THE PROPRIETY OF CONTEXTUALIZATION
Why We Must Learn to Understand Before We Judge
One of the weaknesses in the way we approach issues in our society is our tendency to examine events, actions and decisions in isolation. We often arrive at conclusions based on a single observation, a particular line of thought or an isolated incident, without making a conscious effort to understand the circumstances, relationships and events that surround them.
Yet, sound judgement requires more than observation. It requires understanding.
Contextualization is the discipline of examining the bigger picture: the circumstances leading to an event, the factors influencing it, the people and interests involved, the available information and the possible consequences of whatever decision we make.
It is not about finding excuses for wrongdoing or weakening established principles. Rather, it is about ensuring that our conclusions are informed, balanced and appropriate to the realities of the situation.
We cannot consistently make sound decisions if we do not first make an effort to understand the situations to which those decisions relate.
The Case of Wisdom and Stewardship
Consider how we teach Christian stewardship.
We often identify the attributes of a faithful steward as humility, integrity, honesty, wisdom, accountability and diligence. These are unquestionably important virtues. But do we sufficiently examine what each means within the actual responsibilities of stewardship?
Take wisdom, for example.
Wisdom is commonly understood as the appropriate application of knowledge and understanding. This suggests that for someone to exercise wisdom, there must first be some knowledge of the subject matter and an appreciation of the circumstances within which that knowledge is to be applied.
Consider the responsibility of managing a country’s power sector. Would we reasonably expect someone with no meaningful understanding of electricity generation, transmission, distribution, regulation and the economics of the industry to make consistently effective decisions in that office?
A politician may be an excellent communicator. A lawyer may understand the regulatory environment. A civil engineer may possess valuable technical knowledge. But none of these qualifications, on its own, guarantees the ability to manage the complexities of the power sector.
The individual must either possess the relevant knowledge or demonstrate the capacity to acquire it, understand the industry, engage competent professionals and translate available knowledge into appropriate policies and decisions.
The point is simple: knowledge informs understanding, understanding provides perspective, and wisdom enables appropriate application.
This same principle applies to stewardship.
A steward cannot be expected to manage resources effectively without understanding what has been entrusted to him, the purpose of the assignment, the expectations attached to it and the people or interests affected by his decisions.
The Virtues Must Be Understood in Context
Humility, for instance, is not simply the absence of arrogance. In stewardship, it is the recognition that what has been entrusted to us does not necessarily belong to us. We are custodians, not owners.
Integrity is not merely being honest when convenient. It is maintaining consistency of character and responsibility, even when there is no supervision.
Diligence is not simply working hard. It is applying effort purposefully and intelligently towards the fulfilment of an assigned responsibility.
Faithfulness is not merely demonstrating loyalty or remaining committed to a position. It is the consistent and responsible discharge of an entrusted obligation.
These virtues are interconnected. Humility without wisdom may produce good intentions but poor decisions. Wisdom without integrity may produce sophisticated manipulation. Diligence without understanding may result in persistent effort in the wrong direction.
This is why teaching these attributes as isolated virtues, without examining their relationships and practical implications, may leave us with people who know the terminology but struggle with its application.
The Church and the Responsibility of Teaching
I believe this is an area that deserves greater attention in Christian teaching.
We sometimes teach in a routine sequence: identify a virtue, provide its definition, quote a scripture and move on to the next subject.
But do we sufficiently challenge people to examine how these virtues should influence their daily conduct?
What does stewardship mean to a church leader who receives contributions but refuses to account for them?
What does integrity mean to an employer who consistently delays the payment of salaries?
What does humility mean to someone in authority who cannot tolerate correction?
What does wisdom mean to someone who makes decisions affecting hundreds of people without first understanding the implications?
Christian instruction must go beyond the transmission of information. It must develop understanding, discernment and the capacity to apply biblical principles to the realities of everyday life.
In 1 Corinthians 4:2, Paul reminds us that it is required of stewards that they be found faithful.
But to understand faithfulness, we must also understand the responsibility, the assignment and the expectations attached to the stewardship.
Jesus’ teaching in Luke 12:42–48 further illustrates this relationship between responsibility, wisdom and accountability.
The steward is expected not merely to occupy a position but to understand and faithfully discharge the responsibilities associated with it.
Preparing the Next Generation
This conversation extends beyond the church.
We are preparing a generation that will inherit our institutions, businesses, communities and ultimately our planet. They will confront challenges that require more than memorised principles and conventional responses.
They will need to understand the interconnectedness of events, appreciate different perspectives, evaluate competing interests and make decisions that consider both immediate and long-term consequences.
We must teach them not just what to think, but how to think.
A generation that learns honesty without understanding its practical implications may struggle when confronted with competing pressures. A generation that learns leadership without accountability may simply reproduce the failures of previous generations.
And a generation that inherits institutions without understanding the circumstances that shaped them may end up repeating the very mistakes it was expected to correct.
A Final Thought
Contextualization should become an essential part of how we teach, lead, govern, judge and resolve problems.
It requires us to look beyond the obvious, examine contributing factors, understand relationships and consider the wider implications of our decisions.
It does not mean abandoning moral standards or compromising fundamental principles. It means applying those principles with understanding, fairness and sound judgement.
Proverbs 4:7 reminds us:
“Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.”
Perhaps one of the greatest shortcomings of our education, religious instruction and leadership development is not necessarily our failure to teach the right principles, but our failure to sufficiently develop the capacity to understand and apply them.
We must move from teaching people what the right answers are to developing their ability to understand why they are right, when they apply and how they should influence our decisions and actions.
That, in my view, is an important part of building a better church, a better society and a better world for the generations that will come after us.
The responsibility is not merely to leave the next generation a better world. It is to equip them with the understanding and wisdom to keep making it better.