On August 2, 2010, a column in the New York Times struck a chord with a number of my colleagues—by the end of the day it was posted on the Facebook pages of more than 30 of them. These friends had one important characteristic in common with each other and with me. Each had graduated from seminary in recent years and each was serving in some ministry context, often in congregations.
I don’t know about you, but I find it challenging to preach on non-narrative texts. It’s easy to make a good story from the Gospels or the Old Testament come alive in a sermon. It’s a lot harder to do that with a theological treatise, so I tend to neglect preaching on the epistles.
Although Jesus is called teacher in the Gospel of Mark, that Gospel includes little of the teachings of Jesus. His parables confound his listeners rather than leading to greater understanding. Jesus’ teaching in Mark is performative, says Brian Blount; Jesus taught by the way he lived. He doesn’t teach love as a concept, he acts it out by touching lepers and allowing diseased people to touch him, engaging women as equals, associating with the marginalized, and breaking laws that don’t promote human well-being. If we want to teach the reign of God as Jesus taught it, then we need to craft a curriculum that does more than inform (Interpretation, April).