The third part of Bruno Medeiros’ series on Listening as a spiritual scholarly discipline:
“He taught them many things by parables, and in his teaching said: Listen! …”Mark 4.2
“Give ear and hear my voice, Listen and hear my words.”Isaiah 28.23
In my previous post I noted how Jesus’ disciples responded to the parable of the sower by being both imaginative and studious, and suggested that these are vital principles for Christian scholars. In this post I look at a second principle that we can learn from these disciples’ approach to learning and listening.
Before looking at this principle, we should acknowledge that we are not naturally good listeners! Listening is not an easy task, and involves a deep commitment to people, communities, and the social spaces around us. As academics, the focus of our work is often narrow and intense, and we run the risk of becoming oblivious to the problems around us (especially if we are writing a thesis!) and fail to be sensitive to God’s callings to ‘seek his face’ in the routine of our lives (Psalm 27. 8). In Mark chapter 4 we are also told that the crowd resisted listening, and did not even seek earnestly the meanings of the Rabbi’s teaching. Jesus faced difficult listeners (Mark 4. 11-12). He charged that generation with ‘seeing but never perceiving, and ever hearing but never understanding…’ (v.12). A collective refusal to listen to the word of God was at the heart of the communication problem between Jesus and those listeners.
It is interesting to note that Jesus addressed this problem not with compelling arguments that proved that his teachings were true and meaningful, but by creating a universe of meanings, illustrations, images, and questions about the nature of God, His word and our response to the divine. Listening thus relates to acquiring meaning. Therefore, speaking in parables or metaphorical speech served as the turning point in his ‘lecturing’: less interested listeners missed the opportunity to gain knowledge and meaning from Jesus’ teachings. This leads us to the main principle I want to examine.
Jesus’ teaching invites us to develop a relational approach to listening (and learning). After Jesus tells the parable of the sower, his disciples leave the noisy crowd behind and come to Him for an intimate time of exploring, asking, and listening. And times of solitude with God and in different Christian communities (small groups or congregations) can inspire us to listen to the Spirit deeply. In the same way in learning (or conducting research), a relational approach means that we are open to our colleagues, supervisors, and peers. Research will not be the realm of the lone wolf. Cooperation instead of competitiveness, humility instead of arrogance, and dependence instead of self-sufficiency will enable us to flourish in a community of scholars in pursuit of the common good.
Moreover, the example of the disciples might help us to understand the importance of depending on God in learning and conducting our research projects. In this context, prayers and petitions (with thanksgiving) may constitute important resources in our task of learning (Philippians 4. 6-7). The academic life is full of uncertainties and intellectual problems. In my own PhD experience, the challenges of my fieldwork were invitations to prayer and trust in God’s provision for the completion of my project.
Finally, to address the question about fruitfulness (I am not saying “productivity”!) in our academic life, Jesus ends the parable of the sower with a promise of growth (Mark 4. 20). Hearing, thinking and responding appropriately to the Word will bring growth and fruitfulness to our lives. As Christians pursuing academic careers we are not only called to seek to comprehend the Creation with all its complexities, but also to deepen our understanding of our Creator and loving Father. Fruitfulness will be the result of acknowledging that learning leads us to know more His character and deeds. The knowledge of His secrets, wisdom and loving deeds are possible to those who are committed to listen.