Lessons from Jesus and the Samaritan Woman: Teaching Science in Culturally Responsive Ways

When teachers welcome and use references from students’ lived experiences to relate the content in a more personal way, students pay attention.  This type of teaching makes students feel seen.  They feel that what they have to share and who they are in the learning community matters to their teacher, peers, and the subject matter as well.  In science, culturally responsive teaching utilizes the ways students make sense of the natural world from their various ethnic, religious, and linguistic backgrounds.

[Jesus] had the ability to draw in people from all walks of life with his parables that were full of rich insight and examples of the way of God and his kingdom.

You may be thinking, “How does culturally responsive teaching connect to Jesus’ teachings, and how we should teach science?”  To make this connection clear, I want to direct us to John 4, one of my favorite stories of Jesus.  This is not a parable, but an interaction—Jesus’ encounter with the Samaritan woman at the well.  It holds significant insight for what teaching and learning should look like if we teachers want to give our science learners the best learning experience possible.  To help us dissect this story, I highlight specific ways Jesus’ actions align with culturally responsive teaching.  I also provide examples and questions we can reflect on as science teachers.  

Engaging learners in cross-cultural conversation

Throughout this encounter, Jesus initiates and brings the Samaritan woman into meaningful discourse.  He meets her right where she is, at Jacob’s well, a place of meaning to the Samaritan woman’s religion and ethnicity.  She offers information about her cultural background and lived experience.  Jesus makes a request that he knows will convey literal and figurative meanings.  “Please give me a drink.”  The fact that a Jewish man even spoke to her catches her off guard.  She appears to sense Jesus is providing a safe space for dialogue.  In turn, she opens up about the obvious cultural differences between them and continues the conversation by asking him a question.

Reflect: How do we create a safe space in our science classrooms to hear the diverse funds of knowledge our students have about science?  Do we dive right in to tell them what to think, how to think, and what to do?  Or do we try to meet students where they are, lead them into meaningful conversation, and listen to what they already know? 

Acknowledging cultural and social contexts

After her excitement about having this eternal living water, Jesus makes a request for her to go and bring her husband to him.  Many sermons have stemmed from this part of their exchange.  Many historical and current readers of this story assume the Samaritan woman was adulterous, a prostitute, and/or unwelcome in her local community, largely because of her five husbands and her current relationship.

Empowering informed decision-making

Jesus provides more context into what living water means.  He uses the religious backgrounds of Jews and Samaritans to make these ideas clearer to the woman.  He then gives her critical information to empower her to make a decision about what she will do next.  The Samaritan woman then sees similarities between Jesus’ teaching and her own knowledge about the Messiah.

It is also important to note that Jesus’ disciples were not thrilled about him interacting with a Samaritan woman.  They saw Jesus speaking with the woman in a meaningful way, contrary to their own upbringing.  Jesus openly demonstrated that the Good News of the Gospel was not limited to a chosen few.  He showed that all people groups could have access to this Living Water.  He also showed respect to the Samaritan woman in front of those who may have treated her negatively because of her ethnicity and gender.  Jesus also empowered his disciples to make informed decisions about his mission.  From this, we learn that culturally responsive teaching can benefit all students.  All students, particularly those from majority cultural groups, need to witness their teacher highlight and respect the backgrounds and expertise of culturally diverse students.

Reflect: Do we provide ways for students to notice similarities among various indigenous science methods?  Do we highlight creative approaches and different ways of knowing that diverse students may have or represent?  Do we provide all students with critical information necessary to make scientifically-informed decisions?

“How can we better understand the characteristics or properties of water from the way these individuals use it?”  Depending on the images used, students may relate to, marvel at, and/or empathize with people’s varied access to and use of water.  It is important for teachers to acknowledge students’ responses, allow them to voice their thoughts, and give them choices in how they choose to represent what they are learning from various cultural lenses.

Teachers can empower all students to make informed decisions about the use and access to clean water by having them work collaboratively in researching local or global water-focused concerns.  Teachers’ questions like, “What socioeconomic or cultural factors affect a person’s access to clean water?  How often is water in various communities tested for harmful substances?  Compare the health of people, animals, and plants in different zip codes in our state (or country).  How does examining this data affect your views about the use of water in your community?  What are some actions you can take to make clean water more accessible for more communities?”  These research questions challenge students to consider issues of equity, social justice, and sustainability surrounding water.  These also challenge misconceptions students may have had about certain groups of people whose access to clean water affects their standing in society.