| The Hebrew language uses one root (lamad) for | | | | Lamad learning recognizes the GOAL of our |
| the two words "to teach" and "to learn." In the | | | | instruction is love from a pure heart, a good |
| Hebrew culture, the teacher has not taught unless | | | | conscience, and a sincere faith (I Tim. 1:5). You will |
| the student has learned. All learning and teaching is | | | | notice that all of these are HEART realities. The |
| ultimately to be found in the fear of the Lord. | | | | mind is made to serve the heart. All training is to |
| The goal of teaching is not the impartation of | | | | be heart-focused. Mankind has been FORBIDDEN |
| facts but the changing of lives. For the Hebrew, | | | | to eat from the "Tree of Knowledge of Good and |
| knowledge (yadah) involves personal encounter | | | | Evil." Instead, he is to eat from the "Tree of Life," |
| and response to God's revelation. | | | | Jesus Christ! |
| In the lamad method of learning, we are returning | | | | Lamad Teaching Techniques |
| to the Hebraic concept of education, including this | | | | Personal encounter demands a teaching style of |
| personal encounter and revelation. The classroom | | | | guided self-discovery, where the student is guided |
| becomes a place of impassioned discussion and | | | | in his own uncovering of the truth. Lamad learning |
| the sharing of real life experience. It is a place | | | | encourages the flow of revelation within the |
| where we meet God and share in the life | | | | hearts of the students. Discovery often happens |
| experiences of others. It is a place where we | | | | best in a lively interchange within the classroom. |
| practice truth. The classroom is not separated | | | | Therefore, effective group interaction must be |
| from life but is actually part of our lives. | | | | promoted and guided by the lamad teacher. |
| Lamad Lifelong Learning | | | | The Abiding Realities |
| Learning is to be lifelong. It is impossible to cram | | | | "Now abide faith, hope, love, these three; but the |
| education into the early years of our lives. | | | | greatest of these is love" (I Cor. 13:13). Certain |
| Learning, transformation, assimilation, and | | | | things are central to life and eternity; others are |
| creativity are lifelong matters, with extended | | | | not. Anger, fear, and doubt are temporary and will |
| periods of time being given to first one topic and | | | | be swallowed by love. The lamad curriculum |
| then another, until one's giftedness has been | | | | constantly emphasizes the abiding realities, instilling |
| multiplied many fold (Matt. 25:20). | | | | them in the lives of its students. |
| Lamad Key Components | | | | The Trinity |
| The Greeks emphasized "detached information," | | | | Man is to live caught in the flow of God. This is |
| while the Hebrews stressed "personal encounter." | | | | accomplished by lifting up our eyes in worship to |
| It was important to the Hebrews that each | | | | the King, becoming consumed by His presence. |
| learner personally encounter and be transformed | | | | While we are in the Lord's presence, we |
| by what was before him. Spiritual encounter and | | | | acknowledge that we no longer live, but that |
| response to the revelation of God is the central | | | | Christ is our life, and the life we now live is by |
| dynamic of Scripture. Life is the classroom. If we | | | | faith (Gal. 2:20). We live out of daily fellowship with |
| offer classes, we must make sure they are life | | | | the Holy Spirit, recognizing that everything done |
| encounters in which we practice truth. | | | | outside of divine flow is a dead work. |
| Goal of Instruction | | | | |