OK, for the sake of this post, let’s say you understand and accept everything that I said in the previous four articles on the brain and sanctification. At this point, then, the proper response or question might be:

“You mean I read all of that stuff just to humor you? So what? What good or difference does any of that make?”

Calm down. Take a deep breath, hold it ’til the count of five, then release. Repeat a few thousand times or so.

In a way, the application of all the preceding can be of great value; at the same time, it is a re-discovery of what the Bible has demonstrated and described all along.

Again, for the sake of argument (or, “discussion,” since spiritual Christians don’t argue (1 Cor 1.10 [pardon my ripping the verse out of context to use for my own sarcastic purpose]), let’s assume that everything I said is accurate and in keeping with biblical anthropology. Starting from that point, there are several important applications to be made.

The first, which was mentioned in the last post, is the importance of knowing the Bible. If (first-class conditional = “since”) it is true that the Holy Spirit uses the Bible to accomplish His work of sanctification in us, then the more time spent reading or hearing the word of God the more quickly He can work in us. Of course, the Holy Spirit must enlighten us as we read or listen, but if we’re not reading or listening to the Bible then the light may shine but there won’t be anything for us to see. Or anything for Him to work with.

So Bible reading/hearing/studying is important. But we have to be sure that we are accurately or correctly handling the truth God has entrusted to us (2 Tim 2.15). There is a discipline or regimen to the study of the Bible that is necessary to follow if we are to have truths available to the Holy Spirit. Again, the Bible is not a magical book that will yield truth to a reckless audience. We must be clear on what God has said or promised and, just as importantly, what He has not said or promised.

Every lesson we are taught, every conclusion we come to on our own must be subjected to the infallible truth of the Bible and the penetrating discernment of the Holy Spirit within us.

The major application is drawn from a discipline called “brain-based learning,” which was pioneered by secular (?) educators Geoffrey and Renate Caine. Their books are fascinating reading and, as will be explained shortly, quite encouraging for Christians in an indirect way.

Almost 30 years ago, Christian educator Larry Richards wrote A Theology of Christian Education, a remarkable book and well-ahead of its time. One of the problems he identified was the difficulty in getting isolated beliefs (head knowledge) to become operating beliefs (so-called heart knowledge, or that which is put into practice). The work of the Caines provides valuable insight into accomplishing that task. (All quotes in the following are from their works.)

There are three things necessary for brain-based learning to occur:

1. Relaxed alertness
2. Orchestrated immersion
3. Active processing.

Relaxed alertness refers to a state of mind characterized by low threat and high challenge: people must feel emotionally safe within an environment and relationship of an honest, supportive yet confrontational community that allows for growth and experimentation. This condition, which is the optimal state of mind for learning, is deliberately achieved. It includes relaxing physically, meditating purposefully (focusing on specific biblical content rather than attempting to empty one’s mind), and providing a physical environment that supports such a state of mind. Providing people with a safe, non-threatening learning experience requires first of all that the teacher/preacher/discipler feels neither threatened nor bored. Only then will learning be safe enough not to be threatening, but challenging enough not to be boring.

Immersion in the learning experience is based on the finding that “to some extent all meaningful learning is experiential.” Elements that contribute to immersion in learning include “an event or situation that has some aspect of a narrative or story form;” a physical environment that supports the narrative; genuine, supportive social relationships, and, a wide range of experiences involving as many of the senses as possible. The more that the experience resembles real-life, the more effective the teaching. Orchestrated immersion involves not only personal interaction with the teacher or discipler, but an opportunity for people to engage in long-term, open-ended, and self-directed studies which are sufficiently challenging so as to produce intrinsic rewards. One need look no further than the process of sanctification, a life-long pursuit not to be completed in this lifetime, for an example of such a challenge for the Christian. And more than merely being immersed in the study, the Christian is indwelt by the Holy Spirit and provided with the power to do the work.

The third and final condition necessary for learning to occur is active processing of the experience by the people. This means that, guided by the teacher, preacher, or discipler, sufficient practice and rehearsal is provided to allow the people to begin to make connections and create new meanings with the new knowledge being acquired. To broaden and deepen the learning, people must be given an opportunity to actively process the material and the experience.

One of the primary purposes in the calling of the twelve disciples, according to Mark, was so that these men might spend time with Jesus (3.14). This was their apprenticeship, a time when they would learn lessons from the Master not only through His messages but by accompanying Him during more than three years of ministry. Jesus did not primarily train the disciples didactically but by having them with Him and giving them ministerial opportunities and responsibilities.

While His purpose was not to present a treatise on effective brain-based discipling techniques, our Lord nevertheless modeled the conditions and principles discussed here. In loving His disciples He created an atmosphere of relaxed alertness; by being with them continuously He immersed them for more than three years in a learning-rich environment, and through repetition, questions, and fellowship gave the disciples opportunities to actively process all that they were learning.

Following the coming of the Holy Spirit on the Day of Pentecost, the effectiveness of His strategy was demonstrated by the awareness of the rulers, elders, scribes, and family of high priests who, “as they observed the confidence of Peter and John and understood that they were uneducated and untrained men, they were amazed, and began to recognize them as having been with Jesus” (Ac 4.13). Empowered by the Holy Spirit, Peter and John manifested the effects of three-plus years of on-the-job learning in what it meant to minister, preach, and witness. They changed the face of the world because they had received a real-life education and had been discipled into being leaders of the early church.

And this is precisely what the church is to be about today. The church is meant to be a loving and confrontational community (relaxed alertness), involving people in the work of the ministry (orchestrated immersion), and through fellowship allowing believers to process and discuss their Christian experience (active processing). (Sorry, but talking about Aunt Nellie’s big toe or who won yesterday’s football game does not qualify as biblical fellowship.)

God created our brains. He knows how we learn, and His approach is clearly demonstrated in Jesus’ interactions with the disciples and in all His dealings with His people throughout the Bible.

For the church to succeed, it needs only to return to that which is effective in facilitating sanctification in the Christian.


2 Cor 1:13