Category Archives: Biblical Case Study

June 8, 2012 · 5:21 pm

4MAT Learning Styles of Biblical Characters (BIBLICAL CASE STUDY)


Audience

Teens, Adults

Time

45 minutes
Description

A Biblical Case Study is an exercise that uses Scripture to practice the use of modern business and leadership tools.  In this case study, participants will try to determine where Biblical characters fit in Bernice McCarthy’s 4MAT Learning Styles.

 

Scriptures

Nehemiah, chapters 1-4

 

Materials

  • Flipchart paper and markers for each table group (1 page each).
  • Masking tape (if you want to hang the flipcharts on the wall)
  • Sticky notes (one pad per table)
  • Marker (one per table)
  • Bible for each table group

Preparation

o  Teach about Bernice McCarthy’s 4MAT Learning Styles.

 

Procedure

Use the following process (or modify to suit your needs):

o  After teaching about the four quadrants, ask participants to draw the model on their own flip chart.

o  Allow them to customize it with language or symbols that are meaningful to them as long as they don’t lose the essence of what the quadrants represent.

o  Give them a list of Biblical characters.  (My recommendations are Noah, Job, Abraham, Sarah, Jacob, Moses, Samuel, David, King Saul, Jonah, Isaiah, Jeremiah, Daniel, Nebuchadnezzar, Esther, John the Baptist, Peter, James, John the Beloved, Andrew, Paul, Timothy – but feel free to use others if you like.)

o  Have each group work as a team to put the names of each of these characters on an individual sticky note and place it in the quadrant on the chart that they think best represents the character’s learning style.

o  When they are all done, pick one character and discuss as a group.

o   Why do they think he/she fits in that quadrant?

o   What do other teams think?

o  Try to reach consensus among the teams, and keep your ears open for misunderstandings about the model. If you hear some incorrect understandings, correct those with the entire class.

o  Do a few characters like this until you are comfortable that they understand the model well.

o  Then, step out of the discussion, and let them debate among themselves. If they can’t reach a consensus, step back in to guide the decision making with some reminders about the model.

 

I’m including some recommended quadrants for each of the characters I mentioned above, but these are subjective and you could make strong arguments in some cases for placing them in other quadrants. “Correct answers” are not the most important outcome of this activity. What’s much more important is the process of participants wrestling with the model to find a place for the Biblical characters. In the end, they should have a much stronger understanding of the model even if their answers are “wrong.

 

Recommended Quadrants

Q1 – Imaginative Learner

·      Abraham

·      Samuel

·      Jonah

 

Q2 – Analytical Learner

·      Noah

·      Job

·      Jeremiah

·      Daniel

·      Esther

·      Andrew

·      James

·      Timothy

Q3 – Common Sense Learner

·      Sarah

·      Jacob

·      Paul

 

Q4 – Dynamic Learner

·      Moses

·      King Saul

·      David

·      Isaiah

·      Nebuchadnezzar

·      John the Baptist

·      Peter

·      John the Beloved

 

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May 2, 2012 · 6:40 am

Conflict Wheel (BIBLICAL CASE STUDY)


Description

This Biblical Case Study uses Sherrod Miller’s* “Information Wheel” to explore the conflict between Paul and Peter in 2 Galatians.  Participants will gain a deeper understanding of how to use the Wheel as they reflect on both Peter’s and Paul’s perspectives.

Materials: You can download the worksheet for this Biblical Case Study at http://www.teachingthem.com on the Lesson and Material Downloads page.  The file is named, “Conflict Wheel Form (Biblical Case Study).”

Explanation of the Wheel

Issue: Write down what the conflict is about.

What did you observe? Write down any facts about the Issue.  What did you see?  What did you hear?  Avoid opinions at this point.

What do you think about it? Write down your opinions about what you observed.

How do you feel about it? Write down any emotions you experienced as a result of what you thought about what happened.

What do you want for Stakeholders, Self, Others, Ministry? Think about each of these people groups, and write down what you want for them.  Stakeholders includes anyone who has a vested interest in the outcome of the conflict. Self is you.  What do you want or need? Others includes the other parties in the conflict. Ministry includes the team or the larger organization.  If you work for a secular organization, you can substitute Business.

What did / will you do? What did you do in the past related to this conflict?  What will you do now?  What will you do in the future?

Assignment:

Read Galatians 2:11-21.  Putting yourself in the position of Paul, fill in the Conflict Wheel to analyze how Paul might have reflected on the conflict immediately after it happened.  Fill in what you know from the Scriptures, but feel free to make up the rest based on what you know about Paul.

——————

Now put yourself in the position of Peter (“Cephas”), and fill in the Conflict Wheel to analyze how Peter might have reflected on the conflict immediately after it happened.  You will have to make up most of the information based on what you know about Peter.

——–

When everyone in your group is finished looking at the conflict from both points of view, discuss any insights you gained from using the “Information Wheel.”

* You can contact Sherrod Miller and learn more about “The Information Wheel” at Interpersonal Communication Programs, Inc., Evergreen, CO 80439 – PH 800-328-5099

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April 26, 2012 · 6:48 am

Conflict Escalation – David (BIBLICAL CASE STUDY)


Read the story of David’s war with his son Absalom in 2 Samuel and try to determine the events that relate to the Five Stages of Escalating Conflict.  When you think you have them all identified (hint: some occur multiple times), draw a graph on a flip chart, and label it with these events to show the 5 Stages.

The Scriptures you will want to focus on are: 2 Samuel 13:1-39; 14:21-33; 15:1-17; 18:1-17

 Environment

  • Conditions for conflict exist, but neither party has acted on them.
  • One side may even be unaware of the potential conflict even though the other side is resentful.

Eruption

  • A triggering event (or events) leads to escalation of the conflict by adding fuel to the fire.

Escalation

  • Intensified behaviors include demands, threats, ultimatums and open expressions of hostility.
  • Polarization occurs as people pick sides.
  • Opponents are dehumanized to make it easier to see them as the enemy, and selective perception filters out evidence that might justify opponents’ behaviors.
  • Fighting generates new grievances, sometimes becoming new triggering events.
  • Goals often change as initial solutions no longer satisfy.
  • Unresolved old issues are revived.

Endurance

  • Sides “dig in” for prolonged conflict.
  • Compromise seen as a sign of weakness.

End Point

  • Stalemate occurs as sides run out of resources, support or energy to continue.
  • Realization occurs that cost of conflict outweighs benefits of winning.
  • One side achieves a lasting victory.

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April 24, 2012 · 6:39 am

Conflict Escalation – Samson (BIBLICAL CASE STUDY)


Read the story of Samson in Judges 14-16, and try to determine the events that relate to the Five Stages of Escalating Conflict.  When you think you have them all identified (hint: some occur multiple times), draw a graph on a flip chart, and label it with these events to show the Five Stages.

Environment

  • Conditions for conflict exist, but neither party has acted on them.
  • One side may even be unaware of the potential conflict even though the other side is resentful.

Eruption

  • A triggering event (or events) leads to escalation of the conflict by adding fuel to the fire.

Escalation

  • Intensified behaviors include demands, threats, ultimatums and open expressions of hostility.
  • Polarization occurs as people pick sides.
  • Opponents are dehumanized to make it easier to see them as the enemy, and selective perception filters out evidence that might justify opponents’ behaviors.
  • Fighting generates new grievances, sometimes becoming new triggering events.
  • Goals often change as initial solutions no longer satisfy.
  • Unresolved old issues are revived.

Endurance

  • Sides “dig in” for prolonged conflict.
  • Compromise seen as a sign of weakness.

End Point

  • Stalemate occurs as sides run out of resources, support or energy to continue.
  • Realization occurs that cost of conflict outweighs benefits of winning.
  • One side achieves a lasting victory.

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