24
tion or a baseline that they recognize in their lives (although many admit to not knowing the Bible as well as they “should”), and they know that fewer and fewer people are even as literate as they, but they feel powerless to make a change. (Scott R. Thompson, Chandler, Ariz.)
Luther wrote his catechisms to answer the ignorance of his day. We do not need a new catechism, but we do need renewed katechesis (instruction/engagement), which Luther had already identified as starting in worship.
In his explanation of the third commandment, Luther argued against a rote hearing of the read text: “It used to be thought that Sun- day had been properly observed if one went to mass or listened to the Gospel being read; however, no one asked about God’s word, and no one taught it either. Now that we have God’s word, we still fail to eliminate
Worship is one of the few places that people congregate where there can be multiple generations hearing the same Bible story. Worship, then, is a logical place to begin reshaping biblical literacy.
this abuse, for we permit ourselves to be preached to and admonished, but we listen without serious concern.”
Luther saw the keeping of the Sabbath as rooted primarily in God’s word. This is a theological orientation of the worshiper toward God, through God’s story, and one that is the starting place for us as we imagine new, creative and faithful ways of engaging the word. Worship is one of the few places
that people congregate where there can be multiple generations hearing the same Bible story. Worship, then, is a logical place to begin reshaping biblical literacy. Here are three practical sugges- tions for changing how to use the Bible in worship: n Shift the reading of the text to one story or passage. Engage the text, its content, and teach simple steps of how to read it. Allow for reaction and conversation. Allow for multiple ways (and perhaps even retellings) of a single story—directly from the Bible, through drama or visual arts. Reading and reflection of the word aren’t meaningful simply pro forma (in the doing of it) but can and should be faith-forming “pro me” (literally “for me,” for us as we apply the biblical story to our own stories). n Integrate the word into every- thing you do in an intentional way. God’s word is best encountered in community. Hearing the same biblical story in worship and other
meetings and classes enables a deeper shared life of faith. The outcome will be multigenerational shared engagement of the bibli- cal word before and after worship, in the car on the way home from church and over dinner. n Equip one another to be readers, interpreters and stewards of God’s word.
What this modern era in church (hi)story requires is worship and preaching that equips and enables, rather than merely informs or deliv- ers content. If we view worship as the place where we hallow God’s word (i.e. learn it, and learn to read and apply it), we can change in a fundamental way the nature of the rest of our Christian living. God’s story must rest in the able hands of the community, not just with the preacher/teacher. This isn’t about people know- ing the Bible well enough, or even better. The goal is that people will know the story and find themselves in it; that we will be able to make connections between what the Bible says and daily living, situations and choices; that we will claim the promise that our God has made to us.
God’s word never returns empty. It will, indeed, fulfill the purpose that God purposes for it. While that word is among us, it can and will dwell in us richly (Colossians 3:16), and we do well to, as Luther put it, “deem it holy and gladly hear and learn it.”
The narrative lectionary It is a four-year cycle of readings. On the Sundays from September through May each year the texts follow the sweep of the biblical story, from creation through the early Christian church (
www.workingpreacher.org/?lectionary=nl).
26 The Lutheran •
www.thelutheran.org
SHUTTERSTOCK
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52