Hear, My Son: Teaching and Learning in Proverbs 1–9
Book Review • Daniel Estes, Hear, My Son: Teaching and Learning in Proverbs 1–9 (Grand Rapids: InterVarsity Press, 1997). Kindle Edition. 174 pp. $12.
Read time: 5 min
Summary
Daniel J. Estes writes Hear, My Son: Teaching and Learning in Proverbs 1-9 in order to synthesize the unorganized data of Proverbs chapter 1–9 into a systematic statement of the pedagogical notions underlying its teachings.
He presents the worldview of this portion of Proverbs as promoting a number of theological pillars for wisdom. For instance, reverence for Yahweh should be woven into every aspect of life and learning. The universe is designed by God and human existence is fully dependent on Him. God sovereignly created a predictable moral order, which the wise follow and the foolish reject to their destruction.
True wisdom starts with fear for God and extends faith into all areas of life, thereby aligning human actions with divine values. Estes contrasts this biblical approach with the pragmatic values found in ancient Egyptian wisdom literature, where Biblical wisdom is portrayed not just as skill in living but as a profound commitment to living according to God’s moral order and standards.
Hear, My Son also describes the goals of education in Proverbs, which go beyond mere transference of information to the cultivation of mature, godly character, including the values of diligence, discipline, and devotion to wisdom. The curriculum of Proverbs combines truth from direct observation, tradition, and divine revelation, while holding that all knowledge is derived from Yahweh.
The instructional techniques of the first nine chapters of Proverbs include rhetoric and a range of pedagogical methods that also foster learner engagement in the learning process, forcing learners to choose for themselves to live wisely rather than foolishly. The role of the teacher is especially that of an authoritative guide.
Finally, in Proverbs 1–9 the learner is to exhibit humility, teachability, and active engagement with each form of knowledge (i.e. direct observation, tradition, and divine revelation) in order to grow wiser in a habitual lifestyle of covenant commitment to God.
Quotations
“This study, however, uses the concept of education more in the sense of the French notion of formation, that is, for the development of the learner toward intellectual and ethical maturity” (14).
“Wisdom transcends human intelligence and cleverness, for it is rooted in trust in Yahweh” (43).
“In pedagogy, goals are often described as cognitive (knowledge), affective (attitudes) and psycho-motor (skills) objectives. The specific goals for the course or class will affect the content which is presented, the mode of instruction, and the role of the teacher and the learner within the learning context” (63).
“This receptivity is expressed in accepting both positive instruction and negative criticism (9:8b). When wisdom is received, it enters the heart (2:10), so that it can function as the dominant factor controlling the person’s thoughts, emotions and decisions” (75).
“The emphasis in Proverbs 1–9 on the development of the learner’s competence, or skill in living, is communicated through seven key Hebrew terms: ‘ormâ (prudence), mezimmâ (discretion), taḥbulâ (guidance), tûšîyyâ (sound judgment), śēkel (wise dealing), byn (understanding) and ḥkm (wisdom). The aggregate sense of these terms is that education endeavours to develop in the learner the competence necessary to function independently as a godly person in Yahweh’s world” (86).
“The curriculum for education, then, encompasses the whole range of knowledge that Yahweh has made known, whether immediately by his revelation, or mediately through teachers transmitting tradition, or through personal observation by the learner” (99).
“Instruction, then, is designed not to bring about the desired behaviours by coercive force, but to guide the learner into choosing to follow the wise way” (104).
“Despite all of its benefits, self-directed learning can be inefficient at best, and it is often dangerous for the uninitiated student. As a knowledgeable and reliable authority, the teacher is in the position to make learning more efficient and less risky for those who are novices” (127).
“As a responder, the learner is an active participant in the learning process, not simply a passive observer” (140).
“The multifaceted role of the teacher is best described as that of a guide, who provides a high degree of direction when the learner is a novice, but then gradually becomes more of an enabler to assist the learner toward independent competence” (152). ❖
