<aside> <img src="https://prod-files-secure.s3.us-west-2.amazonaws.com/49de0235-e8bc-4eca-bf20-2a9d6d267a02/a4f2489b-c58b-43c7-bcca-4fde22238a34/IMAGE_2024-02-23_213606.jpg" alt="https://prod-files-secure.s3.us-west-2.amazonaws.com/49de0235-e8bc-4eca-bf20-2a9d6d267a02/a4f2489b-c58b-43c7-bcca-4fde22238a34/IMAGE_2024-02-23_213606.jpg" width="40px" /> (3.) LAVER - prophetic significance - teach - expositor, essentialist; the only source of water for purification and cleansing which had to be renewed on a continual basis signifying the washing of the word in new testament times, a word of instruction that transform the community by the renewing of the mind. The full significance of the laver will only be revealed in the preaching, teaching and healing ministry of the Word borne through the life of didactic genius whose life is wrapped up in transmission of the thoughts and ideas from the mind of Christ.
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Redeeming the didactic genius (DID, teach) - The ability to boil down complex indeas into a nut shell. Every field of human endeavour has been comprehensively described by the teacher who has anatomised and published constituent parts of the whole while simplifying down to bare bones what is non-negotiable for the benefit of the next subsequent generation.
“The drive and urge to teach and impart knowledge, understanding or skills in a structured and coherent manner. Individuals will in a systematic way explain, teach and impart factual knowledge and ensure complete comprehension of the subject matter.” (Samuel/Moen)
The Bronze Laver in the Tabernacle of Moses, as described in Exodus 40, serves as a rich symbol in the Old Testament. It was used for the purification of the priests, symbolizing the need for spiritual cleanliness before approaching God in worship. This act of washing can be seen as an early form of didacticism, teaching the priests and the people about the holiness of God and the need for purification from sin before His presence.
In the New Testament, particularly in the context of 1 Cor 14:26, the pattern of worship shifts from the physical acts of the Old Testament to a more didactic, or teaching-focused, approach. This verse discusses how each person should bring a hymn, or a word of instruction, a revelation, a tongue, or an interpretation to the worship service, all of which are intended to edify the church. The didactic genius in this context is the ability to effectively use these elements to instruct the congregation in the ways of God, much like how the Bronze Laver taught the Israelites about the need for holiness and purification.
Therefore, the Bronze Laver can be seen as a precursor to the didactic genius in the New Testament worship. Just as the laver was the physical means by which the priests were taught about and prepared for the holiness of God, the didactic genius uses spiritual means to teach the church about God's ways and prepare their hearts for His presence. Both serve a didactic function, but the genius in the New Testament context is in the shift from physical to spiritual, from external acts of washing to internal acts of teaching and edification.
The cyclical reading of the Torah portions in the synagogue every Shabbat also serves as a precursor to the "word of instruction" in 1 Cor 14:26. This practice, central to Jewish worship, involves the Torah being divided into sections that are read in a yearly cycle. Each Shabbat, a specific portion is read, ensuring that the entire Torah is heard and engaged with over the course of the year. This regular, structured engagement with the Torah serves a didactic function, instructing the congregation in the ways of God and the history of His people. It also ensures that the Torah remains central to the life and worship of the community, much like how the Bronze Laver served to continually remind the Israelites of the need for holiness and purification. Therefore, the practice of reading the Torah in a cyclical fashion every Shabbat can be seen as a precursor to the didactic genius in the New Testament worship, where the focus shifts to a more diverse range of "words of instruction" for the edification of the church.
The church has played a significant role in the realm of education, particularly in the field of Theology. Theology, often regarded as the 'Queen of Sciences,' serves as a critical discipline in the church's educational mission. This is because, unlike other sciences that deal with the physical world, Theology concerns itself with the divine, the moral, and the existential, providing a comprehensive framework for understanding the world and our place in it.
Patterns observed in the Biblical text are not just studied for their own sake, but are also expounded upon in the church's teaching. These patterns can include themes of redemption, covenant, and the kingdom of God, as well as the moral and ethical teachings of the Bible. By studying and interpreting these patterns, the church can offer profound insights into the human condition, the nature of the world, and the character of God.
Furthermore, these Theological insights have historically been incorporated into the curricula of institutions of higher learning. Many of the world's oldest and most prestigious universities were founded as Theological institutions, and Theology continues to hold an important place in the liberal arts tradition. Theological education in these contexts goes beyond mere religious instruction, contributing to the broader educational goals of critical thinking, ethical reasoning, and cultural literacy.
Therefore, the church's role in education, and Theology's place as the 'Queen of Sciences,' is of profound importance. It is not only about the transmission of religious knowledge, but also about the formation of individuals who are thoughtful, discerning, and virtuous, equipped to make wise decisions and contribute to the common good.
The term "didactic genius" often connotes a person who excels in teaching or instruction, particularly in a way that is both effective and creative. However, like all gifts, the didactic genius is not without its potential blindspots. These are areas where the very strengths of the didactic genius can, if not carefully managed, become weaknesses or hinder their effectiveness.
One of the hallmarks of a didactic genius is their ability to break down complex ideas into understandable parts. However, this strength can become a blindspot if the genius becomes too focused on the content delivery aspect of teaching, to the detriment of other important aspects such as fostering a love for learning, teaching critical thinking skills, or attending to the relational and emotional needs of their students.
Didactic geniuses, with their deep understanding of the subject matter, can sometimes fall into the trap of assuming that their students have the same level of understanding. This can lead to a situation where the genius is "teaching over the heads" of their students, using language or concepts that are too advanced for the students to grasp. As a result, students may feel confused, frustrated, or disengaged, and the effectiveness of the teaching is diminished.
Every student is unique, with their own preferred ways of learning, processing information, and demonstrating their understanding. A didactic genius, particularly one who has a preferred teaching style that they are most comfortable with, may sometimes neglect to take into account these diverse learning styles. This can result in a teaching approach that, while didactic, is not as inclusive or effective as it could be.
Finally, the didactic genius, with their exceptional intellectual abilities, may sometimes be at risk of developing a sense of intellectual arrogance. This can manifest in a number of ways, such as a reluctance to admit when they don't know something, a tendency to dismiss or devalue the contributions of others, or a lack of openness to new ideas or perspectives. Such attitudes can create a hierarchical and stifling learning environment, and can also hinder the didactic genius's own growth and development.