Superior Essay Writers | Jesus’ use of parables and storytelling.

Jesus’ use of parables and storytelling.

Write a 400 words Critique for the below writing: Must have two scholarly journal references and one from (Svinicki & McKechnie chapter 11and 12 pp 158-169) Textbook. Must be in the APA format and double space. The narrative should include numerous references to the class content.
Review Jesus’ use of parables and storytelling.
Jesus used parables and storytelling when interacting with his disciples and followers to help them gain an in-depth understanding of his messages. The teaching of Jesus Christ through parables and storytelling was not limited to hearing; however, it was a form of active learning, which motivated the disciple and world to engage in discussions towards gaining an in-depth knowledge of his teaching (Mckeachie, & Svinicki, 2014). During his discussion, the disciples asked Jesus Christ “Why do you speak to them in parables?” (Matthew 13:10). The feedback during the discussion was an example of active learning and an example of the disciple engaging in higher-order thinking skills (Mckeachie, & Svinicki, 2014).
Parables and storytelling are examples of starting discussions with the problem or a case (Mckeachie & Svinicki, 2014). Starting the discussion with a problem or a case motivates individuals to break down problems into sub-problems and to engage in discussions that promote clarification and more profound knowledge of the topic (Mckeachie & Svinicki, 2014). The following are examples of parables that Jesus Christ used during his teaching to actively engage his disciples and the world in higher-order thinking skills.
“You are the salt of the earth; but if the salt has become tasteless, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot by people” (Matthew 5:13).
Jesus compared his disciples and his followers to salt. Salt can be used as a flavoring and a disinfectant comparable to the knowledge the followers of Jesus Christ provide to the nonbelievers in the form of teaching of God’s law. The ancient Hebrews considered “Salt as a symbol of permanence and covenant” (Garlington, 2011). If the salt is no longer salty can be compared to followers of Jesus Christ who have broken the covenant and solidarity with God, resulting in them becoming useless for the kingdom of God. To get to the true meaning of salt, the followers of Jesus Christ must engage in higher-order thinking skills. Disciples and followers must also break down the parable, testing their commitment to work and adapting the meaning of salt based on prior experience and knowledge if there learn the word of God.

Sample Solution

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>

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