A preacher preaching patience to know to build audience trust. Everyone knows that the public often believe a celebrity, a competent person, a trustworthy person, and a person close attitude. A trustworthy person is determined to be the honest, moral, generous, tolerant, have compassion. So, since I will determine the azimuthal direction of a preacher preaching, the first monk steps to build public confidence by keeping the faith, honest living, practice of charity capacity, generosity, and compassion. The preservation and practice like at least bring prestige preacher preaching for the future in the eyes of the initiate, the ashram also made known, and although not the reputations of the of discourse, but to preach in a certain congregation, will be introduced as a reliable person, and thus, the professor began his preaching career was also the audience to received with confidence. History of the Vietnam Buddhist modernism recorded cases of monks such as Thich Don Hau, Thich Thien Sieu ... starting from preaching career at a young age, but because they preserve the dignity of the noble a monk, so right from the start, they were introduced to the solemnity of the teacher and thus, the audience of Buddhists he brings to his belief in the. Where the Minh Dang Quang Shamans other again. But he was not the recommendation of the teacher, but the image of his grave was made of the Buddhist Center and they invite him to lecture.
who preachers preaching attitude must also be close to the audience . Closeness here is talking about ways sympathetic audience. The teacher needs to know about his congregation, holding the aspirations of the majority of them, from which words can express interest in the life of the congregation, thus creating closeness the psychological aspects. In cases where a teacher has a reputation for the academic example, when teaching, we will definitely be hearing about the trust academic competence. In general, the construction of confidence they need to practice hearing it long before the teacher actually embarked on a career of his own preaching.
Prior to preaching in any congregation, preacher should thoroughly learn about your audience to take the appropriate behavior.
During the lecture, the professor preaching must also continue to strengthen the confidence of the audience. The teacher should perform the following:
a. By teaching a little before or at least on time faculty. There should be a little front to be able to have conversations outside with some active members of the audience. The active members will make the whole congregation more trust in the teacher.
b. If a person has been known to introduce ourselves we are good listeners. If not, so cleverly introduced a little about yourself so that the introduction is consistent with what teachers have learned about their hearing. Absolutely not brag about knowledge, clan, family background, position, talent.
c. When speaking, use language appropriate to the audience. With a budget hearing them say they must be simple to understand. Even the audience of intellectuals, also use the words easy to understand, but exactly the classics. d. Do not tell stories too personal, do not use vulgar language. The intimate shows with humorous stories limited to the extent it is short and moderation. Avoid the long lines for example.
e. It should show the audience interested in the experiences related to the experience of hearing them. During the talk, try making eye contact with the audience. Try to identify as many individuals as possible in the first meeting.
f. The story tells of a talk to be very relevant to the content presented. Avoid digress.
g. When to cite, correctly quoted and referred to the contact with the lecture content, strive to be the origin of the quote.
h. Do not talk too long. The research shows that people are hearing them can only focus within fifteen to twenty minutes, after which they will be distracted.
therefore preacher should say short and try to create conditions for hearing them to participate actively in the content of his lecture
after lecture, the teacher should seek to stimulate the audience to ask questions to their answers. The moments of this Enquiry confidence of the audience where the preacher.
every audience has its own characteristics always emotional. There are audience-friendly, but also far from the audience. There are vulnerable groups incitement to anger when the group is always calm. There are timid congregation and the congregation also confident. Some people really love to practice, but also those who just like to listen more to others flickering. In short, they are not a public hearing that same audience. Moreover, at various times, an audience has different feelings. For example, when a group of people who had come to attend a funeral of a person in the group, they will have different feelings quiet people recently attended a field trip. Therefore, the preacher is preaching to recognize emotional core of the legal team that day listeners like. Once you've created empathy with audiences by skillfully evoke positive feelings of the members of the congregation, the preacher will be easy for the audience to accept his arguments, sharing the their opinions, and act on your call.
One thing to note is that there are positive emotions and negative emotions. Researchers have pointed out, when positive emotions are aroused when a crowd easily accept arguments positively, but if the crowd with their negative emotions are more accepting of opposing arguments. As to the arguments we accept positively the preacher for congregations to create a joyful atmosphere, warm, serene, gentle and inspire in them the positive sentiment. For example, before a congregation is burning with anger because of the profanity that Buddhist preacher that should help them realize the resolve to be calm and not ignite explosive temper, the teacher should have gently amusing stories to evoke the emotions in their tolerance. In contrast, an audience feel excited about the achievements of material nature that preacher to congregation discern what is the purpose of preaching, the preacher should not criticize them luxuries with the negative emotions that should elicit poignant images in places so ill that they have compassion and the desire to share.
summary, if the teacher cleverly evoke positive emotions where audience, the lecture will be easy to get the audience to accept. Conversely, if not ingenious preacher that gives audiences have negative feelings, the reactions of the audience would be completely contrary to the wishes of the teacher.
To evoke positive emotions where audience his preacher preaching should pay attention to how to use language appropriate to the emotions you want to evoke. In his lecture, the teacher should choose examples illustrate the story carefully, consistent with the theme of lecture content but cheerful, with a hint of intrigue or of the heard. Try to select the text of the colorful feelings instead of dryly presented. Absolutely avoid the use of tricks to evoke emotional audience that tragic place to be honest. Note that voice to match want to show affection. At times, the teacher must use gestures to enhance the efficiency of speech, but it should not be too far restrained beyond majestic quartet of monks. During the lecture, the professor may leave the podium, the audience closer to creating an intimate, but notes do not come too close. The teacher should have regular eye contact with every audience in the auditorium, but not too long contact with a person. Ideally, the teacher should be making eye contact with each audience group for a while and left eye to the other groups, so that covers the entire audience. The invitation said some personal feelings or participating preacher's story is essential, but do not focus attention on a particular individual.
Everybody that logic is often difficult issues and boring. The preacher tend to them with the fascinating stories, hilarious, giving them the opportunity to laugh euphoria that the problem of presentation logic is redundant. In fact, all people hear are able to use and interpret their induction to track a lecture, even though they use those skills unconsciously. Thus, the preacher preaching should always hone presents problems with his logic. There are two basic methods are logical and inductive interpretation. The method of interpretation, if correct, axioms conclusion is always true. But the inductive method, though correct, axioms conclusions not always the case, but gives suggestions for further development.
To improve the way things are fair preaching, preacher to save the following points:
a. Making matters his presentation the audience understood. To do this, the teacher needs to:
- Use clear language and avoid those with academic parlance, avoid words unfamiliar to the masses. In the case of language use in texts, teachers need specific definitions before each application.
- The issue presented to obvious. Try to avoid words or images using the classic reference. The audience does not have time to decipher what the teacher says, so if a professor uses new metaphors that will surprise the audience.
- Presentation matters in order. This is what the Buddha reminded, that in order to teaching classes. The process of a sermon must be reasonable, what is the foundation must be presented, what facts are presented to the following derivatives.
- Using many examples. The interpretation of a long line of problems are not yet effective by examples. Examples can be taken in everyday life.
- Apply measures to compare and metaphor. Although new metaphor will make people surprised to hear, but if the teachers get special metaphors that people can understand after listening for a moment thought it had a great effect.
b. Making matters is the way you present sensible. By:
- Based on the common sense of the masses. The teacher should begin by telling the public the knowledge of the public generally, is what people believe. From common knowledge, the preacher began to build his argument. By cleverly put the question of common sense, the teacher can gradually remove the bias of the mass wrong.
- Exploration mass opinion by asking questions. Before making his argument on, so skillful preacher exploration of public opinion by noting the appropriate question. The master of public opinion to help the teacher adjust his arguments.
- Refers to the opposite point turn before it rejects them. The teacher can present the opposite argument with his argument skillfully, then used his arguments to refute and to public order raised the point that I want to reach.
- Press up to the problems of great value to the public. Note that all inductive reasoning leads to the conclusion uncertain, unless the preacher uses the axiom perfect (As Buddha inductive case that he is the Buddha of which all beings are Buddha will come), so the teacher should focus on the issues most valuable to the audience, instead of rambling on issues not properly focused. The teacher can present the opposite argument with his argument skillfully, then used his arguments to refute and to public order raised the point that I want to reach. - Press up to the problems of great value to the public. Note that all inductive reasoning leads to the conclusion uncertain, unless the preacher uses the axiom perfect (As Buddha inductive case that he is the Buddha of which all beings are Buddha will come), so the teacher should focus on the issues most valuable to the audience, instead of rambling on issues not properly focused. The teacher can present the opposite argument with his argument skillfully, then used his arguments to refute and to public order raised the point that I want to reach. - Press up to the problems of great value to the public. Note that all inductive reasoning leads to the conclusion uncertain, unless the preacher uses the axiom perfect (As Buddha inductive case that he is the Buddha of which all beings are Buddha will come), so the teacher should focus on the issues most valuable to the audience, instead of rambling on issues not properly focused.
c. Making matters presented themselves as true. With the following measures:
- Use more facts to prove his point. Choose the facts are well known in everyday life, in history ... Given the vivid details related to his argument.
- Use facts and figures. In some cases, the teacher can prepare the real facts and figures
- Evidence from the reference source. The teacher should have extensive knowledge of the references included in the lectures and sensibly. Note that references to resources that are easily accessible audience.
Additionally, a preacher also need to be prepared thoroughly before each lecture. The teachers need to learn about the composition of the audience, how to organize in time, to develop lessons based on the structural integrity of the subject, if the lecture in a lecture course, each host threads must be coherent with the previous topic and the next topic, the lecture can be different according to the diverse forms of discourse to avoid boredom ... where the audience should form suitable for teaching lecture content.
lecture described as revolutionary form of traditional lectures, in which the main topic is divided into the themes and each theme to be deployed into the details. With this kind of lesson, the teacher can present the broad concept. for example, the teaching of the Four Noble Truths, the professor launched four noble truth, then speak truth to each one, and in each the truth to deploy the details ... however, in the form of lectures this kind, the audience easily lead to completely passive position.
lecture is revolutionary interactive lecture requires the listener to brainstorm and participate actively in lectures. For example, also spoke about the Four Noble Truths, but the preacher asked the audience to describe human life, gradually draw provisional conclusions that human life is impermanent, is constantly changing, is not always leads to contentment ... to be more specific conclusions about dukkha, which led to the concept of collective empire, imperial and anti-imperial religion. In this lecture form, actually preacher must be more prepared to be able to persuade the audience to contribute their opinions in the course of lectures.
Lectures revolutionary problem-solving is a form of raised a particular case to be resolved to the student comments resolved. For example, when talking about giving the three-la-bile, the teacher can set up the charity event to polish the charity, then, suggests to the audience came to the conclusion that giving alms to the three-la-density, so that the right hand to the left hand does not know, so people do not see, but only the recipient can see shared events bring solace to life . This lecture form also requires careful preparation of the preacher.
lecture is not to conclude that the form of lectures preacher not concluded its imposition. For example, when commenting on the Lotus Sutra depicted on the marble to be recognized Buddhist record, the teacher presents only facts and cleverly hints to the audience to make their own viewpoint . Then, the teacher does not give a formal conclusion that any such suspension, the audience free to draw their own judgments after hearing many arguments opposing each other.
lectures In the following form, audience always be prepared to participate actively in the progression of the lecture, but before that, there are always parts or a brief lecture, or details of the preacher. Thus, the researchers confirmed that active teaching is still the main task of preaching pedagogy industry.
An important issue to note the preacher, is that even in the case of lectures done by forms described, the preacher should also note that the ability of the audience to focus only lasted about fifteen to twenty minutes. So, all the lectures lasted more than twenty minutes about not fall into the audience's attention. Of course, the attention of the audience are not, when people have neglected to prepare it may be time to start paying attention others; therefore, the professor thought that we are interested in hearing what you say , but not so, but there is always only a few people in the audience listening to a lecture than twenty minutes. So, you need to pay attention to professors lecture into segments all point to only very briefly presented.
Additionally, after each segment of the lesson, the teacher should best facilitate audience put to answer your question, expand the meaning of the problem. When answered, if the question does not go to the heart of the topic, the teacher can not answer. In cases where the speaker does not ask questions but the lecture itself, the teacher can listen to a passage, and then wait for breath when he said it interrupted by turning his attention to topics lectures, avoid criticizing the speaker.
A preacher is preaching the faith must be permanent and have a Buddhist practice at the level of attachment to their confidence in the teaching. But besides that, the skills training and teaching methods are still needed to bring success to the preaching. Above all, the teacher should always remember that one of the factors that brought success to the preaching is to win the trust of the audience. When the trust of the audience at the lecture, the professor had been half successful. However, the rest still depends on the talent of the preacher. So, if you've chosen a Buddha preaching career of his life, on the one hand, the teacher should pay attention to practice and keep the faith right from the beginning, on the other hand, you also have to train teachers methods and skills, so could become a preacher preaching to be effective, actually contribute to propagate the Buddha Dhamma.END=VIETNAMESE TRANSLATE ENGLISH BY THICH CHAN TANH.THE MIND OF ENLIGHTMENT=WORLD VIETNAMESE BUDDHIST ORDER=VIETNAMESE BUDDHIST NUN=GOLDEN LOTUS MONASTERY=AUSTRALIA,SYDNEY.8/10/2013.NAM MO SAKYAMUNI BUDDHA.( 3 TIMES ).
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