First, parabolic preaching taps into several common techniques of motivation, and improved motivation consistently produces better learning. Parabolic preaching takes advantage of the following motivational techniques (Gage, 1979, p. 425):
1) capitalizes on the arousal value of suspense, discovery, curiosity, exploration
2) uses the unexpected
3) uses unique and unexpected contexts when applying concepts and prin- ciples
4) requires use of what has previously been learned
5) uses simulations and games
Preaching which exhibits these qualities tends to be better listened to, better retained.
Second, parabolic teaching, by working at several levels of meaning, allows hearers of different developmental stages to derive meaning from the same experience. This is a large advantage over propositional discourse which can rarely be appreciated by all age and interest groups. Kids through adults can enjoy and benefit from the same parabolic lesson.
Third, the "realness" of the experience of parabolic preaching becomes part of the "funding of experiences" necessary for students to formulate concepts. Without sufficient concrete experiences, the development and understanding of abstract concepts is difficult, if not impossible.
Fourth, parabolic preaching builds on, rather than works against, the "abstract structures that represent the knowledge stored in memory brought to an educational situation" (in this case, parabolic preaching) which "is probably as important as the message that makes up instruction" (Gage, 1979, p. 318). In other words, parabolic preaching uses the different experiences different audience members have had of the parable's subject, rather than of falsely assuming, as propositional preaching tends to do, that everyone has similar backgrounds.
Fifth, parabolic preaching tends to be a more active experience, which enhances learning.
Sixth, parabolic preaching allows for a more democratic response to God's word. The listener has greater responsibility for what is heard than under the dictates of propositional preaching where the preacher tends to preach the way an issue is to be understood.
Seventh, diversity is a spice of life. Parabolic teaching adds to the preacher's repertoire of skills in an exciting way.
Eighth, Jesus made copious use of parables, so it must be a worthwhile format.
Ninth, parables create a valuable, very personal atmosphere in the worship service.
Tenth, parabolic preaching cultivates the artist in the speaker. Parabolic preaching is an art in the sense that the speaker's activity is not dominated by prescriptions or routines, but is influenced by qualities and contingencies that are unpredicted. Parabolic preaching is an art in the sense that the ends it achieves are often created in process. Parabolic preaching is an art in the sense that preachers make judgements based largely on qualities that unfold during the course of action. Parabolic teaching is an art in the sense that preaching can be performed with such skill and grace that, for the audience as well as the preacher, the experience can be justifi- ably characterized as aesthetic (Eisner, 1979, p. 153).
In conclusion, my contention is that parabolic teaching is often neglected, but has a worthy place in the Kingdom. I suspect that of all my potential Christian audiences, youth workers are most likely to know if I am right.