There has been a lot of ink spilled (i.e. blogs written) about the topics of large group vs. small group programming and whether or not sermons are effective. In my opinion, many of these debates are completely missing the point. The presentation is not the issue, it is the content that is the issue. Today, I’d like to throw my hat in the ring. I submit that our programming methods are immaterial if we are not connecting to students cognitively, helping them grow into the abstract thinkers that God has created them to be.
Ok, before I dive into the how, allow me to spend a little time on the why. You will have to forgive me. This information is somewhat clinical and I will do my best to summarize it quickly.
Childhood (Elementary School)
As a child enters adolescence (roughly 6th grade-ish to 7th grade-ish in America) they are not only going through tremendous changes physically but cognitively as well meaning they are going through a massive growth in how they think and process information. A pre-adolescent child thinks concrete, meaning that they rely on others to reason through things and provide them with facts. Sure, they ask questions but they think linearly. In order to understand point “C” they have to start with point “A” move directly to point “B” then finally arrive at “C”. Or in equation terms it looks like this: A + B = C.
Early Adolescence (Junior High)
Early adolescence marks the time where a student begins the shift from being a concrete thinker to abstract. They still think linearly for the most part but by the end of junior high they can begin to think more “outside-the-box”. In order to understand point “C” they need to understand at least point “A” or point “B”. Their equation looks like this: A + x = C or x + B = C. It is important to know that the three years of junior high are very different in terms of abstract, meaning what a 6th grader can understand is very different from what an 8th grader can understand.
Middle Adolescence
A middle adolescent has arrived at abstract thought. Suddenly reasoning and understanding feel so much easier. This often leads to overconfidence in their new found abilities. Have you ever encountered a high schooler who thinks they “know it all”? Um, yeah, I could introduce you to about 50 of them. This is because they feel empowered by their new thinking formula. They can understand point “C” because they intuitively reason through and understand points “A” and “B”. In other words they can jump from A to C very easily. Here’s the problem: A fully grown adult mind can jump from A to G with no problem. A high schooler doesn’t understand that yet. This is why high schoolers feel like their parents don’t understand them when they disagree over things like curfew. In their minds, they have reasoned through everything and if their parents aren’t convinced, they must be “slow.” Little to do they know, their parents have also reasoned several steps further and see a much bigger picture than they are capable of understanding.
Connecting Cognitively in Ministry
For the sake of today’s post I am going to focus solely on connecting to high schoolers because I think this is where we miss the boat the most. Many if not most churches and ministries still communicate and treat high schoolers like they are concrete thinkers when they are, in fact, designed by God as abstract thinkers. My experiences in youth ministry have shown me that many high schoolers who leave the church do so because they feel like it doesn’t relate to them. This is often because they are not allowed to think abstractly.
Here’s an example of how this can play out. Let’s look at how we would teach the above mentioned stages about murder.
- In childhood Sunday School we teach Exodus 20:13 – You must not commit murder.
- In early adolescence we teach Exodus 20:13 plus the somewhat abstract thought that Jesus tells us to “Love your neighbor as yourself” (Mark 12:31) which means don’t murder.
- In middle adolescence we tend to follow the same line of reasoning as early adolescence. We show them what the Bible says and say, “accept these facts”.
All of this seems pretty good, right? Wrong. What is going on in the high schoolers mind? He/she is thinking abstract. They accept your “facts” but are asking bigger questions like:
- When is killing murder and when is it not?
- What about war, stoping genocide, saving your family from a burglar?
- What about when God told Israel to kill every man, woman, and child?
Do you see where I’m going with this? Like it or not, high schoolers are abstract thinkers. We have two choices as ministry leaders. Ignore this fact and continue to teach them as concrete thinkers. Sure, the will be very well versed in what you believe (if they stick around) but will they know what they believe? Or we could embrace the abstract and help them grow as the thinkers that God created them to be.
I challenge parents and youth leaders to be brave enough to explore this intimidating frontier. Abstract thought is scary. Your students will begin to question things that you accept as fact. They will push back, wrestle with, and sometimes even reject common family beliefs. Now, I am in NO WAY supporting rebellion. Parents are the leaders in the homes and their rules MUST be followed. But answer me this. What is the goal of youth ministry? Do you want your students entering college saying, “well this is what my youth leader believes” or do you want them saying “this is what I believe”?
In part 2 of this series we will look at practical ways that we can connect cognitively with an abstract thinker and help them to grow. Today, I will close with these words of Paul.
When I was a child, I spoke and thought and reasoned as a child. But when I grew up, I put away childish things. Now we see things imperfectly, like puzzling reflections in a mirror, but then we will see everything with perfect clarity. All that I know now is partial and incomplete, but then I will know everything completely, just as God now knows me completely. – 1 Corinthians 13:11-13














