

Most Christians get fed the passage but never the principle yet this is vital and determines the amount of life change that can happen. Be sure the distinguish between the story and the essence, between the passage and the principle. You can get all the calories you need from a plate of rice - but you will die!
Monday 1 November 2010

The passage stage has many points of explanation and emphasis - the principle stage has one point of emphasis. Sift and meditate until you can summarise the timeless truth in one point - the essence. This will be beyond culture or nationality.
Monday 1 November 2010

Wilkinson suggests the following ways to master the principle: Desire, want to find the meat of the passage - desire it, seek it. Finding the essence takes time and effort - anticipate this so you won’t be disappointed Pray for illumination from the HS to see more of what has already been written Think a lot - and meditate
Monday 1 November 2010

Don’t hunt for the principle in the commentaries - usually these deal with the facts. Relax, enjoy developing the principle through your personality - it might be slow or an ‘aha!’ moment State the principle in a simple motivating sentence - e.g. 2 Tim 3:16-17, “Teach for Life Change” Your principle should market the message - be an advertiser/sign writer; catch the peoples attention, motivate them with it Jesus - “come follow me”, “if you love me, keep my commandments”, “abide in me”
Monday 1 November 2010

Make sure your principle is thoroughly biblical - compare with other passages, key verses etc. Lead your class past the principles so that they “pre-discover” their own principles - well crafted principles reveal their application immediately

Monday 1 November 2010

Step 3: Personalize
Having focussed on the passage and principle you now turn back to the class here the application takes shape and touches emotion and produces conviction from HS. We move from the objective to subjective “what” to “so what”
Monday 1 November 2010

Personalise Emotion Convicted

This step is the heart and essence of application - the turning point steps 1 and 2 prepare for this, steps 4 and 5 build upon it. The role of the teacher is to clarify the principle - what does it look like if obeyed? The role of Holy Spirit is to convict - for immediate and complete obedience
Monday 1 November 2010

Clarification is in the mind painted by the teacher in pictures, ideas etc. Conviction is in the heart - the stronger the more likely lasting change will ensue

Monday 1 November 2010

How to communicate the principle with clarity
The teacher helps the student to see themselves doing the principle - showing it in action. This is insight - seeing into, so you must provide pictures, broaden horizons etc. Show the principle at home, school, work, family, personality Show it having a positive impact - great benefits of application
Monday 1 November 2010

Reasons the Spirit does not display his power
1. Unconfessed sin - quenches Holy Spirit 2. Unbelief - no faith that god wants to use them mightily 3. Spiritual Attack - Eph 6:12, no discernment of this! 4. Lack of cooperation with HS he is a person, we relate to him as such
Monday 1 November 2010

How to cooperate with the Spirit as he convicts
1. Depend on HS - pray, relax, be at peace, unconditionally surrender 2. Discern his movement learn to recognise him, and then rest in what he is doing 3. Direct your students teacher an HS have to cooperate, know when to say and what to say
Monday 1 November 2010

Step 4: Persuade
Understanding has taken place - this step is about transfer from the emotions to the will of the student. Persuade by exhorting resulting in commitment “I understand” becomes “I feel I should” becomes “I am going to do”
Monday 1 November 2010

Persuade Exhort Committed

So how do we persuade? Latin, per= thoroughly, suadere = advise - by the end of this stage the person has been thoroughly advised having seen the whole of the matter very clearly from beginning to end. “Once I was blind - now I see” - the more effective the seeing, the more effective the change - your information and presentation should have been so convincing that the student will feel compelled to act.
Monday 1 November 2010

How to persuade through content
What do you say to people who understand but are not convinced? Christ desires obedience not merely consent Teach not for agreeing but for obeying, for what they know they should do! Be compelling, logical, thought provoking and life changing.
Monday 1 November 2010

How to persuade through your communication and style

How you say it should persuade students. Tone, intensity, body language - the bible is full of speakers using powerful style. Don’t mumble!

Monday 1 November 2010

Step 5: Perform
Did the students do it? What did they perform evaluate this to see if they are changed Change often requires that you break a habit - that needs resolve and encouragement, an often >30 days - so accountability is required.
Monday 1 November 2010

Perform Evaluate Changed

Accountability Maximizers

Monday 1 November 2010

Maximiser 1: Ask God to develop in you an applier’s heart

It is not an easy step to move from a content teacher to an applier teacher - it needs your heart to change

Monday 1 November 2010

Maximiser 1: Ask God to develop in you an applier’s heart
Lord it is my deep desire to always teach others “to observe all things You have Itcommanded,” step to is not an easy and therefore I ask You to move from a content empower me through your Holy Spirit to teacher to an applier teach for lasting life change. I invite you to teacher - it needs your work in any way necessary to develop an heart to change applier’s heart in my life. Impart to me therefore, You heart for the world!
Monday 1 November 2010

Maximiser 2: prepare applications in relation to your students’ needs
Student attend classes hoping they will find something that will help them. Teaching carries an unstated expectation that the student has a problem and the teacher has the solution. Powerful application touches the students deepest needs. How many classes do you think are a waste of time?
Monday 1 November 2010

Maximiser 3: plan all parts of the lesson to contribute to the application
Start your lesson with the target in mind - life change and focus all parts on this, intro. content, illustrations etc. Don’t develop content and then wonder how to apply it.

Monday 1 November 2010

Maximiser 4: lead your students beyond general applications to specific steps of obedience
Life change is not about generalities but in specific identifiable ways. Make forgiveness a concrete act - the thought becomes action, which then needs specific HS guidance to apply. There might be one principle but many ways it can be applied, don’t legalise it
Monday 1 November 2010

Maximiser 5: illustrate the application with Scripture, history, personal experience and imagination
Illustrations are pictures drawn with words - and a picture is worth a 1000 words. Use illustrations to introduce, explain, apply and conclude.
The current record price was paid for a >80% illustrations by the best work from No. 5, teachers come from personal 1948 by Jackson experience - danger is of making Pollock sold at US your life the standard and example. $140 million in 2006.
Monday 1 November 2010

Maximiser 5: illustrate the application with Scripture, history, personal experience and imagination
Illustrations are pictures drawn Number ofand a picture is worth with words - times used: Personal a 1000 words. experience > history > scripture > Use illustrations imagination to introduce, explain, apply and conclude.
The current record price was paid for a >80% illustrations by the best work from No. 5, teachers come from personal 1948 by Jackson experience - danger is of making Pollock sold at US your life the standard and example. $140 million in 2006.
Monday 1 November 2010

Maximiser 5: illustrate the application with Scripture, history, personal experience and imagination
Illustrations are pictures drawn Number ofand a picture is worth with words - times used: Personal a 1000 words. experience > history > scripture > Use illustrations imagination to introduce, explain, apply and conclude. The current record Jesus illustrations by the best allegories.paid for a used parables and price was >80%
work from No. 5, teachers come from personal 1948 by Jackson experience - danger is of making Pollock sold at US your life the standard and example. $140 million in 2006.

Monday 1 November 2010

Maximiser 5: illustrate the application with Scripture, history, personal experience and imagination
Illustrations are pictures drawn Number ofand a picture is worth with words - times used: Personal a 1000 words. experience > history > scripture > Use illustrations imagination to introduce, explain, apply and conclude. The current record Jesus illustrations by the best allegories.paid for a used parables and price was >80% work from No. 5, Jesus’ primary source of illustrations teachers come from personal 1948 by Jackson experience - danger is of - the Pollock sold at US was his imaginationmaking opposite of us. your life the standard and example.
$140 million in 2006.

Monday 1 November 2010

Maximiser 6: employ an appropriate style when calling for commitment
If the life of the student is what matters, then this step is vital. Moses, Joshua, Nehemiah all did this to challenge their people - it is biblical. “Love them enough to ask” don’t cower at this moment

Monday 1 November 2010

Ask appropriately: get the balance right. Excesses include; 1. Too emotional 2. Too extended 3. Too expansive 4. Too manipulative 5. Too slick, polished Make sure you speak out of a heart of love, for God’s glory Make the call, clear, concise and requiring a response.
Monday 1 November 2010

Maximiser 7: strengthen applications with student accountability
5 proven ways, key relationships, that students can account for their actions voluntary accountability helps our determination to do something.

Monday 1 November 2010

1. Accountability to self needs maturity and self discipline 2. ...to peers 3. ...to significant person(s) someone who they respect and who cares about them 4. ...to the teacher 5. ...to God

Monday 1 November 2010

Questions
1. Is it possible to teach the Bible and yet not “feed the sheep”? 2. What % of the time do you think the HS moves when you teach, why is there a lack of knowing his presence in class today? 3. Why do you think most teachers have never considered the fact they are meant to be persuasive teachers? 4. Were Jesus, Peter and Paul persuasive? What do you need to change to be like them?
Monday 1 November 2010